Allen, Q. (2013). “They think minority means lesser than”: Black middle-class sons and fathers resisting microaggressions in the school. Urban Education, 48(2), 171-197. The current literature on Black middle-class men is sparse, leaving little to be known about the raced, classed, and gendered experiences for many Black middle-class male students… read more
Urban Education (UE)
Risk and Protective Factors in Mathematically Talented Black Male Students: Snapshots From Kindergarten Through Eighth Grade
McGee, E. O., & Pearman, F. A. (2014). Risk and protective factors in mathematically talented black male students: Snapshots from kindergarten through eighth grade. Urban Education, 49(4), 363-393. Within urban elementary schools are Black students who continue to challenge the normative deficit characterization of the educational opportunities of students like… read more
Success in These Schools? Visual Counternarratives of Young Men of Color and Urban High Schools They Attend
Harper, S. R. (2015). Success in these schools? visual counternarratives of young men of color and urban high schools they attend. Urban Education, 50(2), 139-169. The overwhelming majority of published scholarship on urban high schools in the United States focuses on problems of inadequacy, instability, underperformance, and violence. Similarly, across… read more
The Reversed Role of Magnets in St. Louis: Implications for Black Student Outcomes
Grooms, A. A., & Williams, S. M. (2015). The reversed role of magnets in st. louis: Implications for black student outcomes. Urban Education, 50(4), 454. Magnet schools were originally created to attract a diverse student population. Using data from the 23 magnet schools in St. Louis, this longitudinal study is… read more