Bibliography: Malcolm X (page 6 of 7)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include William A. Smith, Urbana ERIC Clearinghouse on Reading and Communication Skills, Gordon P. Thomas, Courtland C. Lee, Richard W. Williams, David Gottlieb, James Biery, IL. Chicago Public Schools, Barbara K. Curry, and Manuel Ramirez.

Williams, Richard W. (1978). Facilitating Learning in Mathematics 111: A Holistic Approach. Two classes of Mathematics 111 students at Malcolm X College participated in a study to test and evaluate a holistic instructional delivery system intended to significantly increase students' achievement scores, retention rate, and positive attitudes toward instruction. The 29 member control group received traditional instruction, while 29 students were taught using a holistic approach that included mandatory attendance at weekly math workshops, non-graded formative evaluation quizzes to assist students and their instructor in identifying learning weaknesses and strengths, and peer tutoring. At the end of the eighteen-week semester, students (both groups) responded to a questionnaire assessing attitudes toward instruction. In addition, student achievement and retention were computed and analyzed. Findings indicated students in the holistic program earned significantly higher achievement scores and had significantly higher positive attitudes toward instruction than the control group. However, there was no statistically significant difference between the proportion of students retained in experimental and control groups. A review of related literature, some problems encountered in developing and utilizing the holistic approach, and strategies for diffusion, implementation, and change are discussed. A bibliography and a copy of the study instrument are included. Descriptors: Algebra, College Mathematics, Community Colleges, Comparative Analysis

Howard, John R. (1977). The Gifted Black Child: Problems and Promise. In this paper, it is noted that there are three reasons for studying the black gifted child. First, black destiny has in part been shaped by talented blacks–for example, Malcolm X and Martin Luther King. Second, the black gifted are a minority within a minority. The gifted black female, subject to sexism, is even more of a minority. Third, whether or not programs for the gifted should exist is not at question; they do exist and black children should participate fully in these programs. The black gifted child presents different problems from the white gifted child in terms of the following: (1) identification of the gifted and mislabeling; (2) the social milieu of the gifted, particularly family and peers; and (3) programs and possibilities for facilitating the identification and development of the black gifted. A short review of programs for the gifted, a list of Passow's five recommended steps for developing programs for the culturally different gifted, a short bibliography on the minority gifted, and a list of sources for information concerning the gifted and talented are included. Descriptors: Black Community, Black Education, Black Students, Black Youth

Biery, James (1972). Malcolm X: The College That Came Back Black, College and University Business. Describes the transformation of Crane Junior College, a one time educational cesspool" into a prototype black institution. Descriptors: Administrators, Black Colleges, Black Education, Curriculum Development

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. (1985). Rhetoric and Public Address: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1985 (Vol. 46 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 15 titles deal with the following topics: (1) the role of public discourse in the soil conservation movement from 1865 to 1935; (2) Dwight D. Eisenhower's public imagery of the Soviet Union and Communist China as presented in selected speeches and news conferences; (3) a computer-assisted rhetorical criticism of the messages of songwriter Harry F. Chapin; (4) Luis Munoz Marin's public persona and the exodus fantasy of the Puerto Rican commonwealth rhetorical vision; (5) rhetorical strategies used by Mary Harris "Mother" Jones within the context of the agitative rhetoric model developed by John Waite Bowers and Donovan J. Ochs; (6) southern clergy and a rhetoric of redemption for the reconstruction South; (7) the rhetorical strategies and tactics of Malcolm X; (8) foreign affairs perspectives toward revolution in El Salvador; (9) Booker T. Washington in Atlanta; (10) values expressed in the presidential speeches of John F. Kennedy; (11) women's music and the lesbian-feminist movement; (12) a rhetorical analysis of the Black Muslims; (13) the relationship between Christian conversion and the rhetoric of Malcolm Muggeridge; (14) the function of natural law warrants in the rhetorical discourse of women's suffrage from 1848 to 1920; and (15) the public speaking of progressive party Senator Hiram W. Johnson from 1866 to 1945.   [More]  Descriptors: Annotated Bibliographies, Blacks, Content Analysis, Doctoral Dissertations

