Bibliography: African Americans (page 1213 of 1351)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Black Lives & Me website.  Some of the authors featured on this page include Rashmita Mistry, Ariel Kalil, Cynthia Osborne, Angela McRae, Paris S. Strom, Susan Haynes-Burton, Frederick D. Harper, Dorinda J. Carter, Stacey Freedenthal, and Troy E. Beckert.

Hanley, Mary Stone (2007). Old School Crossings: Hip Hop in Teacher Education and Beyond, New Directions for Adult and Continuing Education. This chapter discusses how to draw on hip hop as a culturally relevant tool for teaching educators and adult learners to read the word, the world, and the media.   [More]  Descriptors: Adult Students, Adult Learning, Teacher Education, Popular Culture

Rollock, Nicola (2007). Why Black Girls Don't Matter: Exploring How Race and Gender Shape Academic Success in an Inner City School, Support for Learning. The continued low academic attainment of Black pupils is now a well-established, familiar feature of the annual statistics of educational attainment. Black pupils tend to consistently perform below their white counterparts and below the national average. Key debates, examining how to address the difference in attainment gap, have tended to focus almost exclusively on the achievements of Black male pupils with little explicit attention paid to the needs and experiences of their female counterparts. Based on ethnographic research that explores how staff and pupils at an inner city secondary school construct academic success, this paper reveals how and why Black female pupils have become silenced in these debates. Employing a Bourdieuian framework, it is argued that while prevalent discourses on femininity serve to increase Black girls' legitimacy in the context of dominant school discourses on academic success, those on ethnicity serve simultaneously to downgrade their legitimacy, both minimizing their opportunities for high status academic success and rendering them invisible in the debates on Black attainment.   [More]  Descriptors: Urban Schools, Females, Educational Attainment, Ethnography

Fisher, Maisha (2007). "Every City Has Soldiers": The Role of Intergenerational Relationships in Participatory Literacy Communities, Research in the Teaching of English. This article examines the role of intergenerational relationships in the lives of experienced poets and writers ("soldiers") and emerging poets and writers in what the author terms Participatory Literacy Communities (PLCs). Drawing from Wenger's (1998) concept of communities of practice, the author uses data from two examples of PLCs–Black bookstore author events and spoken-word poetry "open mics"–to complicate notions of reciprocity and mentoring in the out-of-school literacy practices of people of African descent. Three soldiering traditions are discussed: soldiers as literacy activists and advocates, soldiers as practitioners of the craft, and soldiers as historians of the word.   [More]  Descriptors: Popular Culture, Poets, Poetry, Intergenerational Programs

Rowley, Stephanie J.; Kurtz-Costes, Beth; Mistry, Rashmita; Feagans, Laura (2007). Social Status as a Predictor of Race and Gender Stereotypes in Late Childhood and Early Adolescence, Social Development. We examined race and gender stereotypes in fourth-, sixth- and eighth-grade White and Black children. The participants reported their perceptions of the competence of Black, White, female and male children in academic domains, sports and music. In general, low-status groups (girls and Black children) did not endorse stereotypes that reflected negatively on their own group but were likely to report stereotypes that favored their social group. High-status groups (boys and Whites) endorsed most traditional stereotypes, whether negative or positive, for their social group. Where age differences appeared, older children were more likely than younger children to report traditional stereotypes and status effects were more pronounced. The results are discussed in terms of group enhancement and relationships between social stereotypes and self-views.   [More]  Descriptors: Predictor Variables, Race, African American Children, Social Status

Haynes-Burton, Susan (2007). Mentoring in the Community College, Journal of Urban Learning, Teaching, and Research. Community colleges are crucial to American economic progress and are the gateways for students of color to enter higher education. The enrollment of students of color has soared in the last three decades, increasing 61.3% since 1986. However, the majority of community college faculty and administrators remains predominantly White. A more diverse faculty must be recruited and retained in community colleges to meet the needs of this diverse student population.   [More]  Descriptors: Community Colleges, College Faculty, Diversity (Faculty), Mentors

