This study explores teachers’ beliefs about urban students and urban teaching. The author discusses some cultural aspects of these teachers’ definitions of urban and points out their highlighting of race as an essential component of urban teaching. Even though race is rarely named, it is often at play in the teachers’ descriptions of urban teaching. The author introduces the phenomenon of norming suburban and demonstrates that implicit beliefs about teaching students of color dominate these teachers’ definitions and descriptions of urban teaching.
AchinsteinB.BarrettA. (2004). (Re)framing classroom contexts: How new teachers and mentors view diverse learners and challenges of practice. Teachers College Record, 106(4), 716-746.
2.
AkibaM. (2011). Identifying program characteristics for preparing pre-service teachers for diversity. Teachers College Record, 113(3), 658-697.
3.
AndersonL.StillmanJ. (2010). Opportunities to teach and learn in high-needs schools: Student teachers’ experiences in urban placements. Urban Education, 45(2), 109-141. doi:10.1177/004208590935444510.1177/0042085909354445
4.
ArtilesA. J. (1998). The dilemma of difference: Enriching the disproportionality discourse with theory and context. The Journal of Special Education, 32(1), 32-36.
BalesB. L.SaffoldF. (2011). A new era in the preparation of teachers for urban schools. Urban Education, 46(5), 953-974. doi:10.1177/004208591140032010.1177/0042085911400320
7.
BanksJ. A. (Ed.). (2006). Cultural diversity and education: Foundations, curriculum, and theory (4th ed.). Boston, MA: Allyn and Bacon.
8.
BaszileD. T. (2008). The oppressor within: A cournterstory of race, represssion, and teacher reflection. The Urban Review, 40(4), 371-385.
9.
BogdanR. C.BiklenS. K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.). Boston, MA: Allyn and Bacon.
10.
Bonilla-SilvaE. (2003). Racial attitudes or racial ideology? An alternative paradigm for examining actors’ racial views. Journal of Political Ideologies, 8(1), 63-82.
11.
BourdieuP. (1986). The forms of capital. In HalseyA. H. (Ed.), Education: Culture, economy, and society (pp. 46-58). New York, NY: Oxford University Press.
12.
BourdieuP. (2000). Cultural reproduction and social reproduction. In ArumR.BeattieI. R. (Eds.), The structure of schooling: Readings in the sociology of education (pp. 56-69). New York, NY: McGraw-Hill.
13.
BrandonW. W. (2003). Toward a white teachers’ guide to playing fair: Exploring the cultural politics of multicultural teaching. Qualitative Studies in Education, 16(1), 31-50.
14.
CarterR. T. (1997). Is white a race? Expressions of white racial identity. In FineM.WeisL.PowellL. C.WongL. M. (Eds.), Off white: readings on race, power, and society (pp. 198-209). New York, NY: Routledge.
15.
CasteelC. A. (1998). Teacher-student interactions and race in integrated classrooms. Journal of Educational Research, 92(2), 115-120.
16.
ChaseS. E. (1996). Personal vulnerability and interpretive authority in narrative research. In JosselsonR. (Ed.), Ethics and process in the narrative study of lives (Vol. 4). Thousand Oaks, CA: SAGE.
17.
Cochran-SmithM.DavisD.FriesK. (2004). Multicultural teacher education: Research, practice, and policy. In BanksJ.BanksC. A. M. (Eds.), Handbook of research on multicultural education (pp. 931-975). San Francisco, CA: Jossey-Bass.
18.
Cochran-SmithM.ZeichnerK. M. (2005). Executive summary. In Cochran-SmithM.ZeichnerK. M. (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 1-36). Mahwah, NJ: Lawrence Erlbaum.
19.
Dara HillK. (2009). A historical analysis of desegregation and racism in a racially polarized region. Urban Education, 44(1), 106-139. doi:10.1177/004208590731184110.1177/0042085907311841
20.
Darling-HammondL. (2006). Educating for equity. In Powerful teacher education: Lessons from exemplary programs (pp. 222-251). San Francisco, CA: Jossey-Bass.
