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Urban Education

Urban Education

Other Titles in:
Teaching in Inner Cities

eISSN: 15528340 | ISSN: 00420859 | Current volume: 59 | Current issue: 5 Frequency: 10 Times/Year

Urban Education (UE) publishes papers addressing urban issues related to those from birth through graduate school, from both a U.S. and an international perspective. For nearly 50 years, this ground-breaking publication has provided thought-provoking commentary on key issues from gender-balanced and racially diverse perspectives. The journal is organized around eight main interdisciplinary areas:

  • Curriculum and Instruction
  • Counseling and Social Services
  • Education Policy
  • Equity in Urban Education
  • Leadership
  • Psychology and Human Development
  • Special Education
  • Teacher Education

For more information about these eight interdisciplinary areas, please click here.

Annual special issues provide in-depth examinations of today’s most timely topics in urban education. For more information on special issues, click here.

Urban Education is a journal that publishes papers addressing urban issues related to those from birth through graduate school, from both a U.S. and an international perspective. The journal publishes research and conceptual reviews that contribute new, extensive, and expanded knowledge regarding theory, research and/or practice in the field. The journal welcomes reports of qualitative and quantitative empirical studies and theoretical reviews of high quality. The journal is organized around eight main interdisciplinary areas:

  • Curriculum and Instruction: Submissions that address curriculum and instructional practices related to urban education. In particular, empirical and theoretical papers that focus succinctly on what students have the opportunity to learn and on instructional practices in P-12 social contexts are welcome. Papers that address general curriculum and instructional practices such as classroom management practices, the sociology of classrooms, identity development, as well as those focusing specifically on curriculum and instruction in a particular subject matter area such as Mathematics, Language Arts, Social Studies/History, Science, Physical Education, Music, and Art are encouraged.
  • Counseling and Social Services: Submissions are welcome that address counseling and other social and human services (such as social work).
  • Educational Policy: Submissions that address contemporary educational policy and P-12 urban school contexts are encouraged. Policy analyses that penetrate structural and systemic inequity should situate and explicitly demonstrate innovative implications for P-12 educational institutions.

  • Equity in Urban Education: On occasion, papers might not focus specifically on an issue outlined above but will have important equity implications for the field of urban education. These empirical and/or conceptual reviews might focus on issues related to race, gender, identity, poverty, sexual orientation, religion, class, socio-economic status, and/or geography.
  • Leadership: Submissions that address P-12 leadership (superintendents, principals, assistant principals, teacher leaders, instructional coaches, athletic coaches, and so forth) are encouraged.
  • Psychology and Human Development: Submissions are welcome that address psychological and socio-emotional developmental perspectives in urban education.

  • Special Education: Submissions are welcome that address special, exceptional, and gifted education in P-12 urban school contexts. Authors are cautioned to refrain from positioning subject participants from/in a deficit perspective.

  • Teacher Education: Submissions are welcome that address preparation of both pre-service and in-service teachers for urban educational contexts. In particular, analyses that look structurally at the preparation for teachers and that are grounded in broader policy and theoretical discourses will be considered. Both general teacher preparation and subject matter specific preparation (such as Mathematics, Language Arts, Social Studies/History, Science, Physical Education, Music, and Art) will be considered.
  • Global Issues and Perspectives: Manuscripts that are written by international, as well as U.S. authors are encouraged to be submitted. Papers that examine international issues with specific links to urban education are especially encouraged.


