As few studies document how teachers in urban contexts positively contribute to a college-going culture, this study adopts a counter-narrative approach, with a conceptual framework grounded in emotion and caring in teaching, to ask: How do teachers exhibit (com)passion in their efforts to support a college-going culture? Interviews with 12 teachers, supplemented by school documents, archival and observational data, and field notes from a qualitative case study at three urban high schools revealed how teachers maintained high expectations of students, exhibited high degrees of emotional understanding, and conveyed a strong commitment to students, their success, and postsecondary pursuits.

In this chapter, the authors consider the possibilities and challenges of asynchronous multicultural teacher education through the lens of relational pedagogy. By multicultural education courses, the authors refer to courses that address issues related to diversity, equity, inclusion, and justice. The authors present a case narrative about David, a teacher educator who teaches a course titled Teaching for Justice, Equity, and Inclusion both face-to-face and asynchronously. Next, an overview of the research literature on multicultural education, inclusive learning environments, online education, asynchronous education, and asynchronous multicultural education is provided. The following sections provide an outline of the tenets of relational pedagogy as conceptualized by Hinsdale and use each tenet to analyze David's case. Recommendations for how David might address the challenges he faces across course modalities are provided. Finally, the chapter concludes with implications, further considerations, and discussion questions.