21.
DeeJ. R.HenkinA. B. (2002). Assessing dispositions toward cultural diversity among preservice teachers. Urban Education, 37(1), 22-40.
22.
DiamondJ. B.GomezK. W. (2004). African American parents’ orientations toward schools: The implications of social class and parents’ perceptions of schools. Education and Urban Society, 36(4), 383-427.
23.
EasterL. M.ShultzE. L.NeyhartT. K.ReckU. M. (1999). Weighty perceptions: A study of the attitudes and beliefs of preservice teacher education students regarding diversity and urban education. The Urban Review, 31(2), 206-220.
24.
FairchildS.TobiasR.CorcoranS.DjukicM.KovnerC.NogueraP. (2012). White and black teachers’ job satisfaction: Does relational demography matter?Urban Education, 47(1), 170-197.
25.
FangZ. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
26.
FrankenbergR. (1993). White women, race matters: The social construction of whiteness. Minneapolis: University of Minnesota Press.
27.
FrankenbergE.TaylorA.MersethK. (2010). Walking the walk: Teacher candidates’ professed commitment to urban teaching and their subsequent career decisions. Urban Education, 45(3), 312-346. doi:10.1177/004208590832265110.1177/0042085908322651
28.
GilbertS. L. (1997). The “four commonplaces of teaching”: Prospective teachers’ beliefs about teaching in urban schools. The Urban Review, 29(2), 82-96.
29.
GoodwinA. L. (1997). Historical and contemporary perspectives on multicultural teacher education. In KingJ. E.HollinsE. R.HaymanW. C. (Eds.), Preparing teachers for cultural diversity (pp. 5-22). New York, NY: Teachers College Press.
30.
GroulxJ. G. (2001). Changing preservice teacher perceptions of minority schools. Urban Education, 36(1), 60-92. doi:10.1177/004208590136100510.1177/0042085901361005
31.
HadawayN. L.FlorezV. (1987-1988). Diversity in the classroom: Are our teachers prepared?Teacher Education and Practice, 4(1), 25-30.
32.
HelmsJ. E. (1992). A race is a nice thing to have: A guide to being a white person or understanding the white persons in your life. Topeka, KS: Content Communications.
33.
HollinsE. R.GuzmanM. T. (2005). Research on preparing teachers for diverse populations. In Cochran-SmithM.ZeichnerK. M. (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 477-548). Mahwah, NJ: Lawrence Erlbaum.
34.
HowardG. (1999). Ways of being white: A practitioner’s approach to multicultural growth. In We can’t teach what we don’t know: White teachers, multiracial schools pp. 101-116. New York, NY: Teachers College Press.
35.
HowardT. C. (2003a). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory Into Practice, 42(3), 195-202.
36.
HowardT. C. (2003b). Who receives the short end of the shortage? Implications of the U.S. teacher shortage on urban schools. Journal of Curriculum and Supervision, 18(2), 142-160.
37.
HoweyK. R. (2006). The urban context and urban schools. In HoweyK. R.PostL. M.ZimpherN. L. (Eds.), Recruiting, preparing, and retaining teachers for urban schools (pp. 1-22). Washington, DC: AACTE Publishers.
38.
JonesJ. M. (1999). Cultural racism: The intersection of race and culture in intergroup conflict. In PrenticeD. A.MillerD. T. (Eds.), Cultural divides: Understanding and overcoming group conflict (pp. 465-490). New York, NY: Russell Sage Foundation.
39.
KetterJ.LewisC. (2001). Already reading texts and contexts: Multicultural literature in a predominantly white rural community. Theory Into Practice, 40(3), 175-183.
40.
KingJ. E. (1991). Dysconscious racism: Ideology, identity, and the miseducation of teachers. Journal of Negro Education, 60(2), 133-146.
41.
KingJ. E. (Ed.). (2005). Black education: A transformative research and action agenda for the new century. Mahwah, NJ: Lawrence Erlbaum.
