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Urban Education

Other Titles in:
Teaching in Inner Cities

eISSN: 15528340 | ISSN: 00420859 | Current volume: 59 | Current issue: 6 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
Laura L. Fittz 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
Abiola Farinde-Wu University of Massachusetts Boston, 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
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
Amber J. Pabon Kutztown University of Pennsylvania, 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
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
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