Pagano, Maria E.; Hirsch, Barton J. (2007). Friendships and Romantic Relationships of Black and White Adolescents, Journal of Child and Family Studies. Prior research on adolescent peer relationships has focused on interpersonal dimensions of friendships but not of romantic relationships, and has rarely examined minority groups. We used a random sample of 122 adolescents to examine race and gender differences in friendships, romantic relationships, and the congruence between closest friendship and romantic relationship on five interpersonal domains: mutual support, self-disclosure, hurtful conflict, fear of betrayal, and interpersonal sensitivity. Significant race by gender differences in the difference between relationship type for both positive and negative dimensions of relationships were found. White girls reported significantly higher levels of self-disclosure in their friendship ties in comparison to romantic relationship, whereas white boys reported nearly equivalent levels. In comparison to white adolescents, Black adolescent girls and boys had similar levels of self-disclosure in their romantic relationships as their same-sex friendships. With regards to negative elements of relationships, girls reported more hurtful conflict in romance than friendship, whereas boys reported an opposite pattern. Results highlight the importance of consideration of race and gender influences on youth interpersonal skills within peer and romantic relationships.   [More]  Descriptors: Females, Conflict, Peer Relationship, Friendship

Harper, Frederick D. (2007). Recent Developments, Current Status, and Enduring Legacy of "The Journal of Negro Education", Journal of Negro Education. The primary purpose of this article is to (a) discuss recent activities of and changes in "The Journal of Negro Education" (JNE) during my tenure as Editor-in-Chief (July 1, 2004 to the present), (b) highlight the current status and legacy of The Journal and its importance as an archive for research and education, and (c) discuss current issues, personal reflections, and recommendations as related to "The Journal".   [More]  Descriptors: African American Education, Educational Trends, Journal Writing, Organizational Objectives

Foster, E. Michael; Kalil, Ariel (2007). Living Arrangements and Children's Development in Low-Income White, Black, and Latino Families, Child Development. This article uses longitudinal data from approximately 2,000 low-income families participating in the national evaluation of the Comprehensive Child Development Program to examine the associations between preschool children's living arrangements and their cognitive achievement and emotional adjustment. The analysis distinguishes families in which children live only with their mothers from children who live in biological father, blended, and multi-generational households. Linkages are examined separately for White, Black, and Latino children. Fixed effects regression techniques reveal few significant associations between living arrangements and child development. These findings suggest that substantial diversity exists in the developmental contexts among children living in the same family structure. Policies seeking to change the living arrangements of low-income children may do little to improve child well-being.   [More]  Descriptors: Longitudinal Studies, Preschool Children, Emotional Adjustment, Family Structure

Campbell, Kermit E. (2007). There Goes the Neighborhood: Hip Hop Creepin' on a Come Up at the U, College Composition and Communication. This article offers a critical perspective on the default mode of freshman composition instruction, that is, its traditionally middle-class and white racial orientation. Although middle-classness and whiteness have been topics of critical interest among compositionists in recent years, perhaps the most effective challenge to this hegemony in the classroom is not in our textbooks or critical discourse but in what many of our students already consume, the ghettocentricity expressed in the music of rappers like Kanye West, Jay-Z, and Eminem.   [More]  Descriptors: College Freshmen, Language Arts, Writing Instruction, Freshman Composition

Guthrie, John T.; McRae, Angela; Klauda, Susan Lutz (2007). Contributions of Concept-Oriented Reading Instruction to Knowledge about Interventions for Motivations in Reading, Educational Psychologist. We present a theoretical and empirical explication of the intervention of Concept-Oriented Reading Instruction (CORI) that is designed to increase students' reading comprehension and motivation for reading. The framework specifies a set of five motivational constructs that represent goals for the instructional intervention. Necessary cognitive goals in reading are also presented. For this intervention, the five instructional practices of relevance, choice, success, collaboration, and thematic unit that are prominent in CORI are portrayed as components that are aligned with motivational constructs. The impact of CORI on some of the motivational processes, cognitive competencies, and reading comprehension are presented in the form of a meta-analysis of 11 CORI studies with 75 effect sizes on 20 outcome variables. The CORI motivational intervention is compared to laboratory treatments and other field studies.   [More]  Descriptors: Reading Comprehension, Intervention, Reading Instruction, Teaching Methods

Beckert, Troy E.; Strom, Paris S.; Strom, Robert D. (2007). Adolescent Perception of Mothers' Parenting Strengths and Needs: A Cross-Cultural Approach to Curriculum Development for Parent Education, Adolescence (San Diego): an international quarterly devoted to the physiological, psychological, psychiatric, sociological, and educational aspects of the second decade of human life. Black, Hispanic, and White American early adolescents (N = 573) were administered the Parent Success Indicator. The performance of their mothers was rated for 60 items, included within six subscales, that consider Communication, Use of Time, Teaching, Frustration, Satisfaction, and Information Needs. Each racial group described favorable attributes of mothers and noted realms of learning where further growth seemed warranted. Statistically significant main effects for race, time spent together, and presence of an adult at home when the adolescent returned from school were reported. No significant main effects for child gender were reported. Based on perceptions of the participants, topics were identified for a common parent curriculum that can serve mothers of each racial group. Additional topics, based on the ratings within each race, were recommended to meet the distinctive learning needs of Black, Hispanic, and White mothers of early adolescents. Descriptors: Curriculum Development, Information Needs, Mothers, Parent Education

