Jerome E Morris
Biographic Data
| ID | 3638977 |
|---|---|
| NAME | Jerome E Morris |
| GIVEN NAMES | Jerome E |
| FAMILY NAME | Morris |
| SIGNATURE | MORRIS J E |
| AFFILIATIONS | University of Missouri–St. Louis |
| ORCID | 0000-0001-7485-3522 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 91 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Epistemological/Ontological Interview
Discussing Urban and Community Education in Saint Louis
On November 14th, 2022, a group of Black community leaders from the Saint Louis, Missouri, area met to discuss their experiences with the serious issues surrounding urban schools in their communities. Although this discussion is specific to a particular time and place, the concerns expressed, and solutions, offered are transferrable to many other communities in the United States. Dr. Adrienne Dixson moderated the discussion. This article is a ver…
Switching for Survival and Success? Black Students’ Struggles, Shifting, and Solidarity Within the St. Louis Desegregation Plan
The St. Louis Voluntary Desegregation program, and its corollary, the Interdistrict Transfer Plan, have existed in some form since 1983. At its height, approximately 13,000 Black students from the city of St. Louis transferred into predominantly White and suburban school districts, representing the largest voluntary desegregation plan in the United States. County and school district leaders responsible for the plan have slowly reduced the number …
St. Louis at the Crossroads of Race, Empire, and Place in Urban Education Reform in the United States
Black School Closings Aren’t New
Whereas increased scholarly attention is focusing on contemporary school closings, noticeably absent is the placement of this scholarship within the historical context of Black people’s social experiences. This paradigm shift would reveal a much longer history that has had devastating consequences for Black people. In this article, we identify five waves of Black school closings and provide contemporary case studies that reveal an ongoing pattern…
Researching the Neighborhood and Schooling Experiences of Black Male High School “Students who Play Sports” in Atlanta and Chicago
Background/Context The corpus of scholarship on Black male students who play sports focuses on students at the collegiate level, thus ignoring the regional, neighborhood, and K–12 educational backgrounds and experiences of these young people before some matriculate into a college or university. This omission suggests the need for more robust investigations that (a) focus on Black males during K–12 schooling, (b) place Black male students’ experie…
Adolescents' Perceptions of Opportunities in the U.S. South
The scholarly community has eagerly assessed adults' perspectives on race and opportunity in the “postracial” era. Noticeably absent are studies that probe youths' perceptions of social and educational opportunity within this era, given the relationship between education and upward mobility, and the symbolism embodied in Obama's 2008 election as the first African-American president of the United States. This paper uses data drawn from a four-year…
Introduction to Race and Opportunity in the American South
This issue of the Peabody Journal of Education focuses on “Race and Opportunity in the American South” and expands previous scholarly and policy conversations around education and opportunity in th
Why Study the U.S. South? The Nexus of Race and Place in Investigating Black Student Achievement
This article highlights the significance of the U.S. South in scholarly discussions regarding the academic achievement gap involving Black students. Despite national concern, patterns embedded in Black student achievement as related to geographical influences generally are ignored, especially in the South, where the majority of Black people in the United States reside. The authors refine the scholarship on the Black–White achievement gap through …
Out of New Orleans
The torrential rains from Hurricane Katrina, the breaking of the levees, and the subsequent flooding of New Orleans resulted in another Black Diaspora. This article focuses on Black children and families who were displaced by Hurricane Katrina but now reside in cities, towns, and suburbs outside of the Crescent City. Informed by the author's ongoing investigation in a predominantly Black suburb in the U.S. South, this article puts forth the need …
Can Anything Good Come From Nazareth? Race, Class, and African American Schooling and Community in the Urban South and Midwest
The scholarly community has been neglectful in its study of those urban and predominantly African American schools that manifest agency in spite of persistent racial inequalities and poverty. Consequently, we are left to wonder whether anything good can come from urban African American schools, or from the communities where they are located. This article emanates from an investigation of two predominantly African American elementary schools in lo…
What Does Africa Have to Do with Being African American? A Microethnographic Analysis of a Middle School Inquiry Unit on Africa
