Although research has highlighted the challenges of teaching in urban settings, particularly for science teachers, it has paid less attention to the development of science teaching identities in urban settings. This paper situates science teaching identity within societal discourses of science, education, and teaching to explore the ways in which…

While much has been studied addressing the topic of academic resilience, few researchers have examined adolescent perceptions of the factors that contribute to school success. This qualitative interpretive study explored individual protective factors that can promote academic resilience in urban middle school students. One-on-one interviews (N=20)…

Socioeconomic differences among low-income and racially minoritized students may be consequential for understanding the dynamics of school choice--especially in high-poverty and racially segregated urban contexts that are often targeted by school choice policies. Yet school choice research largely focuses on differences between groups and relies…

Persistent educational inequity for immigrant and refugee students and their families calls for instructional practices centering on access, quality, and social justice. Drawing on two qualitative case studies, this article examines how three U.S. urban school teachers attended to the systemic inequalities and unique challenges confronting…

Immigration policies and deportations have negatively impacted not only undocumented immigrant students and their families, but also their teachers, administrators, counselors, and other community members. Drawing on Freire's (1970) concept of "praxis," and on critical-ecological educational approaches (da Silva Iddings, 2017), we…

In the wake of the federal government's retrenchment from urban America in the 1970s and 1980s and the resulting rise in inequality, youth-serving, out-of-school time (OST) nonprofits took on a greater role in supporting urban public schools and students. Since then, many educational OST nonprofits have become enriching spaces for youth outside of…

This study sought to understand the perceptions of African American males enrolled in remedial education courses within two-year institutions. The researcher gathered information by interviewing ten African American male students at community colleges in southern urban locations. This qualitative research allowed the researcher to learn directly…

The purpose of this qualitative phenomenological study was to describe the academic experiences of low socioeconomic status ESL learners enrolled in a mid-sized urban community college located in Pennsylvania. The theory that guided this study is Walberg's theory on educational productivity, as it looks at how learners' psychological…

This case study illustrates how leadership for learning and cultural competence could be used as theories of action during times of disruption to lead and transform urban teachers' sense of self, sense of others, and motivation for change. The case study focuses on educators from a large urban charter school whose response to the pandemic and the…

In this article, we recount our experiences learning from and with Latinx children of immigrants in urban schools. Highlighting how insights gleaned from our respective ethnographic projects have led us to embrace more explicit commitments to participatory engagement, we consider how young people's perspectives can and should fundamentally shift…

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 "urban arts" for student learning and wellbeing. The experiences of nine teaching artists over four years, examined through the lens of…

The abrupt onset of the COVID-19 pandemic forced a dramatic shift in higher education. Over time, the prolonged and cyclical nature of public-health restrictions conditioned students, faculty, and staff to adopt a crisis mindset as their baseline. Moving from crisis to recovery therefore posed unique obstacles at both individual (e.g. anxiety,…

The purpose of this research was to examine the disconnect between urban school expectations and actual lived realities of marginalized students. Taking into consideration the conversation surrounding the definitions of urban education, and the importance of school connectedness with youth, we chose to focus on the lives of five former high…

This critical autoethnography interprets my internal migration experience in China. Using Bourdieu's capital, field and habitus toolkit, I investigated my cultural capital transformation and habitus formulation when being educated in secondary schools and universities after internal migration to the city. Taking my lived experience as an example,…

Deficit ideologies permeate urban spaces particularly when mostly Black and Brown students attend neighborhood schools. Wealth concentrated in suburban areas further perpetuates stereotypes of urban as deficient, but empirical data has yet to interrogate these ideas. Using the National Household Education Survey and regression analysis of…