Jackson, K., & Wilson, J. (2012). Supporting african american students’ learning of mathematics: A problem of practice. Urban Education, 47(2), 354-398. This article reports on a review of the mathematics education research literature 1989-May 2011 specific to K-12 African American students’ opportunities to learn mathematics. Although we identify important developments… read more
“Stakes Is High”: Culturally Relevant Practitioner Inquiry With African American Students Struggling to Pass Secondary Reading Exit Exams
Houchen, D. (2013). “Stakes is high”: Culturally relevant practitioner inquiry with african american students struggling to pass secondary reading exit exams. Urban Education, 48(1), 92-115. This article explores practitioner inquiry and culturally relevant pedagogy to create academic success with students facing high school exit examinations in Reading. In Florida, about… read more
“They Think Minority Means Lesser Than”: Black Middle-Class Sons and Fathers Resisting Microaggressions in the School
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
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