ARTICLES

Peer-reviewed journal articles by T.P.P. researchers

BLACK EDUCATION 

Warren, C. A., Wellborn, C., Herd, T. (Revise & Resubmit). Teacher beliefs about race, 

conceptions of empathy, and Black boys: S-TEAAM 2.0. 

Warren, C. A. & Wood, D. (In Press). Rupturing the Black-White binary: Critical race theory, 

mourning and pathways to racial justice. Philosophy and Theory in Higher Education 

Legette, K. B., Rogers, L. O., & Warren, C. A. (2022). Humanizing student–teacher 

relationships for black children: Implications for teachers’ social–emotional

training. Urban Education, 57(2), 278-288.

Acosta, M. M., Griffin, A. A., King, J. E., & Warren, C. A. (2022). Radical futures of Black 

literacies and Black education. Research in the Teaching of English, 57(1), 89-94.

Warren, C. A. (2021). From morning to mourning: A meditation on possibility in Black 

education. Equity & Excellence in Education, 54(1), 92-102.

Warren, C. A., Andrews, D. J. C., & Flennaugh, T. K. (2022). Connection, antiblackness, and 

positive relationships that (re) humanize black boys’ experience of school. Teachers 

College Record, 124(1), 111-142.

Warren, C. A. (2020). Meeting myself: Race-gender oppression and a genre study of Black men

teachers’ interactions with Black boys. Race Ethnicity and Education, 23(3), 367-391.

Warren, C. A., & Coles, J. A. (2020). Trading spaces: Antiblackness and reflections on Black 

education futures. Equity & Excellence in Education, 53(3), 382-398.

URBAN EDUCATION

Warren, C. A., Presberry, C.*, & Louis, L.* (2022). Examining teacher dispositions for 

evidence of (transformative) social and emotional competencies with Black boys: The 

case of three urban high school teachers. Urban Education, 57(2), 251-277. 

Warren, C. A. & Venzant Chambers, T. T. (2020). The imperative of social foundations to 

(urban) education research and practice. Educational Researcher, 49(5), 369-375. 

Marciano, J. E., & Warren, C. A. (2019). Writing toward change across Youth Participatory 

Action Research (YPAR) projects. Journal of Adolescent and Adult Literacy, 62(5), 485-

494. 

Warren, C. A. & Marciano, J. E. (2018). Activating student voice through Youth Participatory 

Action Research (YPAR): Policy-making that strengthens urban education reform. 

International Journal of Qualitative Studies in Education, 31(8), 684-707.

Warren, C. A. (2016). “We learn though our struggles”: Nuancing notions of urban Black male 

academic preparation for postsecondary success. Teachers College Record, 118(6), 1-

38. 

TEACHING & LEARNING

Warren, C. A., & Bonilla, C*. (2018). Care and the influence of student-adult stakeholder 

interactions on young Black men’s college aspirations. Multicultural Perspectives, 20(1), 13-24. 

Thomas, E. E., & Warren, C. A. (2017). Making it relevant: How a Black male teacher 

sustained professional relationships through culturally responsive discourse. Race 

Ethnicity and Education, 20(1), 87-100.

Warren, C. A. (2015). Scale of Teacher Empathy for African American Males (S-TEAAM):

Measuring teacher conceptions and the application of empathy in multicultural classroom settings. Journal of Negro Education, 84(2), 154-174. 

Warren, C. A. (2015). Conflicts and contradictions: Conceptions of empathy and the work of 

good-intentioned White female teachers. Urban Education, 50(5), 572-600.  

Warren, C. A. & Hotchkins, B. K. (2015). Teacher education and the enduring significance of 

“false empathy”. The Urban Review, 47(2), 266-292.

Warren, C. A. (2014). Perspective divergence and the miseducation of Black boys…like me. Journal of African American Males in Education, 5(2), 134-149.

Warren, C. A. (2014). Towards a pedagogy for the application of empathy in culturally diverse 

classrooms. The Urban Review, 46(3), 395-419. 

Warren, C. A. & Lessner, S.** (2014). “Who has family business?” Exploring the role of 

empathy in student-teacher interactions. Perspectives on Urban Education, 11(2), 122-

131. 

Warren, C. A. (2013). The utility of empathy for White female teachers’ culturally responsive 

interactions with Black male students. Interdisciplinary Journal of Teaching and 

Learning, 3(3), 175-200.