Cultural Learning in Urban Schools and Minority Serving Institutions

Introduction: how cultural learning matters for educators everywhere; 1. An action science approach to cultural learning in urban schools and minority serving institutions (MSIs); 2. Directly observable data on K-12 teachers in urban schools; 3. Culturally accepted meanings and understandings K-12 educators accept about students from MCCs; 4. Individual action strategies urban K-12 teachers use at work; 5. Collective action strategies urban teachers use for cultural learning at work; 6. Single-loop learning and double-loop learning conditions in urban schools; 7. Implications from the systematic review for four types of cultural learning K-12 urban teachers engage in at work; 8. Empirical research on college faculty thinking and action in MSIs; 9. Faculty value orientations for single-loop learning and double-loop learning at work with students from LIMCCS; 10. Consequences of model i and model ii values for learning across student–teacher cultural differences in MSIs; 11. Faculty variance in use of traditional and culturally responsive classroom management strategies; 12. Consequences of variance in use of traditional and culturally responsive classroom management strategies for learning across student–teacher differences in MSIs; 13. Implications from the empirical data for instructor learning across cultures in MSIs; Conclusion: reconciling the knowing–doing gap for K-16 Educators in urban schools and MSIs.