H. Richard Milner IV Vanderbilt University, USA
Senior Associate Editor
Ira E. Murray Vanderbilt University, USA
Graduate Editorial Assistant
Bryant Best Vanderbilt University, USA
Associate Editors
Quaylan Allen Chapman University, USA
Anna Christina da Silva Vanderbilt University, USA
Mark A. Gooden Teachers College, Columbia University, USA
Judson Laughter University of Tennessee, Knoxville, USA
Book Review Editor
Katrina Jacobs University of Pittsburgh, USA
Advisory Board Members
Gloria J. Ladson-Billings University of Wisconsin-Madison, USA
Kofi Lomotey Western Carolina University, Bardo Distinguished Professor
Pedro A. Noguera University of Southern California, USA
Editorial Board
Brittany Aronson Pennsylvania State University, USA
Alfredo J. Artiles Stanford University
Aaliyah Baker University of Dayton, USA
Jacob Bennett Vanderbilt University, USA
Ioakim Boutakidis California State University, Fullerton, USA
Gloria Boutte University of South Carolina, Columbia, USA
Travis J. Bristol University of California, Berkeley, USA
Edward Brockenbrough University of Pennsylvania, USA
Derrick Brooms Morehouse College, USA
Cory Brown The Ohio State University, USA
Keffrelyn D. Brown University of Texas, Austin, USA
Roderick L. Carey University of Delaware, USA
Dorinda J. Carter Andrews Michigan State University, USA
Joshua Childs The University of Texas at Austin, USA
Yiting Chu University of Louisiana Monroe, USA
Paul Cobb Vanderbilt University, USA
Tim Eatman Rutgers University, USA
Mahmoud Emam Sultan Qaboos University, The Sultanate of Oman
Terry Flennaugh Michigan State University, USA
Ain A. Grooms University of Wisconsin-Madison, USA
Mariah Deans Harmon Pennsylvania State University, USA
Marc Lamont Hill City University of New York Graduate Center, USA
Huili Hong Vanderbilt University, USA
Tyrone Howard University of California, Los Angeles, USA
Adrian Huerta University of Southern California, USA
Terry Husband Illinois State University, USA
Lauri Johnson Boston College, USA
Nicole M. Joseph Vanderbilt University, USA
Shin Ji Kang James Madison University, USA
Sean Kelly University of Pittsburgh, USA
Brianna Kennedy University of Glasgow, Scotland, UK
LaGarrett King University of Buffalo, USA
Lydiah Kananu Kiramba University of Nebraska-Lincoln, USA
Ben Kirshner University of Colorado, Boulder, USA
Andrew Kwok Texas A&M University, USA
Dena Lane-Bonds Vanderbilt University, USA
Joanne Marciano Michigan State University, USA
Hillary Parkhouse Virginia Commonwealth University, USA
Emery Petchauer Michigan State University, USA
Darius Prier Oklahoma State University, USA
Sandra Quiñones University of Connecticut, USA
Mariana Souto-Manning Erikson Institute, USA
F. Blake Tenore Florida State University, USA
Sharon Tettegah University of California, Santa Barbara, USA
Josh Tolbert Indiana University East, USA
Chris Torres University of Michigan, Ann Arbor, USA
Stanley C. Trent University of Virginia, USA
Anjalé Devawn Welton University of Wisconsin-Madison, USA
Dorothy Y. White University of Georgia, USA
John A. Williams Texas A&M University, USA
Sheneka Williams Michigan State University, USA
Jonee Wilson University of Virginia, USA
  • Abstract Journal of the Educational Resources Information Center (ERIC)
  • Clarivate Analytics: Current Contents - Physical, Chemical & Earth Sciences
  • Criminal Justice Abstracts
  • EBSCO: Educational Administration Abstracts
  • ERIC Current Index to Journals in Education (CIJE)
  • Educational Research Abstracts Online (T&F)
  • International Bibliography of Periodical Literature on the Humanities and Social Sciences (IBZ)
  • NISC
  • ProQuest: CSA Sociological Abstracts
  • PsycINFO
  • Psychological Abstracts
  • SafetyLit
  • Scopus
  • Social Sciences Citation Index (Web of Science)
  • Social Services Abstracts
  • Urban Studies Abstracts
  • Manuscripts should be submitted online at Submitting authors and co-authors will create user accounts that will allow them to upload manuscripts, supporting documents and revisions. Submitting authors and co-authors will also be able to track the progress of their submissions and take advantage of streamlined communication as the manuscripts complete the peer review process. Please note that the turnaround is 4 to 6 months for decisions on original and revised manuscripts. All submitted manuscripts will undergo a thorough internal review regarding alignment with our Aims and Scope before being sent for external review. Online submissions must adhere to the following submission guidelines:

    Submission Guidelines for Manuscripts to be Reviewed

    1. Manuscripts should be formatted for 8 ½ x 11" paper. Margins should be one inch on all sides.

    2. Follow the style guidelines of the Publication Manual of the American Psychological Association (7th ed.).

    3. Justify margins on the left side only. Do not justify margins on both sides.

    4. Double-space the entire document, including the bibliography.

    5. Include a 100-word abstract.

    6. Positionality Framing. Please include positionality framing in your manuscript. This positionality framing can be included in any section of the manuscript but should explicitly address the author’s/researcher’s reflexive identities, experiences, and perspectives in relation to the research, conceptual, and/or targeted topic of the paper. This means that authors address their own identities in relation to those under study as well as the topic under consideration. Research positionality framing often are present in the introduction of manuscripts or in the methodology of the paper. Because researchers are not objective beings whose identities, biases, perceptions, worldviews, and preferences disappear in the research process, researchers from different paradigmatic ways of knowing (quantitative and qualitative) must consider their own positionality in the research process to aide what we know and come to know in the sharing of research studies and conceptual reviews and arguments in Urban Education

