Emerging Voices

Authors

  • Sakeena Everett Michigan State University
  • Lateefah Id-Deen University of Louisville
  • Gregory White Michigan State University

Abstract

Introduction

This issue, Emerging Voices: Towards Improved Educational Outcomes in Urban Education features junior scholars who currently attend or recently graduated from Michigan State University. Collectively, we are Black and Latino/a former classroom teachers, graduate students and faculty in teacher education, educational administration, education policy, and educational psychology. The intelligence and leadership in communities of color, and among scholars of color in particular, are not readily accepted as valid in academia. Therefore, we assert the legitimacy of our lived experiences, our training, and our academic integrity through our scholarship. We do this for the benefit of the academy, but more intentionally for the benefit of our respective communities. Our emerging voices have significant depth and breadth in providing both theoretical and practical pathways toward academic success for youth of color in urban contexts. This special issue privileges the perspectives of Black and Latino/a students, parents and teachers. This issue illuminates academic success by carefully and critically examining classroom and schooling experiences. Altogether, the manuscripts highlight major implications for policies that inform the preparation of teachers and administrators in daily practice.

Author Biographies

Sakeena Everett, Michigan State University

Dr. Sakeena Everett is an Assistant Professor of English Education in the English Department at Michigan State University. She earned her PhD from Michigan State University in Curriculum, Instruction and Teacher Education, where she focused on urban education and secondary youth literacies. Her research focuses on literacy identities of academically high performing Black males and teacher education for working with racially and culturally diverse student populations.

Lateefah Id-Deen, University of Louisville

Dr. Lateefah Id-Deen is an Assistant Professor of Mathematics Education in the Department of Middle and Secondary Education at the University of Louisville. She earned her PhD from Michigan State University in Curriculum Instruction and Teacher Education with a focus in mathematics education and urban education. Her research interest examines students’ perspectives on their experiences in mathematics classroom in urban schools. She taught high school mathematics in both urban and suburban contexts.

Gregory White, Michigan State University

Gregory White is a Doctoral Candidate in the Education Policy Department at Michigan State University. Prior to attending Michigan State, he earned his Master of Education in Teaching and Curriculum degree from Harvard University and his Bachelor of Education from the University of Michigan. His current research interests are centered on the economics of education, urban education, and using formal and informal policy to improve outcomes for marginalized populations.

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Published

2016-11-28

Issue

Vol. 4 No. 2 (2016): UERPA Education Research & Policy Annuals

Section

Foreword

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