Urban education is the practice of teaching and learning in an urban setting. It involves addressing the needs, challenges, and opportunities that arise due to the unique characteristics of a city’s population. Urban education has many unique characteristics that make it different from more rural or suburban settings. These characteristics include higher student diversity, concentrated poverty levels, limited resources, greater community involvement, and a need for innovative approaches to instruction (Hanushek & Rivkin 2010).
Higher Student Diversity: One major characteristic of urban education is its high student diversity. This can be observed in terms of ethnicity/race, socioeconomic background, language/culture proficiency level, academic achievement level, special needs status and even geographical origins (Bryk et al., 1993). Higher student diversity means there is an increased need for teachers who are culturally responsive and experienced with working with diverse populations. With more students from diverse backgrounds comes the challenge of meeting their varied learning styles as well as providing equitable access to educational opportunities regardless of cultural or financial background.
Concentrated Poverty Levels: Another factor contributing to the unique characteristics of urban education are higher concentrations of poverty among its students than may be found in other educational settings (Hanna-Attisha et al., 2013). A large percentage of students living within metropolitan areas come from economically disadvantaged households where parents may have difficulty supporting their child’s educational goals due to lack access to resources such as reliable internet connection or adequate housing that would support effective study habits at home (Dobbs et al., 2019).
What characteristics of urban education?
High concentrations of poverty also increases the need for social services that can support not only individual academic success but also mental and physical health needs often associated with economic hardship such as inadequate nutrition or homelessness which can impede classroom participation if left unaddressed by educators.
Limited Resources: In addition to having higher concentrations of poverty among its students than other educational settings; urban schools also tend to face limitations when it comes to funding (Britton 2008). Schools located within city limits tend receive disproportionately lower amounts per pupil than those located elsewhere due largely because cities generally generate less tax revenue than their suburban counterparts since they do not have access to additional sources such as sales taxes on luxury items like cars or homes outside city limits (Kinder & Yamamoto 2002). As a result; despite efforts by local governments these schools often have fewer overall resources available including personnel; modern technology; textbooks; computers; instructional materials etc.; all things which could potentially improve teacher effectiveness in delivering quality instruction more effectively under otherwise challenging circumstances resulting from overcrowding in classrooms created by budget cuts leading some school districts nearly bankrupt every year resulting in reduced overall spending on public services including schools compared other areas across country creating unique set dynamic between teachers administrators policymakers unions parents within communities effect them both directly indirectly making difficult provide equal access quality education all children deserve universally especially those underserved groups societies most populous places world where majority younger generations grow up live work today tomorrow create collective society we want see future our planet next several decades therefore essential focus put improving instruction methods being use done properly