In this qualitative research study we illustrate how implicit biases held by college personnel hinders the educational success of Latino men attending urban community colleges in Texas. In particular, we identify how often well-intentioned educators are (un)aware of how often they perpetrate racial microaggressions against Latino men. Interviews…

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…

Building upon a Freirean notion of dialogic education, the purpose of this multi-case study was to explore what happened when secondary science teachers came together with Latinx parents for their children's science learning in the context of a community-based science learning program. Constant comparative analysis of data revealed similarities…

Latinos represent 20% of the more than 1 million gang-associated youth in the United States. This study explores how gang associated Latino males use their funds of gang knowledge to navigate their urban schools and communities. The findings highlight how Latino males build relationships and exchange information with each other, endure and…

Adopting a Freirean perspective, the purpose of this autoethnography is to reframe the typical relationship between university educators and communities in poverty by highlighting the educative impact of such a community on a university professor's academic, cross-cultural critical and civic learning. By reframing communities in poverty as sources…

Mathematics teachers' preteaching experiences as mathematics learners can affect their identity and practice in supporting their own students' learning and motivation in mathematics. However, little empirical data exist on teachers' formative experiences to guide these assumptions, particularly how teachers draw on these experiences when teaching,…

Schools often struggle to build partnerships with homeless and highly mobile (HHM) families. These families are not homogeneous; they live in and engage with schools from diverse residential contexts. Using Epstein's theory and framework and drawing from 132 interviews with HHM parents, school personnel, and community stakeholders in an urban…

To increase teacher diversity, a number of states have strategically invested in Grow Your Own (GYO) programs that recruit, support, and prepare underrepresented youth to teach in urban schools. Drawing from a "mujerista" lens, this qualitative research examines the experiences and perspectives of two homegrown Puerto Rican teachers in…

Discusses the provocation and course of, and issues involved in, a teachers' strike in Buffalo, New York, at the start of the 1976-1977 school year from several points of view: namely, those of an assistant superintendent, several teachers, and outside observers. (JM)

This study explores novice teachers' experiences as team leaders for school-community partnerships. Six focal teachers who were enrolled in an MA program in teacher development and leadership were recruited for the study. The focal teachers volunteered to serve as leaders of a reading-focused community involvement activity as members of their…

Describes backgrounds, educational philosophies, and the relationship between the 2 for 18 exemplary African-American teachers in 2 ethnographic studies emphasizing effects of differences in background. Teachers' knowledge of community norms and the position of the community within the larger society explains much of their success with students.…

Educators (n=21) in the New York Public School system were interviewed about multicultural education. Some viewed multiculturalism as diversity, others as difference. Some educators felt their schools didn't need the program and others indicated a lack of resources. Ways to build community and effect social change through multicultural teaching…

Explores perceptions of change at one elementary school during the first year of implementing the Accelerated Schools Project. Interviews with teachers, parents, students, and administrators highlight three themes: creating a school identity, experiencing a community of mind, and developing a sense of human agency. Instruction was the primary…

Analyzes the impact of year-round schooling on administrative costs, student academic achievement, and attitudes among teachers and school staff as well as the community at large. Special emphasis is placed on the effects of year-round schooling on minority populations. (CMG)

Findings from a 1973 general social survey compiled by the National Opinion Research Center of interviewees randomly taken from the total population of the U.S. indicate that teachers' preferences for certain childrens' qualities were significantly different from those preferred by the non-teacher community; the grade level taught and place of…