Brian L Wright
Biographic Data
| ID | 3983196 |
|---|---|
| NAME | Brian L Wright |
| GIVEN NAMES | Brian L |
| FAMILY NAME | Wright |
| SIGNATURE | WRIGHT B L |
| AFFILIATIONS | University of Memphis |
| ORCID | 0000-0001-5331-9080 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
When I Think of Home: Black Families Supporting Their Children During the Covid-19 Pandemic
Since the onset of the COVID-19 pandemic, economic crisis, and persistent systemic and structural racism have plagued Black communities. The continued physical and symbolic violence and murders of Black bodies are undeniable. As White institutions, schools are definite contributors to this brutality as they center the culture and realities of White children while ignoring or denigrating Black children. This is even evident in the undermining of B…
Five Wise Men: African American Males Using Urban Critical Literacy to Negotiate and Navigate Home and School in an Urban Setting
This study explores a psychosocial concept coined by the author referred to as “Urban Critical Literacy” (UCL). UCL is an emergent four-step strategy employed by five African American young men as they navigated their cultural worlds of home and school in an urban setting. Critical literacy is the theoretical conceptual framework that underlies this research. Data collected through individual and group interviews and direct observations of home a…
A Matter of Equity: Desegregating and Integrating Gifted and Talented Education for Under-Represented Students of Color
Access to gifted and talented education (referral, identification, and classes) and advanced classes has been challenging for two student groups of color—Black and Hispanic students. More than 10 years of data from the Office for Civil Rights, Civil Rights Data Collection and numerous reports reveal that discrimination is in operation and gravely compromises access for these gifted students of color. In this article, the authors share data on the…
Brown v. Board of Education
On May 17, 1954, the Supreme Court announced its decision in Brown v. Board of Education , declaring segregation in public schools inherently unconstitutional. Schools were to desegregate and quickly. The decision, a revolutionary act, gave tremendous legitimacy to the civil rights movement and, consequently, forever changed US race relations in and outside of schools. This entry contends that the promise of Brown has yet to be fulfilled. More to…
The Nouveau Talented Tenth: Envisioning W.E.B. Du Bois in the Context of Contemporary Gifted and Talented Education
Donna Y. Ford, Brian L. Wright, Christopher J. P. Sewell, Gilman W. Whiting, James L. Moore III, The Nouveau Talented Tenth: Envisioning W.E.B. Du Bois in the Context of Contemporary Gifted and Talented Education, The Journal of Negro Education, Vol. 87, No. 3, Innovations in African American Educational Research: A Special Issue Commemorating the 150th Anniversary of W.E.B. Du Bois’ Birth (Summer 2018), pp. 294-310
Creating access and opportunity: Preparing African-American male students for STEM trajectories PreK-12
Purpose Research often neglects the full continuum of the STEM pipeline in terms of underserved and underrepresented populations. African American males, in particular, experience limited access, opportunity, and preparation along STEM trajectories preK-12. The purpose of this paper is to challenge this gap by presenting examples of preK-12 programs that nurture and promote STEM development and learner outcomes for underrepresented populations. D…
I Know Who I Am, Do You: Identity and Academic Achievement of Successful African American Male Adolescents in an Urban Pilot High School in the United States
This study explores racial-ethnic identity and academic achievement of five young African American men in 11th and 12th grade in an urban pilot high school. Data gathered through individual and group interviews and a questionnaire were analyzed to understand how academically successful African American male adolescents interpret their social and academic lives to achieve school success while also maintaining a healthy racial-ethnic identity (HREI…
Accomplished Urban Teaching
This article discusses the relevance of four dimensions of urban teaching: foci on relationships and shared authority, linking classroom content with student experience, incorporation of familiar and culturally compatible communication patterns, and development of counter narratives that challenge stereotypical conceptions of at-risk students and families. Three veteran former urban teachers and current teacher educators discuss insights from suc…
I Know Who I Am, Do You: Identity and Academic Achievement of Successful African American Male Adolescents in an Urban Pilot High School in the United States
This study explores racial-ethnic identity and academic achievement of five young African American men in 11th and 12th grade in an urban pilot high school. Data gathered through individual and group interviews and a questionnaire were analyzed to understand how academically successful African American male adolescents interpret their social and academic lives to achieve school success while also maintaining a healthy racial-ethnic identity (HREI…
When I Think of Home: Black Families Supporting Their Children During the Covid-19 Pandemic
Since the onset of the COVID-19 pandemic, economic crisis, and persistent systemic and structural racism have plagued Black communities. The continued physical and symbolic violence and murders of Black bodies are undeniable. As White institutions, schools are definite contributors to this brutality as they center the culture and realities of White children while ignoring or denigrating Black children. This is even evident in the undermining of B…
Five Wise Men: African American Males Using Urban Critical Literacy to Negotiate and Navigate Home and School in an Urban Setting
This study explores a psychosocial concept coined by the author referred to as “Urban Critical Literacy” (UCL). UCL is an emergent four-step strategy employed by five African American young men as they navigated their cultural worlds of home and school in an urban setting. Critical literacy is the theoretical conceptual framework that underlies this research. Data collected through individual and group interviews and direct observations of home a…
A Matter of Equity: Desegregating and Integrating Gifted and Talented Education for Under-Represented Students of Color
