H. Richard Milner, IV

Associate Professor of Education

Ph.D., The Ohio State University, 2001

Joined faculty in 2001

Research Area

Urban Education (Students' Opportunities and Access to Learning)
Teacher Education
Race and Equity in Society and Education

Short Biography

H. Richard (Rich) Milner, IV is the Betts Associate Professor of Education in the Department of Teaching and Learning. He earned the doctor of philosophy degree and master of arts degree in educational policy and leadership from The Ohio State University in Columbus, Ohio. He also earned the master of arts degree in teaching and the bachelor of arts degree in English from South Carolina State University in Orangeburg, South Carolina.

Beginning in the spring of 2008, he became a faculty affiliate in the teacher education program at Nashville's Fisk University. His research, teaching and policy interests are urban education, teacher education, and race and equity in society and education. During his doctoral studies at Ohio State, he was an adjunct instructor at Columbus State Community College, where he taught Reading and Writing courses in the Department of Developmental Studies.

Milner has published more than fifty journal articles and book chapters, and he has published three books. He serves or has served on the editorial board for Teaching and Teacher Education, Educational Foundations, Urban Education and the Journal of Curriculum and Supervision and has served as a guest editor for the journal, Theory into Practice. In addition, he has volunteered with the Nashville YWCA GED program, the YWCA NewStart program, the Hadley Park Tutorial program for students of Nashville's Pearl-Cohn High School, and the Room in the Inn Homeless Shelter in Murfreesboro, Tennessee. He is also an adviser to the newly established Association of Black Graduate Students at Peabody.

His research and service have been recognized with the Scholars of Color in Education Early Career Award (2006) of the American Educational Research Association and a Vanderbilt University Affirmative Action and Diversity Initiative Certificate (2005).

Learn More about H. Richard Milner, IV:

Courses Taught | Selected Publications
Awards | CV | Media Mentions

Selected Publications

BOOKS
Milner, H.R. (Ed.) (2009).  Diversity and education: Teachers, teaching, and teacher education. Springfield, IL: Charles C. Thomas Publisher. (250 pages)

Milner, H.R. & Ross, E.W. (Eds.) (2006). Race, ethnicity, and education: The influences of racial and ethnic identity in education. Westport, CT: Greenwood/Praeger. (330 pages)

Ford, D.Y. & Milner, H.R. (2005).  Teaching culturally diverse gifted students.  Waco, TX: Prufrock Press. (72 pages)


HANDBOOK CHAPTERS
Milner, H.R. (2009).  Preparing teachers of African American students in urban schools.  In L.C. Tillman (Ed.), The handbook of African American education. (pp. 123-140). Thousand Oaks, CA: Sage Publications.

Milner, H.R. (2006).  Classroom management in urban classrooms.  In C.M. Evertson & C.S. Weinstein (Eds.), The handbook of classroom management: Research, practice & contemporary issues (pp.491-522). Mahwah, NJ: Lawrence Erlbaum.


REFEREED JOURNAL ARTICLES
Demerath, P., Lynch, J., Milner, H.R., Peters, A., & Davidson, M. (in press).  The secrets of their success: A middle-class logic of individual advancement in a U.S. suburb and high school.  Teachers College Record.

Milner, H.R. (2008). Critical race theory and interest convergence as
analytic tools in teacher education policies and practices.  Journal of Teacher Education 59(4), 332-346.

Milner, H.R. (2008).  Disrupting deficit notions of difference:
Counter-narratives of teachers and community in urban education.  Teaching and Teacher Education 24(6), 1573-1598.

Milner, H.R. & Williams, S.M. (2008).  Analyzing education policy and reform with attention to race and socio-economic status.  Journal of Public Management and Social Policy 14(2), 33-50.

Milner, H.R. (2007). Race, culture, and researcher positionality:  Working through dangers seen, unseen, and unforeseen. Educational Researcher 36(7), 388-400.

Milner, H.R. (2007).  African American males in urban schools: No excuses-teach and empower.  Theory into Practice 46(3), 239-246.

Milner, H.R. (2007).  Race, narrative inquiry, and self-study in curriculum and teacher education.  Education and Urban Society 39(4), 584-609.

Milner, H.R. (2006).  The promise of Black teachers' success with Black students. Educational Foundations 20(3-4), 89-104.

Milner, H. R. (2006).  Preservice teachers' learning about cultural and racial diversity: Implications for urban education. Urban Education, 41(4), 343-375.

Milner, H.R. (2006). Culture, race, and spirit: A reflective model for the study of African Americans.  International Journal of Qualitative Studies in
Education, 19(3), 267-285.

Milner, H.R. (2005). A study of a high school English teacher's responsive curriculum.  Teacher Education and Practice, 18(1), 74-88.

Milner, H.R. & Ford, D.Y.  (2005). Racial experiences influence us as teachers: Implications for gifted education curriculum development and implementation.  Roeper Review, 28(1), 30-36.

Milner, H.R. (2005). Developing a multicultural curriculum in a predominantly White teaching context: Lessons from an African American teacher in a suburban English classroom.  Curriculum Inquiry, 35(4), 391-427.

Ford, D.Y. Moore, J.L. & Milner, H.R. (2005). Beyond cultureblindness: A model of culture with implications for gifted education.  Roeper Review, 27(2), 97-103.

Milner, H.R. (2005).  Stability and change in prospective teachers' beliefs and decisions about diversity and learning to teach.  Teaching and Teacher Education, 21(7), 767-786.

Milner, H.R. & Howard, T.C. (2004).  Black teachers, Black students, Black communities and Brown: Perspectives and insights from experts.  Journal of Negro Education, 73(3), 285-297.

Milner, H.R. & Smithey, M. (2003).  How teacher educators created a course curriculum to challenge and enhance preservice teachers' thinking and experience with diversity. Teaching Education, 14(3), 293-305.

Milner, H.R. (2003).  Reflection, racial competence, and critical pedagogy: How do we prepare preservice teachers to pose tough questions?  Race, Ethnicity, and Education, 6(2), 193-208.

Flowers, L.A., Milner, H. R., & Moore, J.L. (2003). Effects of locus of
control on African American high school seniors' educational aspirations: Implications for preservice and inservice high school teachers and counselors. The High School Journal, 87(1), 39-50.

Milner, H. R., & Woolfolk Hoy, A. (2003). A case study of an African American teacher's self-efficacy, stereo-type threat, and persistence. Teaching and Teacher Education, 19, 263-276.

Milner, H.R. (2003).  A case study of an African American English teacher's cultural comprehensive knowledge and (self) reflective planning. Journal of Curriculum and Supervision, 18(2), 175-196.

Milner, H.R. (2003).  Teacher reflection and race in cultural contexts: History, meaning, and methods in teaching.  Theory into Practice 42(3), 173-180.  

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