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Summary

This chapter reviews information about the demographic and democratic imperatives prompting K-16 educators to reconsider what they do not know about their students’ cultural backgrounds in urban schools and minority serving institutions (MSIs). It highlights the connection between the student–teacher racial mismatch characterizing K-16 contexts in the United States and a coexistent cultural mismatch. It makes an argument that these demographic characteristics present a human capital challenge that ultimately diminishes teacher effectiveness at learning across cultural differences between themselves and their students in urban schools and MSIs. It concludes by modeling this human capital challenge as a knowing–doing gap using a framework from the organizational literature.

This book provides a comprehensive analysis of the social and organizational factors shaping K-16 teachers' cultural learning processes, through both a systematic review of the extant literature on K-12 urban teacher thinking and interviews with instructional staff at a high-performing minority serving institution (MSI). It highlights common challenges K-16 educators face in navigating cultural differences between themselves and their students. Drawing from cultural psychology, organizational behavior, and organizational psychology, the book offers evidence-based insights for creating school systems in which educators working with students from low-income and other minoritized cultural communities can critically examine and challenge their cultural assumptions to create more inclusive and supportive learning environments for all students, as well as develop and implement more culturally responsive classroom management practices.

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Introduction

Summary

Cultural Learning in Urban Schools and Minority Serving Institutions

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Introduction

Summary

Cultural Learning in Urban Schools and Minority Serving Institutions