Stephanie Behm Cross
Biographic Data
| ID | 6209462 |
|---|---|
| NAME | Stephanie Behm Cross |
| GIVEN NAMES | Stephanie Behm |
| FAMILY NAME | Cross |
| SIGNATURE | CROSS S B |
| AFFILIATIONS | Georgia State University |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Teaching With Purpose
This paper explores the motivation of teacher residents in joining a teacher residency situated in the U.S. Southeast. The research examined the question: what motivates aspiring teachers to join a teacher residency and what factors appear to support their persistence in the profession? Twenty-nine teacher residents participated in this interview study. Findings illustrated that motivations began as pragmatic (financial and professional supports)…
From Theory to Practice
Freedom Dreaming
Schools are sites of unfreedom. As such we engage in freedom dreaming and co-constituting of non-negotiables of an abolitionist teacher residency (ATR) . This conceptual article asks: what non-negotiables are necessary when centering abolition in residency work? Our dream guides illustrate the need to draw on radical imaginations, freedom dreaming, abolitionism, and abolitionist education to dismantle caustic systems. An ATR must: (a) attune to t…
A Teacher Residency’s Ecologies of Support
Disclosure statementNo potential conflict of interest was reported by the author(s)
Whiteness in the bones
Discomfort, Resistance, and Othering
This article explores the experiences of three Black female doctoral students and one White female professor as they engaged in a doctoral seminar course on the redesign of an undergraduate urban teacher preparation program at their university. Borne out of a promise to one another to write about our experiences navigating increasingly complex and politicized dynamics within the college, we explore how we, as current and future teacher educators,…
Tensions in Designing a Third Space in a Justice-Oriented Teacher Residency
Urban teacher residencies and university-district partnerships are growing in popularity in the United States and are vital for the clinical practice of preservice teachers. Because urban residencies and university-district partnerships are situated in historically marginalized communities, they strive to prepare teachers with a mind and skill set oriented toward social justice. The Georgia State CREATE Residency strives to prepare critically con…
When Whiteness Clouds Mindfulness
This article describes results from a critical co-ethnography focused on a mindfulness training for educators in an urban school district in the southeastern region of the U.S. Working across racial difference, and utilizing critical race theory and critical whiteness studies as lenses, the co-ethnographers identified individualism that subverted systemic levels of oppression, race neutral ideologies, and ways the curricula and facilitation of th…
Reframing for Social Justice
A primary goal of teacher preparation programs should be to develop the reflective and critical problem-solving capacities of preservice teachers, especially social justice-oriented programs that prepare teachers to work in urban schools with historically underserved youth. Through an analysis of participants' biweekly posts to discussion boards, this qualitative case study examines common dilemmas for a group of 11 racially diverse undergraduate…
Whiteness as a Dissonant State
Studies on student teaching continue to suggest that preservice teachers' feelings of dissonance are related to disparate views of teaching and learning between universities and schools. Drawing on interview, artifact, and observation data, the authors utilize Cognitive Dissonance and Critical Whiteness Studies to make different sense of the experiences of one White student teacher (Brett). Results indicate that Brett experienced dissonance relat…
Teaching about Diversity in Black and White
In this article, two teacher educators reflect on their experiences teaching a diversity course for preservice middle-school teachers. The first author is an African American male teacher educator, and the second author is a White female teacher educator. While the authors bring distinct experiences, backgrounds, and epistemologies to this work, both seek to prepare preservice teachers with the skills and dispositions needed to meet the needs of …
Reframing for Social Justice
A primary goal of teacher preparation programs should be to develop the reflective and critical problem-solving capacities of preservice teachers, especially social justice-oriented programs that prepare teachers to work in urban schools with historically underserved youth. Through an analysis of participants' biweekly posts to discussion boards, this qualitative case study examines common dilemmas for a group of 11 racially diverse undergraduate…
Teaching about Diversity in Black and White
In this article, two teacher educators reflect on their experiences teaching a diversity course for preservice middle-school teachers. The first author is an African American male teacher educator, and the second author is a White female teacher educator. While the authors bring distinct experiences, backgrounds, and epistemologies to this work, both seek to prepare preservice teachers with the skills and dispositions needed to meet the needs of …
Whiteness in the bones
Tensions in Designing a Third Space in a Justice-Oriented Teacher Residency
