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“Harriet Tubman is a Superhero”: Conceptualizing Young African American Children's Sociopolitical Awareness as Imaginative Praxis Urban Educ. (IF 2.684) Pub Date : 2024-03-04 Wintre Foxworth Johnson
Imagination is often relegated to the margins of African American children's schooling experiences. Furthermore, the varied role of children in liberation struggles and their centrality in ushering in just futures remain underexplored. This article examines five African American first graders’ sociopolitical knowledge and how they used their imagination to develop counternarratives of refusal and agentic
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Does Rural Mean not Urban? Reconsidering the Conceptualization and Operationalization of Rural School Districts Urban Educ. (IF 2.684) Pub Date : 2024-02-26 Richard O. Welsh
Increasing attention has been paid to rural education policy and research, yet few studies have examined the conceptualization of rural school districts. This study provides a conceptual and empirical examination of the definitions of rural districts. The results illustrate that a common, singular definition of rural is elusive and there is a prevailing notion of rural as “not urban.” Regardless of
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A Meta-analysis: The Association Between Increased Use of Communicative Technology and Parental Involvement and the Relationship with Academic Achievement Urban Educ. (IF 2.684) Pub Date : 2024-02-21 William H. Jeynes
This article shares the results of a meta-analysis on the association between parent-teacher interaction using technology-based communication and parental-involvement, and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 31 quantitative studies and well over 20,000 students. The results indicated that statistically significant effects did not
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kNOw Your History KNOw Yourself: Fugitive Praxes of Black Joy During the COVID-19 Pandemic Urban Educ. (IF 2.684) Pub Date : 2024-02-07 Asif Wilson, Rachel McMillian
Set against the backdrop of anti-Blackness and the COVID-19 pandemic, this study explored the context and emergence of Black Joy as a group of Black elders and youth co-designed and implemented a social studies curriculum rooted in the exploration of Black history in their local community. The co-authors utilized kitchen table talk methodologies to illuminate the ideological, pedagogical, curricular
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You Can’t Steal My Joy! Practices and Possibilities for Black Joy in Urban Education Urban Educ. (IF 2.684) Pub Date : 2024-02-07 Erica B. Edwards, Aja D. Reynolds
This special issue builds on ideas about Black Joy to situate them in urban education discourse. It introduces the works of education researchers and practitioners committed to conceptualizing and empiricizing Black joy in urban schools and communities. Across our works and through our embodiment, we lift Black Joy as emerging from the intersections of our refusal, eroticism, spirituality, and love
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Criminalized or Stigmatized? An Intersectional Power Analysis of the Charter School Treatment of Black and Latino Boys Urban Educ. (IF 2.684) Pub Date : 2024-02-06 Roderick L. Carey
As scholars account for the disproportional harm adolescent Black and Latino boys face in school, needed are studies that report on more than educator bias. Utilizing interviews and ethnographic observations from an urban charter school, I introduce and deploy the Intersectional School Power Model to illustrate how multiple school processes coalesced to uphold the criminalization of Black boys and
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“I Wanna be Bad”: Black Joy and Deviant Caretaking Urban Educ. (IF 2.684) Pub Date : 2024-02-06 Anna Almore
The disciplining technologies of schooling overshadow Black women educators’ movement beyond the classroom and shape the logics of spaces meant to encourage their joy and pleasure. A group of Black teachers’ experience negotiating delight while at a strip club inspired the writing of this article. Black queer political theory and Black feminism re-territorialize this moment as both a signifier of Black
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“We Know It's a Library”: Black Space, Black Women's Labor, and Radical Black Joy Urban Educ. (IF 2.684) Pub Date : 2024-02-02 Damaris C. Dunn, Kadiatou Tubman
The Junior Scholars Program (JSP) is a tuition-free youth learning program at the Schomburg Center for Research in Black Culture in Harlem, New York. At JSP, Damaris, a former JSP instructor, was introduced to Kadiatou, the Schomburg Center's former education and outreach programs manager. They write collaboratively to (re)member the dialectical relationship between Black women's labor, Black Space
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Understanding Teachers’ Ethnic-Racial Socialization Practices with Students in Schools: A Qualitative Inquiry Urban Educ. (IF 2.684) Pub Date : 2024-01-31 Farzana Saleem, Lionel C. Howard, Cameron Schmidt-Temple, Audra Langley, Tyrone Howard
