Document Type
Article
Publication Date
6-7-2017
Journal Title
Education and Urban Society
Volume
50
Issue
6
First Page
507
Last Page
523
Abstract
What constitutes an urban school? This question has confounded social researchers and educators who often limit definitions to population data. H. Richard Milner suggested a framework for defining urban schools that includes population data as well as the racial and social context of schools. This article applied Milner’s model to school districts in New York, Nebraska, and New Mexico which exemplified Milner’s categories of urban schools: urban intensive, urban emergent, and urban characteristic. Application of the framework to the districts presents a model for teacher educators to deliver two important components of preservice preparation. First, the model can assist preservice teachers to challenge their existing perceptions of urban schools. Second, establishing a framework provides teacher educators the opportunity to guide preservice teachers to view urban schools through a Critical Race Theory lens. Through this lens, preservice teachers can begin to realize the impact of systemic racism within education.
Recommended Citation
Schaffer, C. L., White, M., & Brown, C. M. (2018). A Tale of Three Cities: Defining Urban Schools Within the Context of Varied Geographic Areas. Education and Urban Society, 50(6), 507–523. https://doi.org/10.1177/0013124517713605
Comments
© The Author(s) 2017
This is the author's original manuscript. The published version can be found here: https://doi.org/10.1177/0013124517713605.