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Social Sciences and Humanities

D-Index
52
Citations
14825
World Ranking
2394
National Ranking
1163

Overview

H. Richard Milner is affiliated with Vanderbilt University in the United States. Their research primarily focuses on social sciences, with a specific emphasis on sociology, political science, and education. The subfields represented in their work include sociology and political science, education, social psychology, safety research, and developmental and educational psychology.

The main topics that characterize their academic contributions are:

  • Critical Race Theory in Education
  • Education Discipline and Inequality
  • Teacher Education and Leadership Studies
  • Educator Training and Historical Pedagogy
  • Racial and Ethnic Identity Research
  • Race, History, and American Society
  • Diverse Education Studies and Reforms

Milner has authored several recent papers, including:

  • "Fifteenth Annual AERA Brown Lecture in Education Research: Disrupting Punitive Practices and Policies: Rac(e)ing Back to Teaching, Teacher Preparation, and Brown," 2020, published in Educational Researcher
  • "Disrupting Racism and Whiteness in Researching a Science of Reading," 2020, published in Reading Research Quarterly
  • "Black teacher: White school," 2020, published in Theory Into Practice
  • "Unapologetic Educational Research: Addressing Anti-Blackness, Racism, and White Supremacy," 2021, published in Culture Studies ↔ Critical Methodologies
  • "Positionality as a Data Point in Race Research," 2024, published in Qualitative Inquiry

Their frequent publication venues include:

  • Educational Researcher
  • Reading Research Quarterly
  • Culture Studies ↔ Critical Methodologies
  • Qualitative Inquiry
  • Theory Into Practice

Among frequent co-authors are Bryant O. Best, William H. Robinson, John N. Singer, Ira E. Murray, and Dena Lane-Bonds.

Milner has also contributed to book publications, including a work titled Diversifying STEM, published by Rutgers University Press in 2022.

Best Publications

  • Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen

    IV H. Richard Milner

  • But What is Urban Education

    IV H. Richard Milner

  • Culturally Relevant Pedagogy in a Diverse Urban Classroom

    H. Richard Milner

  • Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices

    IV H. Richard Milner

  • What Does Teacher Education Have to Do With Teaching? Implications for Diversity Studies

    IV H. Richard Milner

  • Beyond a Test Score: Explaining Opportunity Gaps in Educational Practice

    IV H. Richard Milner

  • Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens

    IV H. Richard Milner

  • A case study of an African American Teacher's self-efficacy, stereotype threat, and persistence

    H.Richard Milner;Anita Woolfolk Hoy

  • Preservice Teachers’ Learning about Cultural and Racial Diversity: Implications for Urban Education

    H. Richard Milner

  • Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms

    H. Richard Milner

  • Reflection, Racial Competence, and Critical Pedagogy: How Do We Prepare Pre-Service Teachers To Pose Tough Questions?.

    H. Richard Milner

  • Black Teachers, Black Students, Black Communities, and Brown: Perspectives and Insights from Experts

    H. Richard Milner;Tyrone C. Howard

  • Classroom Management in Diverse Classrooms

    H. Richard Milner;F. Blake Tenore

  • Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms

    H. Richard Milner

  • Teacher Reflection and Race in Cultural Contexts: History, Meanings, and Methods in Teaching

    H. Richard Milner

  • Counter-Narrative as Method: Race, Policy and Research for Teacher Education.

    H. Richard Milner;Tyrone C. Howard

  • Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education

    H. Richard Milner

  • Handbook of Urban Education

    H. Richard Milner;Kofi Lomotey

  • The Promise of Black Teachers' Success with Black Students.

    H. Richard Milner

  • A Case Study of an Experienced English Teacher's Self-efficacy and Persistence through "Crisis" Situations: Theoretical and Practical Considerations

    H. Richard Milner

Frequent Co-Authors

Donna Y. Ford
Donna Y. Ford The Ohio State University

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