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
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It's Up and It's Stuck: Witnessing Black Girl Joy in Digital Spaces Urban Educ. (IF 2.684) Pub Date : 2024-01-31 Margaret (Mimi) Owusu, Anna Almore, Monét Cooper, Mara Johnson, Gabrielle Kubi, Christine L. Quince
Because Black girls are seen as oppositional to middle-class, white femininity and positioned as unworthy of protection within oppressive systems, Black girl play is deemed dangerous. Thus, we created The Black Girl Collective (BGC) and convened to consider: What do we learn from witnessing Black girls’ joyful acts through their digital dance challenge performances? We recognize Black girls’ digital
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Unspeakable Joy: Anti-Black Constraint, Loopholes of Retreat, and the Practice of Black Joy Urban Educ. (IF 2.684) Pub Date : 2024-01-31 Wilson Kwamogi Okello
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
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Our Eyes are Watching God: Bearing Witness to Black Life and the Complexities of Black Joy on Death Row Urban Educ. (IF 2.684) Pub Date : 2024-01-23 Rachel McMillian
The purpose of this article is to paint a narrative in exploration of the following research question: What can we learn about Black life and Black Joy from the voices of those who are incarcerated? Utilizing the historical tradition of Black testimony, this article will explore this research question within the context of an urban high school book club co-led by Keith LaMar—a wrongfully convicted
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Barriers and Pathways to Enacting Justice-Oriented Social Studies: A Longitudinal Study of Novice Teachers in Urban Contexts Urban Educ. (IF 2.684) Pub Date : 2023-04-27 Christopher C. Martell, Rob Martinelle, Jennifer P. Chalmers
In this longitudinal interpretative case study, researchers examined the beliefs and practices of five beginning social studies teachers who identified as justice-oriented from urban teacher prepar...
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Principals, Paradigms, and Possibilities: STEAM Education Reform and the Centering of Black Life Urban Educ. (IF 2.684) Pub Date : 2023-04-25 Tesha Sengupta-Irving, Lara Schiffrin-Sands
This analysis explores how middle school principals in the southern U.S. made sense of a multiyear STEAM education reform. Principals’ retrospective and prospective accounts, conveyed in interviews...
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“To Know There's Other Indigenous People in Your School is Nice”: Urban Indigenous Civic Identity Urban Educ. (IF 2.684) Pub Date : 2023-04-09 Rachel Talbert,, EdD
This critical participatory ethnographic study examines the negotiation of civic identity by eight Indigenous students in an urban public high school. Using Tribal Critical Race Theory to understan...
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Leading for Justice, Leading for Learning: Conceptualizing Urban School Leadership for Antiracist Mathematics Teaching and Learning Urban Educ. (IF 2.684) Pub Date : 2023-03-29 Jessica G. Rigby, Stephanie Forman
Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often disc...
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A Sociohistorical Critique of the Systemic Disenfranchisement of Milwaukee's Black Women Childcare Providers Urban Educ. (IF 2.684) Pub Date : 2023-03-27 Crystasany R. Turner, Michele Turner
Through Critical Race Theory and Black Feminist Thought, the authors critique discriminatory legislation by Wisconsin's Department of Children and Families. The findings of this meta-ethnography pr...
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The Reading Journey of Zion—A Case Study of Race in the Context of Special Education Urban Educ. (IF 2.684) Pub Date : 2023-03-23 Shawn Anthony Robinson, Kenneth J Neat
The reading trajectory of African Americans males within the PreK-12 special education system has been at the forefront of scholarship. This case study was to understand how Zion's misidentificatio...
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Negotiating Antiblackness as Non-Black Latino Men Teachers: Relational Race Politics in the Discourse on Men of Color Teachers Urban Educ. (IF 2.684) Pub Date : 2023-03-14 Michael V. Singh
This article examines the ways non-Black Latino men teachers understand their relationality to (anti)blackness in urban education. While the dominant discourse surrounding men of color teachers pre...
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What Motivates High School Youths to Want to Teach? Narratives of Homegrown Aspiring Teachers Urban Educ. (IF 2.684) Pub Date : 2023-03-13 Yiting Chu
This qualitative study examined how a group of aspiring teachers who had completed a Grow Your Own (GYO) teacher program in high school explained their motivations for teaching. Findings revealed t...
