This volume informs the reader about new teachers in urban underserved
schools and their development as teachers for social equity. The
accounts of five novice teachers who grew up outside the communities in
which they teach lead to chapters that contain advice for teacher
educators, future and current teachers, and school leaders. These early
career teachers learned much about bridging the cultural divide between
themselves and their students, confronted and resolved big challenges
that may immobilize some who set out to teach in these communities. They
brought to their classrooms strong social justice orientations,
including a moral imperative to make a difference in the world, an
awareness of social and educational inequalities, and a strong sense of
responsibility to positively influence the life trajectories of students
in their charge. Their narratives offer insights on the dispositions and
contexts that will help early career teachers survive and thrive and
make a difference in their students' lives.