John A Williams Iii

Biographic Data

ID1604480
NAMEJohn A Williams Iii
GIVEN NAMESJohn A
FAMILY NAMEWilliams Iii
SIGNATUREWILLIAMS J A
AFFILIATIONSTexas A&M University
ORCID0000-0002-8561-468X
VERIFIEDYes
TOTAL WORKS56
TOTAL CITATIONS57
AUTHOR COUNT56
EDITOR COUNT0
FIRST PUBLICATION YEAR1960
LATEST PUBLICATION YEAR2026
H-INDEX4

  • Not a Weed, It’s Bermuda Grass

    Open AccessJohn A Williams IiiARTICLEGifted Child Today2026

    The rampant penalization of Black children through punitive school discipline approaches has served to stunt the growth of millions of Black students in PK-12 schools across the United States. This column seeks to assist educators in shifting away from labeling and treating Black children as disciplinary problems and toward nurturing and cultivating the giftedness that resides in every Black child.

  • Not Like Us

    Virginia Redwine Johnson, Virginia Johnson et al.ARTICLEThe Teacher Educator2026

    Since 1989, more than 100 U.S. districts have undergone state takeovers, yet durable gains remain rare. This study centers educators’ voices during the 2023 takeover of Houston ISD. Using an emergent qualitative design, we interviewed nine educators and analyzed transcripts with a hybrid approach pairing inductive coding with deductive codes from Two-Factor Theory and Racialized Organizational Theory. We examined how educators experienced the tak…

  • The Quiet Architects

    Open AccessValerie Hill-Jackson, Cheryl J Craig et al.ARTICLEJournal of Teacher Education2026

  • The Absence of Suspensions is Not the Evidence of Chaos

    Open AccessJohn A Williams Iii, John A Williams et al.ARTICLEThe Urban Review2026

  • Suspensions are Still Not Helping the Children

    Open AccessKathryn Wiley, Kathryn E Wiley et al.ARTICLEThe Urban Review2026

  • Perpetual Projects of Potential

    Open AccessDaniel J Thomas, Matthew W Johnson et al.ARTICLEUrban Education2026

    This literature review interrogates the genealogy of questions posed about Black men and boys in Urban Education from 1965 to 2025, tracing how policy eras have delimited their discursive framing within educational research. Drawing on Goldberg's (1993) racial knowledg e and Wynter's (1995) subjective understanding , we employ a Foucauldian genealogical analysis to examine four policy periods—from the Moynihan Report to George Floyd's racial reck…

  • Into Deep

    Open AccessJohn A Williams Iii, John A Williams et al.ARTICLEUrban Education2026

    Typically, high disciplinary rates for Black students correspond with poor academic performance. However, is the opposite also true? This study sought to identify and investigate the characteristics of urban educational academic success by geospatially mapping schools in Texas that have assisted Black children toward high academic achievement while limiting their exposure to punitive disciplinary outcomes (suspensions). The study uncovers the geo…

  • De-siloing Federal Data Repositories with Care

    Open AccessJohn A Williams Iii, John A Williams et al.ARTICLEThe Urban Review2026References: 5

  • Are they actually getting it

    Open AccessEmily Holtz, Miriam Sanders et al.ARTICLEMulticultural Education Review2025

  • Linguistic Diversity in a Multilingual State

    Open AccessEmily Holtz, Aminah Crawford et al.ARTICLEJournal of Latinos and Education2025References: 11

  • Making deep-structure adaptations

    Open AccessSonyia Richardson, Margaret Phipps-Bennett et al.ARTICLECultural Diversity & Ethnic…2025

    Objectives : This study responds to the suicide crisis among Black youth populations by tailoring suicide interventions to meet their specific cultural needs. We obtained insight from community stakeholders about culturally adapting suicide prevention interventions for Black youth, using the Linking Individuals Needing Care intervention as an example. Method : Using a culturally adaptive qualitative design Process, we conducted a series of commun…

  • Utilizing the Urban Education Typology

    Open AccessJemimah Young, John A Williams Iii et al.ARTICLEUrban Education2025Cited by: 1References: 36

    In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-…

  • Dead Spaces in Teaching and Teacher Education

    Open AccessCheryl J Craig, John A Williams Iii et al.ARTICLEJournal of Teacher Education2025References: 47

  • Teacher Education in the Age of Generative Artificial Intelligence

    Open AccessP Mishra, Jon Margerum-Leys et al.ARTICLEJournal of Teacher Education2025References: 16

  • Tracking the Effects

    Open AccessKristian Edosomwan, Jemimah Young et al.ARTICLEJournal of Education2024

    The relationship between academic tracking and exclusionary discipline actions has only been studied in a limited number of empirical studies. By placing students at the lower strata, schools deprive them of the educational opportunities, widening the educational opportunity gap in a process we define as “opportunity stratification.” Using a quantitative analysis of data from the Educational Longitudinal Study, we found students in low-track, non…