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Culturally Responsive Teaching through Spatial Justice in Urban Neighborhoods Urban Educ. (IF 2.684) Pub Date : 2023-02-14 M. Beth Schlemper, Sujata Shetty, Owusua Yamoah, Kevin Czajkowski, Victoria Stewart
As part of a National Science Foundation (NSF)-funded project to create culturally responsive curriculum that uses critical spatial thinking and geospatial technologies to address spatial justice i...
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Empathic Approaches for Supporting Black Students During Remote Learning Urban Educ. (IF 2.684) Pub Date : 2023-02-07 Jaleel Rashaad Howard
This article examined how elementary educators understood the experiences of Black students during remote learning and subsequently demonstrated empathy for Black students during the 2020–2021 acad...
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The Inclusion Mirage: Inside the Segregation of an Urban High School Urban Educ. (IF 2.684) Pub Date : 2023-02-07 Shawn R. Coon
Many urban public schools are often perceived as inclusive due to the demographics of their diverse student populations. This myth of inclusivity reifies notions of equity in both education and bro...
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The Inequality of the Long Game in a City With School Choice and Changing Racial Demographics Urban Educ. (IF 2.684) Pub Date : 2023-02-06 Bryan Mann, Annah Rogers
The percentage of White residents in the urban core increased during the last three decades. Meanwhile, urban school choice policies have changed school enrollment processes. Scholars must examine ...
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Special Education Racial Inequity and the Educational Debt Urban Educ. (IF 2.684) Pub Date : 2023-02-06 Catherine Kramarczuk Voulgarides
I provide a broad frame for understanding racial disproportionality in special education by showing how the inequity is a byproduct of the educational debt. I used a single case study design that r...
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Toward A Discourse on the Threat of Performative Wokeness to Justice Agendas in Education Urban Educ. (IF 2.684) Pub Date : 2023-02-03 Patricia L. Marshall, Jonee Wilson
Among the most urgent matters in contemporary education discourses are those that delve into the justice issues related to diversity, equity, and inclusion. Colleges of Education are critical sites...
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Revisiting Teaching Quality Gaps: Urbanicity and Disparities in Access to High-Quality Teachers Across Tennessee Urban Educ. (IF 2.684) Pub Date : 2023-01-31 Luis A. Rodriguez, Tuan D. Nguyen, Matthew G. Springer
There is continued concern over the inequitable distribution of highly experienced and effective teachers among historically marginalized student populations. Using longitudinal data from Tennessee...
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A Call for Black Superintendents to Document Their Experiences Through Autoethnography Urban Educ. (IF 2.684) Pub Date : 2023-01-29 Shawn Joseph
As a Black former superintendent of a U.S. urban school district, I understand the crucial need for Black superintendents to systematically document their experiences. Given the low number of Black...
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“We Want to Make our Customers Happy”: How Principals of Zoned Elementary Schools Navigate Inequity and Marketing Across Neighborhood Contexts Urban Educ. (IF 2.684) Pub Date : 2022-12-19 Natalie Schock, Jennifer E. Cossyleon, Kiara Millay Nerenberg
Despite rich and growing school choice and school marketing literatures, little is known about if and how principals of zoned public elementary schools engage in marketing. We address this gap by d...
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Ascending Critical Consciousness: Designing an Experiential Liberatory Teacher Education Collaborative in Atlanta Urban Educ. (IF 2.684) Pub Date : 2022-12-08 Jacob Hackett, Nadia Behizadeh, Maurice Hobson, Ayinde Summers, Johnnie Ford
The Atlanta Schools Critical Education Network for Distinction (ASCEND) is an ongoing interdisciplinary coalition supporting the critical consciousness of social justice educators. ASCEND partners ...
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Discovering the Roadblocks: Culturally Relevant Dispositions among Preservice Teachers Urban Educ. (IF 2.684) Pub Date : 2022-11-29 Dorian L. Harrison, Cory T. Brown
Teacher education programs are still grappling with the best ways of capturing preservice teachers’ dispositions toward diversity and culturally relevant pedagogy (CRP). Recent studies identified c...