Access to gifted and talented education (referral, identification, and classes) and advanced classes has been challenging for two student groups of color—Black and Hispanic students. More than 10 years of data from the Office for Civil Rights, Civil Rights Data Collection and numerous reports reveal that discrimination is in operation and gravely compromises access for these gifted students of color. In this article, the authors share data on the…
Accomplished Urban Teaching
This article discusses the relevance of four dimensions of urban teaching: foci on relationships and shared authority, linking classroom content with student experience, incorporation of familiar and culturally compatible communication patterns, and development of counter narratives that challenge stereotypical conceptions of at-risk students and families. Three veteran former urban teachers and current teacher educators discuss insights from suc…
The Nouveau Talented Tenth: Envisioning W.E.B. Du Bois in the Context of Contemporary Gifted and Talented Education
Donna Y. Ford, Brian L. Wright, Christopher J. P. Sewell, Gilman W. Whiting, James L. Moore III, The Nouveau Talented Tenth: Envisioning W.E.B. Du Bois in the Context of Contemporary Gifted and Talented Education, The Journal of Negro Education, Vol. 87, No. 3, Innovations in African American Educational Research: A Special Issue Commemorating the 150th Anniversary of W.E.B. Du Bois’ Birth (Summer 2018), pp. 294-310
Creating access and opportunity: Preparing African-American male students for STEM trajectories PreK-12
Purpose Research often neglects the full continuum of the STEM pipeline in terms of underserved and underrepresented populations. African American males, in particular, experience limited access, opportunity, and preparation along STEM trajectories preK-12. The purpose of this paper is to challenge this gap by presenting examples of preK-12 programs that nurture and promote STEM development and learner outcomes for underrepresented populations. D…
Accomplished Urban Teaching
This article discusses the relevance of four dimensions of urban teaching: foci on relationships and shared authority, linking classroom content with student experience, incorporation of familiar and culturally compatible communication patterns, and development of counter narratives that challenge stereotypical conceptions of at-risk students and families. Three veteran former urban teachers and current teacher educators discuss insights from suc…
I Know Who I Am, Do You: Identity and Academic Achievement of Successful African American Male Adolescents in an Urban Pilot High School in the United States
This study explores racial-ethnic identity and academic achievement of five young African American men in 11th and 12th grade in an urban pilot high school. Data gathered through individual and group interviews and a questionnaire were analyzed to understand how academically successful African American male adolescents interpret their social and academic lives to achieve school success while also maintaining a healthy racial-ethnic identity (HREI…
Creating access and opportunity: Preparing African-American male students for STEM trajectories PreK-12
Purpose Research often neglects the full continuum of the STEM pipeline in terms of underserved and underrepresented populations. African American males, in particular, experience limited access, opportunity, and preparation along STEM trajectories preK-12. The purpose of this paper is to challenge this gap by presenting examples of preK-12 programs that nurture and promote STEM development and learner outcomes for underrepresented populations. D…
The Nouveau Talented Tenth: Envisioning W.E.B. Du Bois in the Context of Contemporary Gifted and Talented Education
Donna Y. Ford, Brian L. Wright, Christopher J. P. Sewell, Gilman W. Whiting, James L. Moore III, The Nouveau Talented Tenth: Envisioning W.E.B. Du Bois in the Context of Contemporary Gifted and Talented Education, The Journal of Negro Education, Vol. 87, No. 3, Innovations in African American Educational Research: A Special Issue Commemorating the 150th Anniversary of W.E.B. Du Bois’ Birth (Summer 2018), pp. 294-310
Brown v. Board of Education
On May 17, 1954, the Supreme Court announced its decision in Brown v. Board of Education , declaring segregation in public schools inherently unconstitutional. Schools were to desegregate and quickly. The decision, a revolutionary act, gave tremendous legitimacy to the civil rights movement and, consequently, forever changed US race relations in and outside of schools. This entry contends that the promise of Brown has yet to be fulfilled. More to…
A Matter of Equity: Desegregating and Integrating Gifted and Talented Education for Under-Represented Students of Color
Access to gifted and talented education (referral, identification, and classes) and advanced classes has been challenging for two student groups of color—Black and Hispanic students. More than 10 years of data from the Office for Civil Rights, Civil Rights Data Collection and numerous reports reveal that discrimination is in operation and gravely compromises access for these gifted students of color. In this article, the authors share data on the…
Five Wise Men: African American Males Using Urban Critical Literacy to Negotiate and Navigate Home and School in an Urban Setting
This study explores a psychosocial concept coined by the author referred to as “Urban Critical Literacy” (UCL). UCL is an emergent four-step strategy employed by five African American young men as they navigated their cultural worlds of home and school in an urban setting. Critical literacy is the theoretical conceptual framework that underlies this research. Data collected through individual and group interviews and direct observations of home a…
When I Think of Home: Black Families Supporting Their Children During the Covid-19 Pandemic
Since the onset of the COVID-19 pandemic, economic crisis, and persistent systemic and structural racism have plagued Black communities. The continued physical and symbolic violence and murders of Black bodies are undeniable. As White institutions, schools are definite contributors to this brutality as they center the culture and realities of White children while ignoring or denigrating Black children. This is even evident in the undermining of B…
Sociology (8 works) · Psychology (7 works) · Political science (4 works) · Critical Race Theory in Education (3 works) · Early Childhood Education and Development (3 works) · Gender Studies (3 works) · Law (3 works) · Law (3 works) · Mathematics education (3 works) · Parental Involvement in Education (3 works)