%0 Journal Article
%T A Tale of Three Cities: Defining Urban Schools Within the Context of Varied Geographic Areas
%A Connie L. Schaffer
%A Corine M. Brown
%A Meg White
%J Education and Urban Society
%@ 1552-3535
%D 2018
%R 10.1177/0013124517713605
%X What constitutes an urban school? This question has confounded social researchers and educators who often limit definitions to population data. H. Richard Milner suggested a framework for defining urban schools that includes population data as well as the racial and social context of schools. This article applied Milner¡¯s model to school districts in New York, Nebraska, and New Mexico which exemplified Milner¡¯s categories of urban schools: urban intensive, urban emergent, and urban characteristic. Application of the framework to the districts presents a model for teacher educators to deliver two important components of preservice preparation. First, the model can assist preservice teachers to challenge their existing perceptions of urban schools. Second, establishing a framework provides teacher educators the opportunity to guide preservice teachers to view urban schools through a Critical Race Theory lens. Through this lens, preservice teachers can begin to realize the impact of systemic racism within education
%K urban education
%K teachers
%K social justice
%U https://journals.sagepub.com/doi/full/10.1177/0013124517713605