2022 Call for Special Issue Abstracts: Zip Code Educational Trauma in Urban Schools for African American Students


Zip Code Educational Trauma in Urban Schools for African American Students: Solutions for Education and Community Stakeholders

This special theme issue will provide an in-depth analysis of zip code induced educational trauma of African American students in K-12 urban settings and how educators (e.g., teachers, school counselors, social workers, school psychologists and school administrators) and other stakeholders (i.e., parents, policy makers, education leaders, law enforcement and healthcare stakeholders etc.) can work to reduce and eliminate the educational disparities faced by this population solely based on the zip code of their home address. Given that a plethora of research (Adams, Robinson & Lewis, 2020; Flowers, Milner, & Moore, 2004; Flowers, Zhang, Moore, & Flowers, 2004; Ford & Moore, 2004; Foxx, Saunders, Lewis, 2020; Hancock, Allen-Handy, Williams, Butler, Meloche & Lewis, 2021; Irvine, 2002; Landsman, 2001; Lewis & Moore, 2004; & Moore, 2008; Moore, Ford, & Milner, 2005; Thompson, 2004; Williams, Davis, Richardson & Lewis, 2020) has documented that African American students in urban schools face a plethora of systemic challenges based on their zip code that is directly connected to the school they attend, this special theme issue is timely given that it examines the interrelationship between zip code traumatic events, urban schools, and academic achievement. More specifically, this special theme issue will provide cutting-edge research (i.e., quantitative, qualitative, and mixed method designs) to aid educational practitioners and other stakeholders in improving the academic achievement of African American students in urban educational settings. To make this special theme issue applicable to education professionals and other stakeholders, recommendations will be provided for the following: (a) teachers; (b) school counselors/social workers; (c) administrators; (d) parents; (e) educational policy makers; (f) law enforcement agencies and (g) healthcare providers. Submissions for this special theme issue will focus on a number of issues (i.e., access to high-quality schools and teachers, limited access to Honors/AP/Advanced classes, overrepresentation in special education, underrepresentation in gifted education, limited access to school counselors, mental health/suicide trauma, overuse of exclusionary discipline practices, etc.) that affect African American students in K-12 urban settings. Again, submissions will include quantitative, qualitative and mixed-methods research designs. In addition, theoretical manuscripts will also be accepted.


If you are interested in being considered for this special issue, click here to submit the following

  • Contact information
  • An abstract of no more than 250 words
  • A working title


  • Proposals due January 31, 2022
  • Selection complete and authors notified by February 28, 2022
  • Manuscripts due April 30, 2022
  • The Special Issue will be published in late Summer 2022

Questions? Please contact Guest Editors Dr. Chance Lewis at chance.lewis@uncc.edu and Dr. Ayana Allen-Handy at ama433@drexel.edu.

Full Submission Link:  https://docs.google.com/forms/d/13IPZAVEDQhHwo9RqFdnnEkab8jX3Ua-DFGnPs0L83_M/edit