Osborne, Cynthia; Manning, Wendy D.; Smock, Pamela J. (2007). Married and Cohabiting Parents' Relationship Stability: A Focus on Race and Ethnicity, Journal of Marriage and Family. We draw on three waves of the Fragile Families Study (N = 2,249) to examine family stability among a recent birth cohort of children. We find that children born to cohabiting versus married parents have over five times the risk of experiencing their parents' separation. This difference in union stability is greatest for White children, as compared with Black or Mexican American children. For White children, differences in parents' education levels, paternal substance abuse, and prior marriage and children account for the higher instability faced by those born to cohabiting parents, whereas differences in union stability are not fully explained among Black and Mexican American children. These findings have implications for policies aimed at promoting family stability and reducing inequality.   [More]  Descriptors: Substance Abuse, Mexican Americans, Marriage, Marital Status

Coleman, Monica A. (2007). Transforming to Teach: Teaching Religion to Today's Black College Student, Teaching Theology & Religion. Emerging from the particular experiences of the marginalized, postmodern pedagogies (bell hooks, Paolo Freire, feminist pedagogies) argue that education is more than conveying information from teacher to student. Rather education should encompass the transformative process of shaping character, values, and politics through the dynamic interaction among the teacher, the students' experiences, and the content of the instructional material. These perspectives argue that educators should reject "the banking model" of education, and teach to transform. However, religious studies with today's black college student tests the mettle of these approaches. On the one hand, historically black colleges and universities (HBCUs) have long practiced transformative education through a commitment to shaping both the minds and characters of their students. On the other hand, many of today's black college students are less receptive to transformation, particularly in the academic study of religion. This resistance to transformation is a reflection of (1) the socio-economic reality of the current student, and (2) a new black religiosity that portrays the world in binary terms. These economic and religious realities present a teaching context for which few religious scholars are prepared. This essay discusses the particularities of teaching religion to today's black college student by sharing the challenges, failures, successes, and joys of teaching religion at a small church-related, historically black women's college in the south. I will discuss the techniques that fail, and the way in which this unique context causes me to transform the way I teach religion. In the midst of a commitment to postmodern pedagogies, I feel a need to return to the "banking model's" establishment of authority and emphasis on content. As I negotiate with this method, I find ways to stealthily infuse transformative pedagogical techniques. I also discuss the way such a dramatic shift in pedagogy has transformed me, the teacher.   [More]  Descriptors: Religion Studies, College Students, Black Colleges, Religion

Freedenthal, Stacey (2007). Racial Disparities in Mental Health Service Use by Adolescents Who Thought about or Attempted Suicide, Suicide and Life-Threatening Behavior. Differences in rates and predictors of mental health service use among 2,226 Black, Hispanic, and White adolescents (aged 12-17) who reported recent suicidal thoughts or an attempt were examined. Black adolescents were 65% (OR = 0.65, p less than 0.05), and Hispanic adolescents were 55% (OR = 0.55, p less than 0.001), as likely as White adolescents to report service use, even when controlling for need for care and ability to secure services. Suicide attempt and psychiatric symptoms each interacted with race to increase the odds of service use uniquely for White adolescents. Results indicate that racial disparities characterize adolescents' mental health service use even when suicide risk increases.   [More]  Descriptors: Health Services, Racial Differences, Mental Health, Suicide

Carter, Dorinda J. (2007). Why the Black Kids Sit Together at the Stairs: The Role of Identity-Affirming Counter-Spaces in a Predominantly White High School, Journal of Negro Education. Many studies provide evidence for the strong influences of same-race peer networks on Black student achievement and racial identity in private and elite schools; however, research is lacking regarding these influences for Black achievers in predominantly White public schools. In this article, the author examines how nine high-achieving Black students in a predominantly White public high school created and used informal and formal same-race peer networks in their school to buffer experiences with racism and affirm their racial identity. Drawing on data from a yearlong qualitative investigation, the author discusses how the use of these identity-affirming counter-spaces serve as a positive resistance strategy for these students and allows them to maintain a strong racial sense of self in their maintenance of school success. Findings from this study reinforce the importance of having safe spaces in predominantly White learning environments for Black students to escape psychological, emotional, and physical stress stemming from experiences with racism.   [More]  Descriptors: Public Schools, Whites, African American Students, Peer Relationship

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