Urban teacher residencies and university-district partnerships are growing in popularity in the United States and are vital for the clinical practice of preservice teachers. Because urban residencies and university-district partnerships are situated in historically marginalized communities, they strive to prepare teachers with a mind and skill set oriented toward social justice. The Georgia State CREATE Residency strives to prepare critically con…
Whiteness as a Dissonant State
Studies on student teaching continue to suggest that preservice teachers' feelings of dissonance are related to disparate views of teaching and learning between universities and schools. Drawing on interview, artifact, and observation data, the authors utilize Cognitive Dissonance and Critical Whiteness Studies to make different sense of the experiences of one White student teacher (Brett). Results indicate that Brett experienced dissonance relat…
Freedom Dreaming
Schools are sites of unfreedom. As such we engage in freedom dreaming and co-constituting of non-negotiables of an abolitionist teacher residency (ATR) . This conceptual article asks: what non-negotiables are necessary when centering abolition in residency work? Our dream guides illustrate the need to draw on radical imaginations, freedom dreaming, abolitionism, and abolitionist education to dismantle caustic systems. An ATR must: (a) attune to t…
Teaching about Diversity in Black and White
In this article, two teacher educators reflect on their experiences teaching a diversity course for preservice middle-school teachers. The first author is an African American male teacher educator, and the second author is a White female teacher educator. While the authors bring distinct experiences, backgrounds, and epistemologies to this work, both seek to prepare preservice teachers with the skills and dispositions needed to meet the needs of …
Reframing for Social Justice
A primary goal of teacher preparation programs should be to develop the reflective and critical problem-solving capacities of preservice teachers, especially social justice-oriented programs that prepare teachers to work in urban schools with historically underserved youth. Through an analysis of participants' biweekly posts to discussion boards, this qualitative case study examines common dilemmas for a group of 11 racially diverse undergraduate…
Whiteness as a Dissonant State
Studies on student teaching continue to suggest that preservice teachers' feelings of dissonance are related to disparate views of teaching and learning between universities and schools. Drawing on interview, artifact, and observation data, the authors utilize Cognitive Dissonance and Critical Whiteness Studies to make different sense of the experiences of one White student teacher (Brett). Results indicate that Brett experienced dissonance relat…
When Whiteness Clouds Mindfulness
This article describes results from a critical co-ethnography focused on a mindfulness training for educators in an urban school district in the southeastern region of the U.S. Working across racial difference, and utilizing critical race theory and critical whiteness studies as lenses, the co-ethnographers identified individualism that subverted systemic levels of oppression, race neutral ideologies, and ways the curricula and facilitation of th…
Discomfort, Resistance, and Othering
This article explores the experiences of three Black female doctoral students and one White female professor as they engaged in a doctoral seminar course on the redesign of an undergraduate urban teacher preparation program at their university. Borne out of a promise to one another to write about our experiences navigating increasingly complex and politicized dynamics within the college, we explore how we, as current and future teacher educators,…
Tensions in Designing a Third Space in a Justice-Oriented Teacher Residency
Urban teacher residencies and university-district partnerships are growing in popularity in the United States and are vital for the clinical practice of preservice teachers. Because urban residencies and university-district partnerships are situated in historically marginalized communities, they strive to prepare teachers with a mind and skill set oriented toward social justice. The Georgia State CREATE Residency strives to prepare critically con…
A Teacher Residency’s Ecologies of Support
Disclosure statementNo potential conflict of interest was reported by the author(s)
Whiteness in the bones
Freedom Dreaming
Schools are sites of unfreedom. As such we engage in freedom dreaming and co-constituting of non-negotiables of an abolitionist teacher residency (ATR) . This conceptual article asks: what non-negotiables are necessary when centering abolition in residency work? Our dream guides illustrate the need to draw on radical imaginations, freedom dreaming, abolitionism, and abolitionist education to dismantle caustic systems. An ATR must: (a) attune to t…
Teaching With Purpose
This paper explores the motivation of teacher residents in joining a teacher residency situated in the U.S. Southeast. The research examined the question: what motivates aspiring teachers to join a teacher residency and what factors appear to support their persistence in the profession? Twenty-nine teacher residents participated in this interview study. Findings illustrated that motivations began as pragmatic (financial and professional supports)…
From Theory to Practice
Pedagogy (9 works) · Teacher Education and Leadership Studies (9 works) · Critical Race Theory in Education (8 works) · Psychology (8 works) · Sociology (8 works) · Teacher education (5 works) · Political science (4 works) · Politics (4 works) · Critical theory (3 works) · Social justice (3 works)