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Prototyping the Cultural Proficiency Continuum Dialogic Protocol with Professional Development School Teacher Interns Urban Educ. (IF 2.684) Pub Date : 2022-11-24 Dwayne Ray Cormier
This article presents findings from an education design research program to advance the development of the Cultural Proficiency Continuum Dialogic Protocol (CPCDP). The CPCDP is a primary data sour...
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Black Male Teacher-Coaches’ Utilization of Black Counterpublics: The Black Family, Liberatory Fantasy, and Resisting the Ontological Limitation of Blackness Urban Educ. (IF 2.684) Pub Date : 2022-11-24 Daniel J. Thomas, III
Drawing from a conceptual framework grounded in Black critical theories, this qualitative case study explored the youth knowledge that two Black Male social studies teacher-coaches serving in urban...
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Using an Iterative Approach to Systematically Observe Culturally Responsive Practices Across Classrooms Urban Educ. (IF 2.684) Pub Date : 2022-11-20 Rosalinda J. Larios, Juliana E. Karras, Carola Suárez-Orozco, Inayah S.J. Bashir-Baaqee
Though culturally responsive practices (CRP) are widely lauded as important for educational practice, the field to date does not have a systematic video-based strategy to observe CRP across classro...
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“At School, It's a Completely Different World”: African Immigrant Youth Agency and Negotiation of Their Adaptation Processes in US Urban Schools Urban Educ. (IF 2.684) Pub Date : 2022-11-20 Lydiah Kananu Kiramba, Hanihani Moundiba Traore, Guy Trainin
African immigrant youth adaptation processes in US schools remain under-researched. Using qualitative case study, this article examines West African immigrant middle- and high-school youth adaptati...
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Democracy, Empires, and the Chinese Diasporas Urban Educ. (IF 2.684) Pub Date : 2022-11-07 Lin Wu
As tension between China and the United States continues to escalate, little research has looked into how geopolitical conflicts impact the Chinese Diasporas in these two nations. Filtering his lif...
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Teacher-Family Solidarity as Culturally Sustaining Pedagogy and Practice Urban Educ. (IF 2.684) Pub Date : 2022-10-26 Soo Hong, Mona H. Baloch, Katharine H. Conklin, Haeli W. Warren
In this research article, the authors examine the intersections of culturally sustaining pedagogy and critical family engagement to explore the possibilities for equitable family-school partnership...
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Understanding Barriers to Parent Involvement Through a Postcolonial lens: A Case Study of Bahamian Schools Urban Educ. (IF 2.684) Pub Date : 2022-10-12 Anica G. Bowe, Chenson L. Johnson
We used the emerging postcolonial frame of plantation pedagogy to understand parent involvement within urban Bahamian schools. We report on survey (parents, n = 377; teachers, n = 96), interviews (...
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Disposable Spaces: How Special Education Enrollment Affects School Closures Urban Educ. (IF 2.684) Pub Date : 2022-10-03 Rachel N. Weber, Federico R. Waitoller, Joshua M. Drucker
Informed by austerity politics, struggling school districts have closed buildings to pursue cost savings. We investigate the factors affecting which schools are shuttered, proposing that the share ...
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“What Do I Need That For?”: The Misalignment of Masculinity and College Preparation in an Urban School Urban Educ. (IF 2.684) Pub Date : 2022-09-29 Suneal Kolluri
Young Black and Latino men face profound academic obstacles in transitioning to college. Few studies have interrogated college readiness practices in urban schools through the lens of masculinity. ...
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Inequities in Student Exposure to Lead in Classroom Drinking Fountains: Descriptive Evidence Comparing Students within and Across Schools in Portland, Oregon Urban Educ. (IF 2.684) Pub Date : 2022-09-20 Michelle Spiegel, Emily K. Penner, Andrew Penner
We use novel information about fixture-specific water lead levels (WLLs) in Portland, Oregon schools to explore inequalities in students’ potential for exposure to lead in drinking water at school....
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A Different Energy: The Critical Hip-Hop Teaching Artist and School Culture Urban Educ. (IF 2.684) Pub Date : 2022-09-19 Michael Lipset, Bronwen Low
We study the role of Hip-Hop teaching artists in a school change initiative. A school-university-community partnership in a Canadian city, the project sought to develop a school-wide focus on the “...