In the United States, "race" and "black identity" are becoming more complex with the increasing numbers of individuals who identify as "black and foreignborn." Emanating from a year-long study in an urban middle school classroom and a microethnographic investigation of a two-week unit on Africa, this article employs a Pan-African framework to examine how schools and the broader society serve as sites where black identity is contested. The article…
A Pillar of Strength
From an in-depth qualitative study in St. Louis, Missouri, from 1994 to 1997, this article highlights how one all-Black school creates and sustains strong communal bonds with African American families from a low-income community. Reminiscent of the “goodness” of many all-Black schools before Brown, this school—Fairmont Elementary—sustains strong communal bonds with families and is a stabilizing force for the community. The message gleaned from th…
Why Study the U.S. South? The Nexus of Race and Place in Investigating Black Student Achievement
This article highlights the significance of the U.S. South in scholarly discussions regarding the academic achievement gap involving Black students. Despite national concern, patterns embedded in Black student achievement as related to geographical influences generally are ignored, especially in the South, where the majority of Black people in the United States reside. The authors refine the scholarship on the Black–White achievement gap through …
Can Anything Good Come From Nazareth? Race, Class, and African American Schooling and Community in the Urban South and Midwest
The scholarly community has been neglectful in its study of those urban and predominantly African American schools that manifest agency in spite of persistent racial inequalities and poverty. Consequently, we are left to wonder whether anything good can come from urban African American schools, or from the communities where they are located. This article emanates from an investigation of two predominantly African American elementary schools in lo…
A Pillar of Strength
From an in-depth qualitative study in St. Louis, Missouri, from 1994 to 1997, this article highlights how one all-Black school creates and sustains strong communal bonds with African American families from a low-income community. Reminiscent of the “goodness” of many all-Black schools before Brown, this school—Fairmont Elementary—sustains strong communal bonds with families and is a stabilizing force for the community. The message gleaned from th…
Out of New Orleans
The torrential rains from Hurricane Katrina, the breaking of the levees, and the subsequent flooding of New Orleans resulted in another Black Diaspora. This article focuses on Black children and families who were displaced by Hurricane Katrina but now reside in cities, towns, and suburbs outside of the Crescent City. Informed by the author's ongoing investigation in a predominantly Black suburb in the U.S. South, this article puts forth the need …
Black School Closings Aren’t New
Whereas increased scholarly attention is focusing on contemporary school closings, noticeably absent is the placement of this scholarship within the historical context of Black people’s social experiences. This paradigm shift would reveal a much longer history that has had devastating consequences for Black people. In this article, we identify five waves of Black school closings and provide contemporary case studies that reveal an ongoing pattern…
Adolescents' Perceptions of Opportunities in the U.S. South
The scholarly community has eagerly assessed adults' perspectives on race and opportunity in the “postracial” era. Noticeably absent are studies that probe youths' perceptions of social and educational opportunity within this era, given the relationship between education and upward mobility, and the symbolism embodied in Obama's 2008 election as the first African-American president of the United States. This paper uses data drawn from a four-year…
What Does Africa Have to Do with Being African American? A Microethnographic Analysis of a Middle School Inquiry Unit on Africa
In the United States, "race" and "black identity" are becoming more complex with the increasing numbers of individuals who identify as "black and foreignborn." Emanating from a year-long study in an urban middle school classroom and a microethnographic investigation of a two-week unit on Africa, this article employs a Pan-African framework to examine how schools and the broader society serve as sites where black identity is contested. The article…
Introduction to Race and Opportunity in the American South
This issue of the Peabody Journal of Education focuses on “Race and Opportunity in the American South” and expands previous scholarly and policy conversations around education and opportunity in th
A Pillar of Strength
From an in-depth qualitative study in St. Louis, Missouri, from 1994 to 1997, this article highlights how one all-Black school creates and sustains strong communal bonds with African American families from a low-income community. Reminiscent of the “goodness” of many all-Black schools before Brown, this school—Fairmont Elementary—sustains strong communal bonds with families and is a stabilizing force for the community. The message gleaned from th…
What Does Africa Have to Do with Being African American? A Microethnographic Analysis of a Middle School Inquiry Unit on Africa
