Chezare A. Warren

Postdoctoral Research Fellow

Applied Psychology and Human Development Division

Graduate School of Education
University of Pennsylvania

Phone: 215-573-8075 || Website:


Professional Biography

Chezare A. Warren is a Chicago native with over a decade of experience in K-12 public school contexts. A majority of that time was spent as a middle school math teacher and school administrator. He is the founding math teacher of Urban Prep Charter Academy for Young Men in Chicago, the nation’s first all-boys public high school. The school’s inaugural graduating class of Black males from Chicago’s south side boasts a 100% college acceptance rate to four-year colleges and universities nationwide. Immediately prior to his appointment at Penn, Dr. Warren was an instructional leader in two Chicago Public turnaround elementary schools and adjunct faculty at Concordia University-Chicago in the Department of Foundations, Social Policy, and Research. He taught a social foundations course that examines the historical, political, economic, and socio-cultural context of contemporary American public K-12 education. 

As an Abraham Lincoln Fellow at the University of Illinois-Chicago, Dr. Warren completed a dissertation study that explored how White female teachers conceive of empathy and the utility of empathy for improving their interactions with Black male students. He is an active member of the Critical Race Studies in Education Association (CRSEA), the American Educational Studies Association (AESA), National Association of Multicultural Education (NAME), and the American Educational Research Association (AERA).  

Research Interests and Current Projects

Dr. Warren’s work investigates the influence of the social and cultural context on teaching and learning processes in urban schooling environments. He is most interested in understanding what teaching dispositions and school conditions bolster the academic success of youth from historically marginalized race and culture groups. To that end, Dr. Warren studies the conception, nature, and relevance of empathy as a professional disposition of teachers in multicultural educational settings. His most recent research focused on the student-teacher interactions of White female teachers with Black male students. This line of research is intended to empirically operationalize the application and utility of empathy for cross-racial or cross-cultural school stakeholder relationships. 

A second line of research on Black males leverages student voice and the application of Critical Race Theory’s counter-storytelling methodology to expand what the field knows about professionally preparing teachers to enact a truly rich and authentic culturally responsive pedagogy. Dr. Warren recently wrapped up data collection for the New York City Black and Latino Male High School Achievement Study in collaboration with Dr. Shaun R. Harper. Dr. Warren co-led a team of 11 researchers from Penn GSE’s Center for the Study of Race & Equity in Education to examine institutional and student-level factors affecting Black and Latino male K-12 and postsecondary school success. 

Harper, S.R., & Associates. (2014). Succeeding in the city: A report from the New York City Black and Latino Male High School Achievement Study. Philadelphia: University of Pennsylvania, Center for the Study of Race and Equity in Education. 

Selected Publications

Warren, C. A. & Hotchkins, B. K. (2014). Teacher education and the enduring significance of “false empathy”.The Urban Review. doi: 10.1007/s11256-014-0292-7 

Warren, C. A. (2014). Conflicts and contradictions: Conceptions of empathy and the work of well-intentioned White female teachersUrban Education. doi: 10.1177/0042085914525790

Warren, C. A. (2013). Towards a pedagogy for the application of empathy in culturally diverse classrooms. The Urban Review. doi: 10.1007/s11256-013-0262-5  

Warren, C. A. (2013). Being Black, being male, and choosing to teach in the 21st century: Understanding my role, embracing my call. In C.W. Lewis & I. Toldson (Eds.) Black male teachers: Diversifying the United States’ teacher workforce (pp. 167 – 182). United Kingdom: Emerald Group Publishing.  

Warren, C. A. (2013). The utility of empathy for White female teachers’ culturally responsive interactions with Black male students. Interdisciplinary Journal of Teaching and Learning, 3(3), 175 - 200. 

Warren, C. A. (In Press). Making relationships work: Elementary-aged Black males and the schools that serve them. In S.R. Harper & J.L. Wood (Eds.) Advancing Black male student success: From preschool through Ph.D. Sterling, VA: Stylus Publishing.

Warren, C. A. (In Press). Scale of Teacher Empathy for African American Males (S-TEAAM): Measuring teacher conceptions and the application of empathy in multicultural classroom settings. Journal of Negro Education. 

Warren C. A. (In Press). Book Review of Cultural Collision and Collusion: Reflections on Hip-Hop Culture, Values, and Schools written by Floyd D. Beachum and Carlos McCray. Journal of Educational Foundations.

Lopez, G., & Warren, C. A. (Invited). Critical Race Theory in Education. Oxford Bibliographies of Education Online. Oxford University Press.