Examining Teaching While Addressing Implications and Differences in Race, Gender, and Ethnicity

Session Type: Symposium

Abstract

This symposium intends to introduce an expanse of research that addresses many challenges facing educators and students in urban schools. The symposium platform is used to connect the experiences of pre service teachers preparing for urban schools while avoiding racist practices with the experiences of student’s reading scores by gender, to the roll of culture and achievement. The final presenter will introduce the long reaching effects of colonialism on perceptions of identity, and the roll that plays in and out of the classroom. The presenters will focus on research findings, results and conceptual underpinnings that give support to educators and policy makers. The analysis and discussion will assist in better understanding how research can influence policy and practices in urban schools as well as teacher preparation for urban school. They will engage, examine, discuss, and critically analyze how gender, race, and class impact urban education.

Sub Unit

• SIG-Critical Examination of Race, Ethnicity, Class, and Gender in Education

Chair

• Kellie Carter-Jackson, Harvard University

Papers

• Preparing Teachers for Urban Schools - Kamala Vychel Williams, Texas A&M University

• Examining and Avoiding the Pitfalls of Antiracist Teaching: Lessons for White and Black Educators - China Jenkins, T

• Urban Middle School Students’ Self-Regulatory Practices: Gender Differences in Metacognition and Reading - Mary Keller Boudreaux, The University of Memphis

• Colorism and the Curriculum: Lessons From Skin Bleachers in Jamaica - Petra Alaine Robinson, Louisiana State University - Baton Rouge

• How Chinese American and African American Parents Influence the Academic - Tyrone Tanner, Prairie View A&M University