In the United States, "race" and "black identity" are becoming more complex with the increasing numbers of individuals who identify as "black and foreignborn." Emanating from a year-long study in an urban middle school classroom and a microethnographic investigation of a two-week unit on Africa, this article employs a Pan-African framework to examine how schools and the broader society serve as sites where black identity is contested. The article…
Can Anything Good Come From Nazareth? Race, Class, and African American Schooling and Community in the Urban South and Midwest
The scholarly community has been neglectful in its study of those urban and predominantly African American schools that manifest agency in spite of persistent racial inequalities and poverty. Consequently, we are left to wonder whether anything good can come from urban African American schools, or from the communities where they are located. This article emanates from an investigation of two predominantly African American elementary schools in lo…
Out of New Orleans
The torrential rains from Hurricane Katrina, the breaking of the levees, and the subsequent flooding of New Orleans resulted in another Black Diaspora. This article focuses on Black children and families who were displaced by Hurricane Katrina but now reside in cities, towns, and suburbs outside of the Crescent City. Informed by the author's ongoing investigation in a predominantly Black suburb in the U.S. South, this article puts forth the need …
Why Study the U.S. South? The Nexus of Race and Place in Investigating Black Student Achievement
This article highlights the significance of the U.S. South in scholarly discussions regarding the academic achievement gap involving Black students. Despite national concern, patterns embedded in Black student achievement as related to geographical influences generally are ignored, especially in the South, where the majority of Black people in the United States reside. The authors refine the scholarship on the Black–White achievement gap through …
Adolescents' Perceptions of Opportunities in the U.S. South
The scholarly community has eagerly assessed adults' perspectives on race and opportunity in the “postracial” era. Noticeably absent are studies that probe youths' perceptions of social and educational opportunity within this era, given the relationship between education and upward mobility, and the symbolism embodied in Obama's 2008 election as the first African-American president of the United States. This paper uses data drawn from a four-year…
Introduction to Race and Opportunity in the American South
This issue of the Peabody Journal of Education focuses on “Race and Opportunity in the American South” and expands previous scholarly and policy conversations around education and opportunity in th
Researching the Neighborhood and Schooling Experiences of Black Male High School “Students who Play Sports” in Atlanta and Chicago
Background/Context The corpus of scholarship on Black male students who play sports focuses on students at the collegiate level, thus ignoring the regional, neighborhood, and K–12 educational backgrounds and experiences of these young people before some matriculate into a college or university. This omission suggests the need for more robust investigations that (a) focus on Black males during K–12 schooling, (b) place Black male students’ experie…
Black School Closings Aren’t New
Whereas increased scholarly attention is focusing on contemporary school closings, noticeably absent is the placement of this scholarship within the historical context of Black people’s social experiences. This paradigm shift would reveal a much longer history that has had devastating consequences for Black people. In this article, we identify five waves of Black school closings and provide contemporary case studies that reveal an ongoing pattern…
Discussing Urban and Community Education in Saint Louis
On November 14th, 2022, a group of Black community leaders from the Saint Louis, Missouri, area met to discuss their experiences with the serious issues surrounding urban schools in their communities. Although this discussion is specific to a particular time and place, the concerns expressed, and solutions, offered are transferrable to many other communities in the United States. Dr. Adrienne Dixson moderated the discussion. This article is a ver…
Switching for Survival and Success? Black Students’ Struggles, Shifting, and Solidarity Within the St. Louis Desegregation Plan
The St. Louis Voluntary Desegregation program, and its corollary, the Interdistrict Transfer Plan, have existed in some form since 1983. At its height, approximately 13,000 Black students from the city of St. Louis transferred into predominantly White and suburban school districts, representing the largest voluntary desegregation plan in the United States. County and school district leaders responsible for the plan have slowly reduced the number …
St. Louis at the Crossroads of Race, Empire, and Place in Urban Education Reform in the United States
Epistemological/Ontological Interview
Sociology (12 works) · Gender Studies (11 works) · Critical Race Theory in Education (10 works) · Political science (8 works) · Gender Studies (7 works) · Geography (5 works) · Psychology (5 works) · Social science (5 works) · Urban, Neighborhood, and Segregation Studies (5 works) · Law (4 works)