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Understanding Teachers’ Ethnic-Racial Socialization Practices with Students in Schools: A Qualitative Inquiry 了解教师在学校与学生的民族-种族社会化实践：定性调查
IF 2.3 2区 教育学
Urban Education Pub Date : 2024-01-31 DOI: 10.1177/00420859241227961
Farzana Saleem, Lionel C. Howard, Cameron Schmidt-Temple, Audra Langley, Tyrone Howard
{"title":"Understanding Teachers’ Ethnic-Racial Socialization Practices with Students in Schools: A Qualitative Inquiry","authors":"Farzana Saleem, Lionel C. Howard, Cameron Schmidt-Temple, Audra Langley, Tyrone Howard","doi":"10.1177/00420859241227961","DOIUrl":"https://doi.org/10.1177/00420859241227961","url":null,"abstract":"Ethnic-racial socialization (ERS) is essential for youth of color to navigate the racialized world. There is a need to understand teachers’ practices as an extension of family-based ERS. This study explores teachers’ ERS engagement with African American and Latine adolescents attending two large, diverse high schools. Two 90-minute focus groups were conducted ( n = 15), utilizing thematic analysis and inter-coder agreement. Teachers reported nuanced ERS messages and methods. Facilitators and barriers ranged from macro (i.e., institutional), meso (i.e., community), and micro-level (i.e., personal). Findings are understood within congruency or distinction from parental ERS with implications for teacher practices within urban schools.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"113 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Unspeakable Joy: Anti-Black Constraint, Loopholes of Retreat, and the Practice of Black Joy 难以言表的喜悦：反黑人的限制、退缩的漏洞和黑人喜悦的实践
IF 2.3 2区 教育学
Urban Education Pub Date : 2024-01-31 DOI: 10.1177/00420859241227956
Wilson Kwamogi Okello
{"title":"Unspeakable Joy: Anti-Black Constraint, Loopholes of Retreat, and the Practice of Black Joy","authors":"Wilson Kwamogi Okello","doi":"10.1177/00420859241227956","DOIUrl":"https://doi.org/10.1177/00420859241227956","url":null,"abstract":"This manuscript thinks with Harriet Jacobs; I am concerned with the otherwise worlds, the productions of Black Joy that Black people devise while in the crawlspace, understood here as higher education contexts. Whereas the condition of Black life is in an antagonistic relationship with society, I ask, what is the sound, look, and feeling of Black Joy? Unspeakable joy, or what I define as the praxes of interior elaboration, cramped creation, and otherwise imagining, are loopholes for Black people to extricate the self from untenable antagonisms and harboring spaces to plot, envision, and realize fuller lives on their terms.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"4 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Beyond the Land of Thorns: Epistemic Authorship in Dual Language Bilingual Education 超越荆棘之地双语双语教育中的认识论作者身份
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-12-06 DOI: 10.1177/00420859231214210
Ana Solano-Campos
{"title":"Beyond the Land of Thorns: Epistemic Authorship in Dual Language Bilingual Education","authors":"Ana Solano-Campos","doi":"10.1177/00420859231214210","DOIUrl":"https://doi.org/10.1177/00420859231214210","url":null,"abstract":"Using an ethico-epistemic lens that integrates Latina decolonizing feminist thought, I examine the ways in which Latina dual language teachers in a Dual Language Bilingual Education (DLBE) program in Massachusetts mobilized epistemic authorship to address knowledge-based injustices that they experienced at work. The teachers enacted epistemic authorship by inscribing experiential, relational, and healing epistemic practices and communities as vehicles for hope and possibility. I argue that epistemic authorship is a crucial dimension of critically conscious DLBE teacher preparation.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"42 3","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Resource Hopping: Examining the Policy Barriers Faced and Strategies Used to Establish Partnerships for Students Experiencing Homelessness 资源跳跃：研究为无家可归学生建立合作关系所面临的政策障碍和采用的策略
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-11-20 DOI: 10.1177/00420859231214179
E. Edwards
{"title":"Resource Hopping: Examining the Policy Barriers Faced and Strategies Used to Establish Partnerships for Students Experiencing Homelessness","authors":"E. Edwards","doi":"10.1177/00420859231214179","DOIUrl":"https://doi.org/10.1177/00420859231214179","url":null,"abstract":"Effective support for students experiencing homelessness requires collaboration and coordination within and between agencies. However, this can be difficult for communities with limited resources and majority Black and Latino populations. This article explores the challenges faced by a divested urban school district in establishing meaningful community partnerships for supporting homeless students. Using an anti-deficit achievement framework and structural racism lens, interviews with district personnel, city and county government, and community-based organizations illustrate how homeless liaisons overcame structural and political barriers by seeking informal support networks outside their city and partnering with organizations beyond their immediate jurisdiction to better serve students experiencing homelessness. Building upon recent discourse on how to best support students experiencing homelessness, this article offers a much needed examination of the role of homeless liasons in implementing MVA.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"21 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139258908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Implementing Project-Based Learning in Urban High School STEM Career Pathways 在城市高中 STEM 职业路径中实施基于项目的学习
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-11-15 DOI: 10.1177/00420859231214174
Jacqueline DeLisi, Edward Liu, Erica Fields
