Students who experience teacher caring and high expectations (i.e., warm demand) are typically more engaged and successful at school. Yet, relative to White students, students of color tend to report lower levels of school social belonging and more distant relationships with their White teachers. Leveraging data from 179 6th-9th grade Measures of…

This article examines how three Black women educators disrupt oppressive norms in urban schooling through their applications of critical race womanist pedagogy (CRWP). Using narrative excerpts formed from semi-structured interviews exploring how they contend with sociopolitical injustices through their pedagogical choices and actions, CRWP…

Teachers of African descent encounter obstacles such as lack of representation, microaggressions, myths and alienation within their profession and have multifaceted experiences that hinder or advance their identity development. Fifteen teachers of African descent from New York City were interviewed. The conceptual framework used for this study…

The purpose of this 2-year phenomenological study was to build on the legacy of Black women educators before and after "Brown v. Board of Education" and examine the ideological standpoint of early career Black women educators from the millennial generation. Semi-structured interviews were conducted with three Black women educators…