  • Plantation economy religion

    Evan Willis, Erin T Miller et al.ARTICLERace Ethnicity and Education2024References: 8

    Research about Black boys in predominantly white conservative Christian schools has centered on their racialized experiences. For Black males, these experiences have been traumatic because their white Christian teachers and classmates have demonstrated anti-black racism through the use of derogatory language, social exclusion, and stereotyping. Researchers have focused on this anti-blackness with little consideration for the religious environment…

  • Carceral and Cathartic by Design

    John A Williams Iii, John A WilliamsARTICLEPeabody Journal of Education2024Cited by: 3References: 54

    The longstanding overrepresentation of Black, Indigenous, and other People of Color (BIPOC) students in United States K-12 exclusionary school discipline outcomes (i.e., suspension, expulsions, referrals to law enforcement and arrests) underscores the unrecognized concept that school discipline disparities are a purported outcome—rather than a flaw—of a racialized educational system. While these outcomes are prevalent across all school locales, t…

  • Are Deficit Perspectives of Black and Brown Students Grounded in Empirical Data? Investigating the Myths of “Urban Education” Through Parent Satisfaction

    Open AccessEmily Holtz, Claire Worley et al.ARTICLEEducation and Urban Society2024Cited by: 2References: 43

    Deficit ideologies permeate urban spaces particularly when mostly Black and Brown students attend neighborhood schools. Wealth concentrated in suburban areas further perpetuates stereotypes of urban as deficient, but empirical data has yet to interrogate these ideas. Using the National Household Education Survey and regression analysis of variance, this research determines the relationship between parents’ satisfaction with their child’s school a…

  • Forensic Anthropology in the American Academy of Forensic Sciences (Aafs)

    Katharine E Kolpan, John A Williams Iii et al.ARTICLEForensic Anthropology2024

    This article traces demographic, membership, matriculation, and mentorship trends in forensic anthropology from the American Academy of Forensic Sciences (AAFS) Anthropology Section's founding in 1972 through the present. The article relies on two datasets: a larger dataset comprised of AAFS Anthropology Section membership data and a smaller dataset (Dataset II) constructed from survey data volunteered by practicing forensic anthropologists and f…

  • A Gap in Culturally Responsive Classroom Management Coverage? A Critical Policy Analysis of States’ School Discipline Policies

    Open AccessJohn A Williams Iii, Cheryl Mallant et al.ARTICLEEducational Policy2023

    A signature item that beleaguers most teachers is classroom management. Recognizing the futility of punitive classroom management within school discipline practices, Weinstein and colleagues forged culturally responsive classroom management (CRCM). While nearly 20 years of scholarship highlights the importance of teachers employing CRCM to reduce their reliance on punitive discipline approaches, which are disproportionally skewed against students…

  • Teachers’ Psychological Distress in North Carolina

    Open AccessShanique J Lee, Portia M York et al.ARTICLEUrban Education2023Cited by: 4References: 75

    Teachers experience a great deal of psychological distress. However, there is a gap in the literature concerning the difference between the distress of teachers working in urban schools versus those in non-urban schools. Thus, the present study utilizes data from the 2018 North Carolina Teacher Working Conditions Survey to conduct a statistical analysis of the agreeability differences between urban and non-urban teachers’ responses to constructs …

  • The Discipline Gatekeeper

    Open AccessJohn A Williams Iii, John A Williams et al.ARTICLEUrban Education2023Cited by: 9References: 61

    School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle sc…

  • We Matter Too

    Open AccessMarlon C James, Ana Carolina Díaz Beltrán et al.ARTICLEInternational Review of…2022

    The present article problematizes faculty relationships within academic departments by applying critical race theory (counterstorytelling) to generate equity cases promoting racial healing. These equity cases illustrate the utility of an emergent typology, the equity paradox. More specifically, the equity paradox describes the web of reprisals endured by faculty of color who advocate for the authentic actualization of university-sponsored diversi…

  • Is the employment of school resource officers in high schools associated with Black girls’ discipline outcomes

    Open AccessJohn A Williams Iii, John A Williams et al.ARTICLERace Ethnicity and Education2022Cited by: 2References: 8

    In recent years, the media has highlighted the disrespectful and sometimes violent manner in which SROs respond to Black girls’ behaviors. Few studies question how SROs in schools might influence traditional school discipline outcomes such as suspensions for a double minoritized group (race and gender) such as Black girls. Leaning on the Black feminist framework of Intersectionality and QuantCrit and using the most recent data from the Office of …

  • Employing the Urban Education Typology Through a Critical Race Spatial Analysis

    Open AccessJohn A Williams Iii, John A Williams et al.ARTICLEThe Urban Review2022Cited by: 7References: 48