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Ramón Antonio Martínez; Danny C. Martinez – Urban Education, 2024
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…
Descriptors: Hispanic American Students, Immigrants, Urban Education, Urban Schools
Maloney, Patricia; Austin, Duke W.; Verma, SaunJuhi – Urban Education, 2023
Existing studies evaluate zero tolerance policies and the school-to-prison pipeline. Additional research identifies the role of criminal justice systems in deporting immigrants. Our work bridges these two literatures by discussing how immigrant students navigate the criminal justice system within schools. Using interviews with immigrant students,…
Descriptors: Standardized Tests, Immigrants, Crime, High School Students
Greer, Wil; Clark-Louque, Angela; Balogun, Ayanna; Clay, April – Urban Education, 2022
This study explored the achievement, engagement, and school climate perceptions of African American males in urban high schools. Hierarchical regression and focus group interviews were used to analyze male sample (n = 114) data from a larger study. Findings suggest that students' perceptions were influenced by having information about and access…
Descriptors: African American Students, Males, Academic Achievement, Learner Engagement
Adeyemo, Adeoye O. – Urban Education, 2022
This article examined academically and athletically motivated Black male students who play high school sports. In-depth interviews and observations illuminated their experiences, beliefs, and aspirations in their Chicago neighborhood and school context. The notion of Place and Critical Race Theory framed their experiences. Yosso's communities of…
Descriptors: African American Students, Males, Athletes, Athletics
Caruthers, Loyce; Poos, Bradley; Friend, Jennifer – Urban Education, 2021
A mixed-methods approach of sequential explanatory strategy was used to explore experiences of 37 students related to an Early College Academy (ECA) program and their high schools. Data consisted of mixed survey with scaled and open-ended questions followed by in-depth interviews with 12 students. Findings suggested students benefited from the…
Descriptors: Urban Schools, High School Students, College Preparation, Neoliberalism
Duncheon, Julia C. – Urban Education, 2021
Policy efforts to enhance postsecondary access and completion often emphasize the construct of college readiness (CR). While most research has focused on defining and measuring CR, less has examined the perspectives of first generation students and the urban high school contexts in which many prepare for college. This study utilizes data from an…
Descriptors: Educational Policy, College Readiness, Postsecondary Education, College Preparation
Metz, Mike – Urban Education, 2021
Approaches to teaching critical language awareness are gaining traction in urban schools with culturally and linguistically complex student populations; however, what teachers need to know to enact these pedagogies is not well understood. Using a lens of pedagogical content knowledge for critical language teaching, this study examines what happens…
Descriptors: Pedagogical Content Knowledge, Knowledge Level, Critical Theory, Language Attitudes
Gast, Melanie Jones – Urban Education, 2021
How do educators reconcile the growing college-for-all norm--the notion that all students should pursue college--with the diverse needs of students in urban settings? What is the impact on Black students across social-class background? Using interviews and fieldwork with teachers, counselors, and diverse Black students in a large Californian high…
Descriptors: African American Students, High School Students, Working Class, Educational Counseling
Compton-Lilly, Catherine – Urban Education, 2020
This article reveals inequity as a longitudinal construction involving the cumulation of micro/macroaggressions for children who live in high-poverty communities and attend poorly funded schools. Drawing on critical race theory and empirical research that documents forms of micro/macroaggression, a longitudinal analysis is used to identify forms…
Descriptors: Aggression, Poverty, Disadvantaged Schools, Longitudinal Studies
Pazey, Barbara L.; DeMatthews, David – Urban Education, 2019
The Every Student Succeeds Act redefines the priorities of our nation's education system. Prior to its passage, turnaround strategies advanced solutions for low-performing schools. Research literature examining how these reforms impacted the schooling experiences of students attending these schools is lacking. We present the results of a…
Descriptors: School Turnaround, Urban Schools, High Schools, High School Students
Leech, Nancy L.; Haug, Carolyn A.; Bianco, Margarita – Urban Education, 2019
The Factors Influencing Teaching Choice (FIT-Choice) scale was completed by 86 high school students of color prior to beginning a class focusing on motivating students to become interested in teaching. Findings based on confirmatory factor analysis support the underlying FIT-Choice scale factor structure reported in previous studies. Students'…
Descriptors: Urban Schools, High School Students, Minority Group Students, Hispanic American Students
Koch, Melissa; Lundh, Patrik; Harris, Christopher J. – Urban Education, 2019
This study contributes to the emerging research literature on science, technology, engineering, and mathematics (STEM) support and persistence activities among urban teenage African American and Latina girls. We present three case studies of girls who participated in an afterschool STEM curriculum. Our within- and cross-case analyses focused on…
Descriptors: STEM Education, Academic Persistence, Case Studies, After School Programs
Liou, Daniel D.; Rotheram-Fuller, Erin – Urban Education, 2019
Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was…
Descriptors: African American Students, Academic Achievement, Equal Education, Self Concept
Diamond, John B.; Lewis, Amanda E. – Urban Education, 2019
In this article, we study a diverse suburban high school to illustrate how racial inequality is embedded in school disciplinary routines. Focusing primarily on the experiences of Black and White students, we theorize about the relationship between race and students' experiences with school discipline. Drawing on organizational theory, contemporary…
Descriptors: Race, Racial Differences, Racial Bias, Discipline
Blaise, Jean G. – Urban Education, 2018
This article reports on a 3-year ethnographic study in a Boston Public school of the performance of Haitian students on the Massachusetts Comprehensive Assessment System (MCAS) and its lasting and likely impact upon them. MCAS is a mandated exam required for students to graduate from high school. Although there are certain provisions for students…
Descriptors: High Stakes Tests, Accountability, High School Students, Foreign Students