http://hdl.handle.net/2451/75620 2026-08-28T04:36:47Z 2026-08-28T04:36:47Z Martin, Kahdeidra Monét http://hdl.handle.net/2451/75953 2026-08-07T15:41:33Z 2022-05-01T00:00:00Z

Title: I Don’t Know If the Plane Has Really Landed: Flanbwayan Members on the Challenges, Omissions, and Potential of Culturally Responsive, Sustaining Education in NYC Public Schools Authors: Martin, Kahdeidra Monét Abstract: This interview centers the voices of four Black women of immigrant origin, all of them members of the Flanbwayan Haitian Literacy Project, a community-based organization formed 15 years ago in New York City to promote cultural pride and biliteracy in newcomer youth. In this paper, two administrators and two youth participants are in conversation with each other as they reflect on their cross-generational experiences with culturally responsive and sustaining education in schools, share models of welcoming and culturally sustaining school cultures, and offer advice to educators on the types of dispositions and knowledge required to implement this education model with fidelity. They share the particular challenges they experienced as emergent bilingual students in their online learning classes, their concerns for the remainder of the year, and their hopes for the future.

2022-05-01T00:00:00Z Marsh, Valerie L. http://hdl.handle.net/2451/75954 2026-08-07T15:41:33Z 2022-05-01T00:00:00Z

Title: Fighting Inequities of Design: A Conversation with Shaun Nelms Authors: Marsh, Valerie L. Abstract: From his perspective as superintendent of the East Upper and Lower Schools in Rochester, New York, and as director of the University of Rochester’s Center for Urban Education Success, Dr. Shaun Nelms shares his experience of growing up in a nearby segregated city and discusses inequitable education, his district’s partnership with the University of Rochester, and the need for culturally responsive and sustaining (CR-S) education (New York State Education Department [NYSED], 2018; Paris, 2012) to transform structural racist school cultures, particularly in underserved communities and segregated cities. During this conversation with Dr. Valerie Marsh, Nelms’s colleague and the assistant director of their research center, Dr. Nelms discusses what it takes to expand CR-S education (NYSED, 2018; Paris & Alim, 2014) beyond one school and into one of the most segregated counties in the nation. In order for CR-S pedagogy to achieve true equity, it must be for all students, not just those attending school in urban areas. Dr. Nelms speaks about how he, his fellow superintendents, and others have collaborated to make CR-S theory a reality in their region (Paris, 2012; Paris & Alim, 2014).

2022-05-01T00:00:00Z Skeffrey, Dina C. http://hdl.handle.net/2451/75952 2026-08-07T15:41:32Z 2022-05-01T00:00:00Z

Title: Black Women Leaders: Sociopolitical Identity Development as a Pathway to Success Authors: Skeffrey, Dina C. Abstract: Although they have poked a few holes in the “concrete ceiling” that represents the barrier to Black women’s entrance into influential jobs, Black women are still underrepresented in leadership roles in society. This commentary, which is offered through the lens of a Black woman in business leadership and higher education investigates ways to improve the educational achievement of young Black women, and to put them on a pathway to a lifetime of success in their post-college trajectory. Research asserts that resources are available to support the success of Black women and enable them to achieve influential roles in which they excel. This journey begins with school-age girls, specifically with their educational trajectory, which should provide teaching that models and exemplifies cultural acceptance. Exposing the inequality Black females experience in the school system enables opportunities for discussion and innovative techniques to emerge. However, this requires first acknowledging and celebrating Black girls as producers of knowledge in a socially stratified education system.

2022-05-01T00:00:00Z Milner, Julie M. Fisher, Helena Melendez, Joe Thomas, Teeyana http://hdl.handle.net/2451/75950 2026-08-07T15:41:32Z 2022-05-01T00:00:00Z

Title: For KEEPS: Empowering Student Educators’ Culturally Responsive and Sustaining Classroom Practices Authors: Milner, Julie M.; Fisher, Helena; Melendez, Joe; Thomas, Teeyana Abstract: To close the equity gap in our urban students’ academic achievement, educators must be well-versed in critical values. KEEPS, an acronym for knowledge, enquiry, empathy, pluralism, and social commitment, is utilized in the Teaching and Learning Department on the Brooklyn campus of Long Island University to empower educators of urban students to implement culturally responsive and sustaining education (CR-SE) practices in their classrooms. The KEEPS values provide student educators with the tools they need to work to the KEEPS claims, which are designed to be universal so that any educator who chooses to embrace them can become more culturally responsive in a manner that values and celebrates their students’ cultural identities and backgrounds. The KEEPS framework provides a solid foundation in CR-SE pedagogical practices and assists educators in reflecting on their teaching identities and work in the classroom. When educators integrate and implement the KEEPS framework, it helps them to remove the systemic barriers faced by their struggling learners. The KEEPS claims, which are designed to operationalize the domains of knowledge, enquiry, empathy, pluralism, and social commitment, are universal so that any educator who chooses to embrace them can become more culturally responsive in their own practice.

2022-05-01T00:00:00Z