    Further resources about positionality statements:

    7. Within the text, use parenthetical references following APA style. All references in the bibliography should be cited in text. All references in the text should be cited in the bibliography.

    8. Do not include the author’s name or other identifying information in the header, footer or the text of the document. All contributing author details/names must be fully removed from the manuscript to ensure a anonymized review. The author should send her/his/their contact information, including mailing address, phone and fax numbers, and email address on a separate title page document.

    • An example of how the citation should look in the body of the paper is:

    Researchers in urban education have made many contributions (Author, 2023; Favors, 1989; Smith & Jackson, 1948).

    • An example of how the reference should be included in the reference list is below:


    Author (2023).

    9. In the title page document, contributing authors’ information – mailing address, phone and fax numbers, and email address – should be included with the primary author’s information.

    10. All documents should be submitted in Word format.

    Please note that manuscripts should not exceed 11,000 words, including references, abstract, tables/figures, and appendixes. Authors will have an opportunity to increase their word count to 12,500 if invited to revise and resubmit manuscripts.


    Decisions on manuscripts take 4 - 6 months.

    Please contact the editor directly at with additional questions.

    Authors of manuscripts accepted for publication will be sent a separate set of guidelines for submission to the publisher.

    For Empirical Peer Review Guidelines, click here.

    For guidelines regarding Special Issue Proposals, click here.

    Authors seeking assistance with English language editing, translation, or figure and manuscript formatting to fit the Journal’s specifications should consider using Sage Language Services. Visit Sage Language Services on our Journal Author Gateway for further information.


    Papers should be submitted for consideration only once all contributing authors have given consent. Those submitting papers should carefully check that all those who contributed substantively to the paper are acknowledged as contributing authors.

    The list of authors should include all those who can legitimately claim authorship and meet the conditions below:

    Made a substantial contribution to the concept or design of the work or in the acquisition, analysis, or interpretation of data

    Drafted the article or revised it critically for important intellectual content

    Approved the version to be published

    Participated sufficiently in the work to take public responsibility for appropriate portions of the content

    Acquisition of funding, data collection, or general supervision of the research group alone does not constitute authorship. However, all contributors who do not meet the criteria for authorship should be listed in the Acknowledgments section. Please refer to the International Committee of Medical Journal Editors (ICMJE) authorship guidelines for authorship information.

    All people who have made a substantive contribution to the article should be listed as authors. Principal authorship, authorship order, and other publication credits should be based on the relative scientific or professional contributions of the individuals listed, regardless of their status. A student is usually listed as the principal author on any multiple-authored publication that substantially derives from the student’s dissertation or thesis.

    The corresponding author will take primary responsibility for communication with the journal during manuscript submission, peer review, and publication. He or she typically ensures that all of the journal’s administrative requirements are appropriately completed and signs the publishing agreement on behalf of all the authors. The article will include the corresponding author’s contact information. After publication, this person should be available to respond to critiques of the work and any requests from the journal for data or additional information about the paper.

    When a large, multi-center group has conducted the work, the group should identify the individuals who accepted direct responsibility for the manuscript. These individuals should fully meet the criteria for authorship.

    Please note that AI chatbots, for example ChatGPT, should not be listed as authors. For more information see the policy on Use of ChatGPT and generative AI tools.

    Sage Choice

    If you or your funder wish your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in Sage Choice, subject to payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let Sage know directly if you are choosing Sage Choice. To check journal eligibility and the publication fee, please visit Sage Choice. For more information on open access options and compliance at Sage, including self author archiving deposits (green open access) visit Sage Publishing Policies on our Journal Author Gateway.


    As part of our commitment to ensuring an ethical, transparent and fair peer review process Sage is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.

    The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.

    If you do not already have an ORCID iD please follow this link to create one or visit our ORCID homepage to learn more.

    For more information, please refer to the Sage Manuscript Submission Guidelines.

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