Research

IUME's Ongoing Research


At the core of our work is the production of critical, cutting-edge research that is not only squarely dedicated to finding solutions in urban education and promoting the voices of marginalized peoples, but to pushing the methodological and epistemological boundaries of what rigorous research in education looks like. Scroll our projects below or search to learn more.

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New York City Civil Rights History

Born out of New York City school students’ desire for material that would help them better understand the history of their city and schools, the New York City Civil Rights History Project is a collaborative effort between youth and adult activists, scholars, and local organizations.

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Black Education in the Wake of COVID: Toward a Theory of Change and Action

The purpose of this Spencer Foundation funded project is to document and assess the impact of COVID-19 on the education of Black children and youth in the U.S. from the perspectives of Black students, family members, teachers, school and community leaders, and policymakers.

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Human Variance and Assessment for Learning: Implications for Diverse Learners of STEM

This National Science Foundation funded conference and publication effort explores the role that assessments play in developing, in addition to measuring, human potential. By focusing on teaching-learning-assessment practices in middle and high schools, and especially those STEM-related, this inquiry theorizes assessment as informing instruction as part of a “pedagogical troika.”

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Storytelling for Mathematics Learning and Engagement

This three-year project funded by the National Science Foundation seeks to explore the use of storytelling as a means for mathematics learning and engagement. Mathematics education in the United States has long been challenged by three key issues this project seeks to address: (a) narrow conceptions of mathematics as a discipline (b) the lack of racially/ethnically diverse role models for mathematics in terms of representation in the public imagination, media, and schools; and (c) a paucity of resources for instruction to harness students' early interest and engagement in mathematics across racial and gender groups.

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Sugar Hill: A Community of Excellence

Funded by a Teachers College Provost Investment Fund grant, this digital project aims to collect, document, and disseminate narratives about Harlem's renowned neighborhood, Sugar Hill, through the design of an interactive educational website (and eventually, a web-based app) using multimedia artifacts.

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Bridging Communities with Student STEM Stories

This three-year, NSF-funded research project, Bridging Communities with Student STEM Stories: Culturally-responsive Strategies for Motivating STEM Engagement in Diversifying Public Schools, seeks to better understand and promote practices that increase student motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by developing and testing an innovative approach to elementary school STEM education.

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Harlem Education History Project

The Harlem Education History Project is a collaborative, multi-generational investigation into the history of education in 20th century Harlem. The project published "Educating Harlem: A Century of Schooling and Resistance in a Black Community" in 2019 via Columbia University Press.

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Cyphers for Justice (CFJ)

IUME’s Cyphers for Justice program (CFJ), a long-standing IUME project, continues with the goal of providing a 15-week curriculum for high school youth to become immersed in multiple and hip hop literacies, youth research, and social action.

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Black Education Research Collective (BERC)

The Black Education Research Collective (BERC) convenes research faculty, students, practitioners, policymakers, and activists interested in centering Black studies, experience, and culture in education research and practice.

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“Hidden” History: Mathematics, Mathematics Education, and Mathematicians at Historically Black Colleges and Universities

Supported by a TC Provost Investment Fund grant, IUME is partnering with the Programs in History and Mathematics Education and MASCLab to develop a research project focusing on the history of mathematics teaching and learning at historically black colleges and universities (HBCUs), 1945-1965.

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REACH

Raising Educational Achievement of Harlem (REACH)'s mission is to improve students' academic, social-emotional, and wellness outcomes.

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Reimagining Education Summer Institute

Designed for educators, policy makers, parents, and all stakeholders in K-12 schools, the annual Reimagining Education Summer Institutes explore the opportunities and challenges of creating and sustaining racially, ethnically and socio-economically integrated schools. The institutes feature presentations and panels, interactive workshops, and deep dialogue sessions led by curriculum and pedagogy experts from Teachers College and around the nation.

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