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School Absenteeism and Neighborhood Deprivation and Threat: Utilizing the Child Opportunity Index to Assess for Neighborhood-Level Disparities in Passaic County, NJ Urban Educ. (IF 2.684) Pub Date : 2022-09-18 Ijeoma Opara, Daneele Thorpe, David T. Lardier, Jr.
Leveraging publicly available data about schools” absenteeism from the New Jersey Department of Education, the present study examined how neighborhood-level resource deprivation and violent crime r...
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Preschool Educators’ Opinions and Practices on School Gardening Urban Educ. (IF 2.684) Pub Date : 2022-09-15 Umay Hazar Deniz, Nilgün Cevher Kalburan
This qualitative study examines definitions of school gardening used by preschool educators and examines their views on the value of school gardening in their curriculum. The participants consisted...
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Equity for All? Black Students and Locally Controlled Funding Urban Educ. (IF 2.684) Pub Date : 2022-08-24 Wil Greer, Benikia Kressler
The purpose of this study was to explore if and how urban school districts explicitly addressed the needs of Black students within their budgets. Culturally responsive school leadership was used to...
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“Well, What’s Wrong with the Whites?”: A Conversation Starter on Raising Expectations for Inservice Professional Development on Race with White Teachers Urban Educ. (IF 2.684) Pub Date : 2022-08-24 Mica Pollock, Andrew Matschiner
In an era of increased demand for antiracist inservice professional development (PD) and pushback against it, antiracist PD needs evidence of strong outcomes and a high bar for success. To this end...
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Understanding Perceptions, Barriers, and Opportunities around Restorative Justice in Urban High Schools Urban Educ. (IF 2.684) Pub Date : 2022-08-09 Remy Stewart, Jerel M. Ezell
A popular alternative disciplinary framework from zero-tolerance school policies is restorative justice, which refers to a set of ideologies and practices that emphasize healing relationships in li...
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Urban Middle Schoolers’ Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day Urban Educ. (IF 2.684) Pub Date : 2022-08-08 DeLeon L. Gray, Brooke Harris-Thomas, Joanna N. Ali, Taylor N. Cummings, Tamika L. McElveen, Tamecia R. Jones
Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortco...
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Coded Racialized Discourse Among Educators: Implications for Social-Emotional Outcomes and Cultures of Antiblackness at an Urban School Urban Educ. (IF 2.684) Pub Date : 2022-08-08 Olivia Marcucci, Rowhea M. Elmesky
Despite good intentions, educators often inadvertently uphold systems of antiblackness that undermine the well-being of Black students. This article combines qualitative content analysis and intera...
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Engaged Learning as a Pathway Towards Supporting Hispanic Students at Urban Universities Urban Educ. (IF 2.684) Pub Date : 2022-07-27 Inmaculada Gómez Soler
Supporting nontraditional students within the student lifecycle is one of the major challenges faced by urban universities. This study presents a pedagogical intervention in which a group of Hispan...
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Teachers of Color & Self-Efficacy in Social and Emotional Learning (SEL): Strengthening Equity-Based Approaches to SEL Urban Educ. (IF 2.684) Pub Date : 2022-07-25 Terrenda White, Travis Bristol, Tolani Britton
This article examines teacher self-efficacy in social and emotional learning (SEL), particularly by teachers of color, and the conditions that shaped their efficacy beliefs. Data are drawn from surveys with two teacher groups, one comprised of teachers of color and a comparative group that was predominantly white. Surveys were followed by interviews and observations with teachers in each group. Findings
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Riding the Yellow School Bus: Equity in bus transportation across districts, schools, and students Urban Educ. (IF 2.684) Pub Date : 2022-07-15 Meryle Weinstein, Sarah A. Cordes, Christopher Rick, Amy Ellen Schwartz
While the yellow school bus is emblematic of American education, there is variation in bus service across the country. Millions of students rely on the bus, making transportation an essential part of a student’s educational experience. Thus, equity in transportation access is a key component of educational equity. Using national district-level data and New York City student-level data, we examine equity
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Race-gender D/Discourses in Mathematics Education: (Re)-Producing Inequitable Participation Patterns Across a Diverse, Instructionally-Advanced Urban District Urban Educ. (IF 2.684) Pub Date : 2022-06-20 Daniel L. Reinholz, Anne G. Wilhelm
