Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens

Milner, IV H. Richard

doi:10.3102/0091732x12459720

Cited by 183 publications

(158 citation statements)

References 106 publications

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“…(p. 51) Coope et al (2009), drew from the 2007 U.S. Census Bureau to claim, ''Although poverty cuts across racial lines, the likelihood of growing up in an impoverished family is much higher for racial-minority children than for White children'' (p. 861). While multiple layers of discourse related to disparities, inequities, and realities in education are racialized, we have learned that many White teachers' discourses in public schools demonstrate that they struggle to see the link between poverty and race (Milner 2013). Teachers need to understand why so many more students/ people of color live in poverty due to racism and other forms of discrimination.…”

Section: Policy and Practice Recommendation #3mentioning

confidence: 97%

But Good Intentions are Not Enough: Preparing Teachers to Center Race and Poverty

Milner

Laughter

2014

Urban Rev

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Drawing from principles of critical race theory, the authors consider the curriculum of teacher education as a potential policy and practice site for centering the interconnections of race and poverty in the preparation of teachers. Several macro-level recommendations are advanced that might influence practices in teacher education and ultimately in P-12 classrooms. These policies suggestions include (1) Reform the curriculum of teacher education to emphasize a deeper study of race; (2) Reform the curriculum of teacher education to emphasize a deeper study of poverty; and (3) Reform the curriculum of teacher education to emphasize a deep study of the nexus between race and poverty. The authors conclude with the observation that although teachers and teacher educators tend to have good intentions, those intentions too often fail to meet the needs of Black and Brown students or students living in poverty.Keywords Race Á Poverty Á Teacher education Á Student learning Á Policy Á PracticeIn this article, we use critical race theory (CRT) as an analytic tool to explore how policy and practice in teacher education can be reformed to ensure Black and Brown students and students in poverty have a better chance of success in the United States (U.S.) by preparing teachers to center the nexus between poverty and race; we stress that teachers examine these two factors separately as well as in combination in order to help build their knowledge and understanding to ultimately inform their practice.

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Section: Policy and Practice Recommendation #3mentioning

confidence: 97%

But Good Intentions are Not Enough: Preparing Teachers to Center Race and Poverty

Milner

Laughter

2014

Urban Rev

Self Cite

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“…While analyzing the relationship between social structure and classroom climate, it is seen that this notion has utmost importance for students who are disadvantaged in terms of cognitive and affective input behaviors. There is a stronger possibility that these students will not be successful within the education system and will repeat a year or leave school at an early age (Milner, 2013). Bernstein (1977) also argues that the differences of speech patterns between individuals belonging to different social classes partly explain the variability of their success at school and in educational life.…”

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confidence: 99%

Analysis through Hidden Curriculum of Peer Relations in Two Different Classes with Positive and Negative Classroom Climates

2016

EDUC SCI-THEOR PRACT

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“…Schools in underserved communities-which are often racially and spatially isolated from opportunities-struggle to meet the needs of students from lowincome neighborhoods (Cashin 2014;Miller 2012;Reece and Gambhir 2008). Some scholars have thus argued for more expansive education reforms that consider schools' social and community-based contexts (Green 2015;Anyon 2005;Berliner 2006;Holme and Rangel 2012;Horsford and Heilig 2014;Miller et al 2011;Milner 2013;Noguera and Wells 2011;Warren 2005).…”

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confidence: 97%

Places of Inequality, Places of Possibility: Mapping “Opportunity in Geography” Across Urban School-Communities

Green

2015

Urban Rev

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For decades, research on geography of opportunity has indicated that where people live impacts their access to opportunities, especially education. Most research on geography of opportunity has focused on spatial inequality between low and high opportunity neighborhoods, which has unintentionally fostered narrow perspectives about low-opportunity neighborhoods that often obscure the assets within them. As such, the purpose of this study is to examine what I call opportunity in geography, which is a conceptual and research approach that reconsiders low-opportunity, urban communities of color as not only places of inequality, but also places of possibility. To illustrate the approach, this study uses Geographic Information Systems to map institutional assets across the two lowest opportunity neighborhoods in Detroit, Michigan, according to poverty and educational attainment rates. Asset-based community development is used to conceptually frame this study and to guide the analysis. Findings indicate that, collectively, the two lowest opportunity neighborhoods in Detroit have a total of 85 institutional assets, including: 48 places of worship, 19 schools at the K-12 level, 11 community centers, 4 hospitals, 2 libraries, and 1 university. The study concludes with a discussion about the tensions in this work as well as implications for policy and future research.Keywords Geography of opportunity Á School-community relations Á Neighborhood effects Á Urban school reform Access to opportunities in the United States (U.S.) is inequitable across geographic spaces. Structural racism, discriminatory policy decisions, and uneven development & Terrance L. Green

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Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens

Cited by 183 publications

References 106 publications

But Good Intentions are Not Enough: Preparing Teachers to Center Race and Poverty

But Good Intentions are Not Enough: Preparing Teachers to Center Race and Poverty

Analysis through Hidden Curriculum of Peer Relations in Two Different Classes with Positive and Negative Classroom Climates

Places of Inequality, Places of Possibility: Mapping “Opportunity in Geography” Across Urban School-Communities

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