Day-Vines, N. L., & Day-Hairston, B. O. (2005). Culturally congruent strategies for addressing the behavioral needs of urban, african american male adolescents. Professional School Counseling, 8(3), 236-243. Urban, African American male adolescents experience disproportionately higher rates of discipline referrals, suspension, and expulsion, which have been attributed to numerous ecological factors,… read more
Urban Education (UE)
White and Black Teachers’ Job Satisfaction: Does Relational Demography Matter?
Fairchild, S., Tobias, R., Corcoran, S., Djukic, M., Kovner, C., & Noguera, P. (2012). White and black teachers’ job satisfaction: Does relational demography matter? Urban Education, 47(1), 170-197. Data on the impact of student, teacher, and principal racial and gender composition in urban schools on teacher work outcomes are limited.… read more
Assessing Ethnicity: Equity for First-Grade Male Students on a Curriculum-Embedded Performance Assessment
Gallant, D. J., & Moore, J. L. (2008). Assessing ethnicity: Equity for first-grade male students on a curriculum-embedded performance assessment. Urban Education,43(2), 172-188. The purpose of the study was to determine the extent to which indicators on the language and literacy and mathematical thinking domains of a curriculum-embedded performance assessment… read more
African American Males in Special Education: Their Attitudes and Perceptions Toward High School Counselors and School Counseling Services
James L Moore III, Henfield, M. S., & Owens, D. (2008). African american males in special education. The American Behavioral Scientist, 51(7), 907. Drawing on a larger study, this article is based on the findings of individual interviews and biographical questionnaires conducted with 10 African American males in special education.… read more