Milner, H. R. (2007). African American Males In Urban Schools: No Excuses—Teach And Empower. Theory Into Practice,46(3), 239-246. The author outlines five promising principles, emerging from his research, on teaching that can empower teachers and Black male students in urban school contexts. In particular, teachers and students (a) envision life beyond… Continue Reading African American Males In Urban Schools: No Excuses—Teach And Empower
H. R. Milner
Teacher Education and Black Male Students in the United States
Milner, H. R., Pabon, A., Woodson, A., & Mcgee, E. (2013). Teacher Education and Black Male Students in the United States.REMIE : Multidisciplinary Journal of Educational Research, 3(3), 235 – 263. Teacher education programs in the United States (U.S.) struggle to prepare teachers to meet the complex needs of elementary and… Continue Reading Teacher Education and Black Male Students in the United States
Effects of locus control on African American high school seniors’ educational aspirations: Implications for preservice and inservice high school teachers and counselors
Flowers, L. A., Milner, H. R., & Moore, J. L. (2003). Effects of locus control on African American high school seniors’ educational aspirations: Implications for preservice and inservice high school teachers and counselors. The High School Journal, 87(1), 39-50. The major purpose of this study was to investigate the impact of locus… Continue Reading Effects of locus control on African American high school seniors’ educational aspirations: Implications for preservice and inservice high school teachers and counselors