42.
KingJ. E.HollinsE. R.HaymanW. C. (Eds.). (1997). Preparing teachers for cultural diversity. New York, NY: Teachers College Press.
43.
KylesC. R.OlafsonL. (2008). Uncovering preservice teachers’ beliefs about diversity through reflective writing. Urban Education, 43(5), 500-518.
44.
Ladson-BillingsG. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
45.
Ladson-BillingsG. (1999). Preparing teachers for diverse student populations: A critical race theory perspective. Review of Educational Research, 24, 211-247.
46.
Ladson-BillingsG. (2000). Fighting for our lives: Preparing teachers to teach African American students. Journal of Teacher Education, 51(3), 206-214.
47.
LeeC. D. (2005). Intervention research based on current views of cognition and learning In KingJ. E. (Ed.), Black education: A transformative research and action agenda for the new century (pp. 73-114). Mahwah, NJ: Lawrence Erlbaum.
48.
LewisA. E. (2003). Race in the schoolyard: Negotiating the colorline in classrooms and communities. New Brunswick, NJ: Rutgers University Press.
49.
LuttrellW. (1997). Schoolsmart and motherwise: Working-class women’s identity and schooling. New York, NY: Routledge.
50.
MertonR. K. (1957). Social theory and social structure (Rev. ed.). New York, NY: The Free Press.
51.
MilnerH. R. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41(4), 343-375. doi:10.1177/004208590628970910.1177/0042085906289709
52.
MilnerH. R. (2007). Race, narrative inquiry, and self-study in curriculum and teacher education. Education and Urban Society, 39(4), 584-609.
53.
MironL. F. (1996). The social construction of urban schooling: Situating the crisis. Cresskill, NJ: Hampton Press, Inc.
54.
OmiM.WinantH. (1994). Racial formation in the United States: From the 1960s to the 1990s (2nd ed.). New York, NY: Routledge.
55.
OrtnerS. B. (2006). Identities: The hidden life of class Anthropology and social theory: Culture, power, and the acting subject (pp. 63-79). Durham, NC: Duke University Press.
56.
QuinnN. (2001). Introduction. In Finding culture: Methods for the cultural analysis of discourse pp. 1-37. New York, NY: Palgrave Macmillan.
57.
QuinnN. (2005). Introduction. In QuinnN. (Ed.), Finding culture in talk: A collection of methods (pp. 1-37). New York, NY: Palgrave Macmillan.
58.
RistR. C. (1970). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 40(3), 411-451.
59.
RistR. C. (2000). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 70(3), 257-301.
60.
RousseauC.TateW. F. (2003). No time like the present: Reflecting on equity in school mathematics. Theory Into Practice, 42(3), 210-216.
61.
SeidmanI. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed.). New York, NY: Teachers College Press.
62.
StraussA.CorbinJ. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oakes, CA: SAGE.
63.
TiezziL. J.CrossB. E. (1997). Utilizing research on prospective teachers’ beliefs to inform urban field experiences. The Urban Review, 29(2), 113-125.
64.
UllucciK.BatteyD. (2011). Exposing color blindness/grounding color consciousness: Challenges for teacher education. Urban Education, 46(6), 1195-1225.
65.
WatsonD. (2011). “Urban, but not too urban”: Unpacking teachers’ desires to teach urban students. Journal of Teacher Education, 62(1), 23-34.
66.
WatsonD.Charner-LairdM.KirkpatrickC.SzczesiulS. A.GordonP. (2006). Effective teaching/effective urban teaching: Grappling with definitions, grappling with difference. Journal of Teacher Education, 57(4), 395-409.
67.
WeinerL. (1993). Preparing teachers for urban schools: Lessons from thirty years of school reform. New York, NY: Teachers College Press.
68.
WeinerL. (2000). Research in the 90s: Implications for urban teacher preparation. Review of Educational Research, 70(3), 369-406.
69.
WideenM.Mayer-SmithJ.MoonB. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130-178.
