Research in Urban Educational Settings

Results from quantitative and qualitative research studies have painted countless images of the unique featuresshaping urban schools including students’ experiences and how the surrounding communities affectthe entire system. Race, ethnicity, social class, language, power, politics, and public image operate as intersectingelements shaping the contours of urban school life therefore its documentation. Little has been writtenabout how researchers of urban schools and their constituencies effectively navigate these complexelements, design a culturally sensitive and responsive project, and acquire meaningful data. What are someof the critically important issues a researcher should consider when working with urban schools? Whatshould be a researcher’s commitment to the urban communities in which they conduct research? How can aresearcher develop a trusting relationship in an environment justifiably distrustful of outsiders? These andother inquiries shape the contours of this edited volume.As educators and policy makers take a closer examination at urban schools and their successes, research ofthese unique settings assumes a more prominent role. For academics, both novice and experienced, establishing and maintaining rapport within theseenvironments often require greater attention than qualitative or quantitative research books accord. Authors in this compilation share lessons learnedabout power, privilege, and their meanings as they pertain to conducting research in and with urban settings. To this end, four primary objectives guidethis manuscript: 1) To expand the conversation of urban school research to include multiple voices of culturally responsible, caring scholars with aprofessed commitment to using research as an empowering tool for urban educational contexts; 2) To provide practical accounts of what has and hasnot worked for individuals conducting both short-term and longitudinal research in urban educational institutions and communities; 3) To demonstratethe (dis)connect between classroom discussions of urban education and real-life field experiences of researchers working in urban settings; and 4) Tobroaden discussions of reflexivity by analyzing the complex journey qualitative and quantitative sociologists, anthropologists, teacher educators, urbaneducators, and special educators experience while negotiating and creating collaborative relationships with urban educators, administrators, students,parents, and community members.