Unmasking Professional Practices to Advance Culturally Inclusive Teaching in HBCU Educator Preparation Programs
Bibliographic Data
| ID | 10855700 |
|---|---|
| Authors | Doreen N Myrie (0009-0005-9855-6377, Jackson State University, corresponding author), Joonyoung Lee (0000-0002-3968-453X, Jackson State University), Tierra Flowers (Jackson State University) |
| Year | 2026 |
| Publication date | 2026-03-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00420859261433891 |
| OpenAlex | W7139995287 |
| Language | EN |
| References cited | 34 |
This article underscores the crucial need for Historically Black Colleges and Universities (HBCUs) to prepare future educators for success in diverse urban educational environments. Emphasizing effective pedagogical practices tailored for preservice teachers, the paper advocates for integrating validated teaching approaches. Central to the proposal is the inclusion of professional guest speakers in HBCU curricula, enhancing cultural inclusivity and understanding. The insights hold particular relevance for urban education, contributing valuable perspectives to educator preparation programs, educational agencies, and K-12 initiatives. This approach aims to cultivate capable educators well-equipped to thrive in the complexities of diverse urban school settings
Best practice · Cultural diversity · Faculty Development · Inclusion (mineral) · Professional development · Relevance (law) · Teacher education · Teacher Preparation · Critical Race Theory in Education · Education Discipline and Inequality · Teacher Education and Leadership Studies
Handbook of Research on Teacher Education
Preparing teachers for inclusive education
Raising School Effects While Ignoring Culture? Local Conditions and the Influence of Classroom Tools, Rules, and Pedagogy
The Theory and Practice of Culturally Relevant Education
From student to teacher
Closing the Racial/Ethnic Gap Between Students of Color and Their Teachers
Diversifying the Teaching Profession
Effective Teacher Professional Development
Preservice classroom teachers’ perspectives on a comprehensive school physical activity programme
The state of research on historically Black colleges and universities
Measuring the use of inclusive practices among pre-service educators
Variation in Teacher Preparation
Understanding "Core Practices" and "Practice-Based" Teacher Education
Pre-service Teachers' Perceptions of Culturally Responsive Teacher Preparation
The Power of Community Partnership in the Preparation of Teachers
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
A Nation at Risk or a Nation in Progress? Naming the Way Forward Through Research in Teacher Education
Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents
| Citation velocity | historical |
|---|---|
| Highly cited | No |