Transforming Perceptions of Urban Education: Lessons From Rowan University's Urban Teacher Academy

(Re)Defining Urban Education: A Conceptual Review and Empirical Exploration of the Definition of Urban Education

“…The racial/ethnic, linguistic, socioeconomic, and cultural characteristics of students are also commonly used to define urban education. Racially, ethnically, and linguistically diverse students attend urban schools at higher rates than nonurban schools (Gallagher et al, 2013; Hampton et al, 2008; Hopson et al, 2007; Kincheloe, 2010; Matsko & Hammerness, 2014; Milner, 2006; Milner & Lomotey, 2014; Steinberg & Kincheloe, 2004; Watson, 2011; White et al, 2017). Urban school districts are the meeting places of cultures and communities—densely populated, epicenters of commerce that attract a diverse set of people of varying ethnic, racial, linguistic, and geographic origins.…”

“…Urban schools also struggle with attracting high-quality teachers and school leaders (Chou & Tozer, 2008; Hudley, 2013; Kincheloe, 2010; Milner, 2006). Urban schools tend to be located in worn down facilities with limited and/or outdated resources (e.g., textbooks and technology) (Hampton et al, 2008; Horng, 2005; Hudley, 2013; Kincheloe, 2010; Matsko & Hammerness, 2014; Milner, 2006, 2012a; Milner & Lomotey, 2014; Watson, 2011; White et al, 2017). Darling-Hammond (2014) argued that urban school districts can be defined by the concentration of inequality and characterized by segregation (Milner & Lomotey, 2014).…”

“…Deficit-oriented language (a perspective that “urban” is synonymous with being deficient) in the conceptualization of urban education is pervasive, and several scholars have highlighted the need to carefully consider the use and meaning of the term urban education (Buendía & Ares, 2006; Donnell, 2010; Jacobs, 2015; Milner, 2012a; Popkewitz, 1998). Deficit perspectives plague the vast majority of research on urban education and theory of urban education research (Donnell, 2010; Jacobs, 2015; Weiner, 2006; White et al, 2017). Jacobs (2015) found that deficit perspectives in the conceptualization of urban schools were common among teacher learners (preservice teachers).…”

“…Scholarly and public representations of urban schools and students play a critical role in how urban schools and students are perceived (Gadsden & Dixon-Román, 2017). Common perceptions include, but are not limited to, that urban students are less likely to attend college or complete college, urban students are difficult to manage, and urban schools are low quality (Gadsden & Dixon-Román 2017; White et al, 2017). Shared understandings of urban education are usually rooted in conceptualizations largely based on the issues and challenges facing these districts and schools (Jacobs, 2015).…”

Connecting Community and Culture

“…Action research is predicated on the notion the research will improve a problem situation, address a gap or deficiency in learning, and/or enhance teaching pedagogy. In this article, the research focused on the belief that teacher education programs need to structure learning opportunities that will support success in urban classrooms (White, Brown, Viator, Byrne, & Ricchezza, 2013). In addition, there is a social justice component present in this research.…”