This paper uses quantitative analytics to study talk-based participation in 100 mathematics classrooms across one racially diverse urban school district in the USA. Using the EQUIP observation tool and hierarchical linear modeling, we characterize the quantity and quality of participation for students across 3025 coded turns, by race and gender. We found that in general, boys participated significantly
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Beyond Virtue Signaling: From Talking About to Enacting a Pedagogical Praxis of Justice in Urban Classrooms Urban Educ. (IF 2.684) Pub Date : 2022-06-19 Melissa Leigh Gibson
Drawing on ethnographic data of an urban school, this paper contrasts how two White female teachers take up the idea of ‘teaching for social justice.’ Fourth-grade teacher Maestra Rachel enacts a superficial understanding focused solely on curricular topics, while third-grade teacher Maestra Jennifer roots her teaching in an understanding of how students experience racial oppression in school. These
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Leveraging Community Schools for Community Development: Lessons from Baltimore's 21st Century School Buildings Program Urban Educ. (IF 2.684) Pub Date : 2022-06-10 Alisha Butler, Ariel Bierbaum, Erin O’Keefe
This study leverages data collected from a study of Baltimore's 21st Century School Buildings Program to understand the potential of a school facilities investment to catalyze community development. We leverage a school-community partnership typology to examine partnerships at 21CSBP schools in three neighborhoods. We found that schools provided critical resources to their school and place-based communities
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Black Male Brilliance as (Ill)Legible: Challenging and Changing Societal and Educational Narratives Urban Educ. (IF 2.684) Pub Date : 2022-05-30 Martin P. Smith, Marcus W. Johnson, Lela Owens
In this study, we examine how race and racism impact the schooling of African American males by analyzing the first-person perspective of hip-hop superstar, Nasir “Nas” Jones. We selected Nas due to his unique yet prevalent educational trajectory and perspectives. Critical race theory is employed as a framework as well as notions of Sankofa methodology and literary analysis to investigate his music
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Learning About the Literacy Practices of Mothers with Refugee Backgrounds Urban Educ. (IF 2.684) Pub Date : 2022-05-30 Aijuan Cun
The purpose of this study is to explore the literacy practices of mothers with refugee backgrounds and the ways that they position themselves in relation to these practices. Data include fieldnotes, interviews, artifacts, and informal conversations. The findings reveal the participants’ family literacy practices within the specific domains of education, family, and community in the United States. The
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The Urban Teacher Residency Model to Prepare Teachers: A Review of the Literature Urban Educ. (IF 2.684) Pub Date : 2022-05-22 Yiting Chu, Weijia Wang
Urban teacher residency (UTR) has been promoted as a promising model to prepare teachers for urban schools. In this review, we analyzed 56 peer-reviewed, empirical journal articles on UTRs published between 2010 and 2020, following the PRISMA guidelines. While this literature suggested UTRs’ potentials to recruiting and retaining diverse urban school teachers, there was limited evidence showing UTRs’
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Understanding Teacher Self-Efficacy to Address Students’ Social-Emotional Needs in the COVID-19 Pandemic Urban Educ. (IF 2.684) Pub Date : 2022-05-20 Cassandra R. Davis, Courtney N. Baker, Jacqueline Osborn, Stacy Overstreet, the New Orleans Trauma-Informed Schools Learning Collaborative
Teachers are returning to schools during the COVID-19 pandemic under the weight of unprecedented stressors to engage a student body that has also experienced stress and trauma. In this study, we examined how confident 454 teachers (55% Black) from 41 charter schools in New Orleans, Louisiana, were in their ability to address students’ social-emotional needs upon their return to school. Results showed
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A Post-Ferguson Spatial Analysis of Black Resistant and White Fortressing Geographies Urban Educ. (IF 2.684) Pub Date : 2022-05-16 Amalia Daché, Jonathon Sun, Christopher Krause
This study explores the contrasting racialized geographies of St. Louis County and factors of local college accessibility by re-framing the concepts of college deserts and oases post the Ferguson uprising. Through a Geographic Information Systems (GIS) analysis of educational divides, capital accumulation, and policing, we found dual spatial landscapes: a geography of Whiteness and higher education