{"title":"Implementing Project-Based Learning in Urban High School STEM Career Pathways","authors":"Jacqueline DeLisi, Edward Liu, Erica Fields","doi":"10.1177/00420859231214174","DOIUrl":"https://doi.org/10.1177/00420859231214174","url":null,"abstract":"Project-based learning (PBL) holds promise for students in urban high schools by creating personalized, engaging, and relevant experiences that prepare students for post-secondary pathways. This exploratory study focused on understanding the implementation of PBL in an urban STEM high school that includes career pathways where students engage in work that reflects industry practices. Data revealed essential features of successful PBL, including ideas for supporting and implementing PBL in an urban high school that enrolls students from historically under-resourced communities. Findings highlight the value of PBL for supporting urban students as they explore their interests.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"4 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139272656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Black Girls’ Reading Motivations: Centering Their Perspectives and Experiences to Redefine a Hegemonic Construct 黑人女孩的阅读动机:以她们的视角和经验为中心重新定义霸权建构
2区 教育学
Urban Education Pub Date : 2023-11-13 DOI: 10.1177/00420859231214212
Sara Jones
{"title":"Black Girls’ Reading Motivations: Centering Their Perspectives and Experiences to Redefine a Hegemonic Construct","authors":"Sara Jones","doi":"10.1177/00420859231214212","DOIUrl":"https://doi.org/10.1177/00420859231214212","url":null,"abstract":"This article addresses tensions between how researchers have conceptualized and operationalized adolescent reading motivation and how a group of Black girl readers perceive and enact reading motivation. Through a grounded theory approach, this qualitative study offers an initial exploration into mapping a race-reimaged reading motivation construct by centering the views, through artifact-elicited interviews, and experiences, through classroom observations, of a group of adolescent Black girl readers. Findings point to a need to reconceptualize reading motivation so that researchers and practitioners are equipped to recognize Black girls’ reading motivations.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"133 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Freedom Dreaming: An Abolitionist Teacher Residency 自由梦想:一个废奴主义教师实习
2区 教育学
Urban Education Pub Date : 2023-11-13 DOI: 10.1177/00420859231214165
Thomas Albright, Stephanie Behm Cross, Camea Davis
{"title":"Freedom Dreaming: An Abolitionist Teacher Residency","authors":"Thomas Albright, Stephanie Behm Cross, Camea Davis","doi":"10.1177/00420859231214165","DOIUrl":"https://doi.org/10.1177/00420859231214165","url":null,"abstract":"Schools are sites of unfreedom. As such we engage in freedom dreaming and co-constituting of non-negotiables of an abolitionist teacher residency (ATR). This conceptual article asks: what non-negotiables are necessary when centering abolition in residency work? Our dream guides illustrate the need to draw on radical imaginations, freedom dreaming, abolitionism, and abolitionist education to dismantle caustic systems. An ATR must: (a) attune to their geo-socio-historical and political situatedness, (b) be democratic/participatory in nature, (c) commit to an onto-epistemological orientation rooted in critical theories and abolition, and (d) emphasize learning as liberation. We invite others into this “abolitionist turn” within residencies.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"33 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Acknowledgment of 2023 reviewers 感谢2023位审稿人
2区 教育学
Urban Education Pub Date : 2023-11-03 DOI: 10.1177/00420859231205425
{"title":"Acknowledgment of 2023 reviewers","authors":"","doi":"10.1177/00420859231205425","DOIUrl":"https://doi.org/10.1177/00420859231205425","url":null,"abstract":"","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"49 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135819293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Open to All: Administrators’ and Teachers’ Perceptions of Issues of Equity and Diversity in Teacher Leadership 向所有人开放:管理者和教师对教师领导中的公平和多样性问题的看法
2区 教育学
Urban Education Pub Date : 2023-09-24 DOI: 10.1177/00420859231202998
Jori S. Beck, KaaVonia Hinton, Brandon M. Butler, Peter D. Wiens
{"title":"Open to All: Administrators’ and Teachers’ Perceptions of Issues of Equity and Diversity in Teacher Leadership","authors":"Jori S. Beck, KaaVonia Hinton, Brandon M. Butler, Peter D. Wiens","doi":"10.1177/00420859231202998","DOIUrl":"https://doi.org/10.1177/00420859231202998","url":null,"abstract":"This study is a response to calls for more research on diversity in teacher leadership (TL), particularly in urban schools. Critical race theory illuminated the role race and racism can play in determining who gets access to TL positions and how that access is characterized using liberal discourse and ideology. We used a component mixed methods design to explore whether administrators and teachers perceived that teacher leadership positions were open to everyone. Beliefs that TL opportunities are “open to all” allow the field to accept the status quo, making it difficult to see (or do anything about) racial inequities.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Examining Teacher Leadership in the United States: How do BIPOC Teachers and White Teachers in Urban Environments Experience Shared Leadership? 考察美国教师领导力:BIPOC教师和城市环境中的白人教师如何体验共享领导力?
IF 2.3 2区 教育学
Urban Education Pub Date : 2023-09-06 DOI: 10.1177/00420859231198171
Peter D. Wiens, Leona Calkins, Jacob D. Skousen
{"title":"Examining Teacher Leadership in the United States: How do BIPOC Teachers and White Teachers in Urban Environments Experience Shared Leadership?","authors":"Peter D. Wiens, Leona Calkins, Jacob D. Skousen","doi":"10.1177/00420859231198171","DOIUrl":"https://doi.org/10.1177/00420859231198171","url":null,"abstract":"This study, using data from the American Teacher Panel survey given by the RAND corporation in 2017, examined teachers’ experiences with teacher leadership (TL) in the United States. Geographic features like urbanicity and teacher demographic characteristics were used to predict different components of TL. Black, Indigenous, and people of color (BIPOC) teachers reported lower levels of principal leadership quality, teacher influence, and shared decision-making; however, they reported higher teacher agency than their white colleagues. Similarly, teachers in schools with populations that were majority low-income and BIPOC reported lower levels of principal leadership quality, teacher influence, and shared decision-making.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"28 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90205191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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