Later school start times have emerged as a potential policy to improve the sleep and educational outcomes of teenagers. This study uses a quasi-experimental comparative interrupted time series approach to examine a 90-min delay in start times in an urban district in North Carolina. Results show that the later start time resulted in more sleep for…

Embracing students' cultural assets is critical in facilitating self-growth and development at the secondary level, especially among minoritized students interested in science, technology, engineering, mathematics, and medicine/health (STEM-M) careers. Using sociocultural and community cultural wealth (CCW) lenses, longitudinal data among 23…

This study reports high school Black girls' experiences in mathematics classrooms. Forty-eight Black girls participated in 12 focus groups. Findings showed that the girls experienced uncaring teachers, uninteresting curriculum, and unsupportive learning environments. We used a sociopolitical analytic approach to make sense of their narratives and…

Youth participatory action research (YPAR) provides a model for youth leadership in research aimed at tangible improvements to their lives. We employed YPAR with queer and trans young adults in a qualitative study about trans high school youth. In this paper, we highlight the importance of relationships, dialog and reflexivity to ensuring ongoing…

This study aims to learn from and with students of color to understand the influence of culturally relevant programming. Grounded in conceptions of counter-narrative and culturally relevant education (CRE), we center the voices and perspectives of Black and Latinx male adolescents to explore the impact of CRE-related programs and practices.…

This qualitative study was a critical race analysis of Advanced Placement criteria and under-enrollment of African American males in two midwestern urban high schools. Analysis of faculty interviews and documents generated four themes. AP criteria and enrollment were implemented through formal and informal practices, and key roles of individual…

Even the least severe forms of exclusionary discipline are associated with detrimental effects for students that attend schools that overuse them. With a nationally representative longitudinal study of high school students, we utilize propensity score weighting to limit selection bias associated with schools that issue high numbers of in-school…

Persistent educational inequity for immigrant and refugee students and their families calls for instructional practices centering on access, quality, and social justice. Drawing on two qualitative case studies, this article examines how three U.S. urban school teachers attended to the systemic inequalities and unique challenges confronting…

African immigrant youth adaptation processes in US schools remain under-researched. Using qualitative case study, this article examines West African immigrant middle- and high-school youth adaptation experiences in US urban schools. Findings show that racialized experiences, English proficiency levels, and multilingualism affected social…

As part of a National Science Foundation (NSF)-funded project to create culturally responsive curriculum that uses critical spatial thinking and geospatial technologies to address spatial justice in urban neighborhoods, students from a predominantly African American inner-city public high school in Toledo, Ohio participated in two summer workshops…

This qualitative study examined how a group of aspiring teachers who had completed a Grow Your Own (GYO) teacher program in high school explained their motivations for teaching. Findings revealed that homegrown aspiring teachers attributed their initial teaching aspirations to their own inequitable schooling experiences and societal perceptions of…

This research investigates Palestinian students residing in both urban and rural areas who are enrolled in an elite high school located in a mixed Arab-Jewish city in northern Israel. We investigate how these divergent backgrounds influence their experiences and perceptions of their elite identities and how elite identities within national…

The present study uses a story constellation to explore the experiences of a group of students participating in their high school in an urban city in Central Chile. Because these experiences were motivated by the students' participation in the student movement outside of their high school, they were not considered in any school or policy…

In this article, we recount our experiences learning from and with Latinx children of immigrants in urban schools. Highlighting how insights gleaned from our respective ethnographic projects have led us to embrace more explicit commitments to participatory engagement, we consider how young people's perspectives can and should fundamentally shift…

We study the role of Hip-Hop teaching artists in a school change initiative. A school-university-community partnership in a Canadian city, the project sought to develop a school-wide focus on the "urban arts" for student learning and wellbeing. The experiences of nine teaching artists over four years, examined through the lens of…