Lee, Courtland C. (1996). Saving the Native Son: Empowerment Strategies for Young Black Males. Achieving manhood has historically been a complex and challenging task for the Black male in America. Therefore Black manhood must be carefully fostered from an early age by major socializing agents and institutions. This book provides school counselors and related professionals with important information about the development of young Black males. It is designed as an action manual for all those concerned about promoting the development of the next generation of African American men. The concepts and programs presented are designed to guide initiatives for promoting the academic, career, and personal-social empowerment of young Black males. Chapters are: (1) The Black Male in Contemporary Society: Social and Educational Challenges; (2) The Psychosocial Development of Black Males: Issues and Impediments; (3) African/African-American Culture: Its Role in the Development of Black Male Youth; (4) "The Young Lions": An Educational Empowerment Program from Black Males in Grades 3-6; (5) "Black Manhood Training": An Empowerment Program for Adolescent Black Males; (6) Tapping the Power of Respected Elders: Ensuring Male Role Modeling for Black Male Youth; (7) Educational Advocacy for Black Male Students; (8) "S.O.N.S.": Empowerement Strategies for African American Parents; (9) "White Men Can't Jump," But Can They Be Helpful? (10) "The Malcolm X Principle: Self-Help for Young Black Males; and (11) A Call to Action: A Comprehensive Approach to Empowering Young Black Males.   [More]  Descriptors: Adolescent Development, Black Education, Black Students, Black Youth

McGinnis, Kathleen (1994). Celebrating Racial Diversity. This book is a teacher's guide to lessons on racism and multicultural education for students in preschool through grade 12. The emphasis is on the Catholic tradition, and suggestions are given for using the manual to support a religious education program. Suggestions are also provided for using the manual in social studies and language arts curricula in which the orientation is not specifically religious. The first section deals with racism, defining three goals of a curriculum on racism: distinguishing racism from prejudice, increasing awareness of the realities of institutional racism in the United States, specifically in educational institutions, and offering strategies for attitudinal change. Four lessons are accompanied by student worksheets. The second section deals with multicultural education. It is designed to increase understanding of multicultural education, to explain the nature of stereotyping, and to suggest strategies and activities for building positive multicultural attitudes. Five lessons are outlined, with appropriate modifications suggested for different age groups, and separate focus sections concentrate on either African Americans, Native Americans, Asian Americans, or Hispanic Americans. Student worksheets are included. Sections on "Justice Heroes" contain profiles of people noted for their commitment to justice and suggested student activities based on their lives. These figures include: (1) Rosa Parks; (2) Cesar Chavez; (3) Martin Luther King, Jr.; (4) Rigoberta Menchu; (5) Fannie Lou Hamer; (6) Frederick Douglas; (7) Malcolm X; and (8) Sr. Thea Bowman. A section on literature for children and youth presents annotations of 20 books that contribute to students' familiarity with cultural diversity, grouped by the target age group. Student activities are suggested, and some worksheets are included. Descriptors: Childrens Literature, Diversity (Student), Elementary Secondary Education, Ethnic Groups

Dyson, Michael Eric (1996). Between God and Gangsta Rap: Bearing Witness to Black Culture. The essays in this collection explore black culture from the perspective of an author who went from a childhood in inner-city Detroit (Michigan) to become an ordained minister, university professor, and cultural critic. The book opens with a letter to the author's brother, in jail for murder, and examines their childhoods and the role of the author's stepfather in the brothers' upbringing. A section entitled "Testimonials: The Joys and Concerns of Black Men's Lives" provides meditations on the O. J. Simpson trial and on the lives of Gardner Taylor, Michael Jordan, Sam Cooke, Brent Staples, and Marion Barry. The second section, "Lessons: Politics of/and Identity," explores: (1) civil rights; (2) the influence of Malcolm X; (3) the role of the National Association for the Advancement of Colored People (NAACP); (4) the contributions of Carol Moseley-Braun; (5) race and the myth of Black purity; (6) relations between Blacks and Jews; (7) the Black family; and (8) the Black Panthers. A section entitled "Songs of Celebration" presents profiles of Black Americans, especially those noted in popular culture, and several analyses of Black music and gangsta rap. The conclusion is a letter to the author's wife that traces much of his development and cultural beliefs. Descriptors: Black Culture, Black History, Blacks, Civil Rights

Hurst, Charles G., Jr. (1970). Malcolm X: A Community College with a New Perspective, Negro Dig. Descriptors: Black Colleges, Compensatory Education, Disadvantaged Youth, Educational Needs

Thomas, Gordon P. (1994). Blurring the Boundaries: Connecting the Autobiographical and the Historical in an Advanced Writing Course. An advanced writing course required of English education majors may also be taken by students in the humanities. The course helps students gain experience with longer and more complex essays, develop a more mature writing style, and learn how to make metacognitive evaluations of their own and others' writing. It also extends the contexts and purposes of traditional academic writing by showing the students how their own perspectives can contribute productively to the discourse of certain disciplines and how academic discourse can provide methods for exploring personal discourse. One assignment requires students to tell their own autobiographies along with the telling of a group's collective history as represented by the Civil Rights movement and the Holocaust. Such a method would work just as well with the Great Depression or Vietnam or the feminist movement. The historical topic should be selected to meet students' needs. Reading various autobiographies, watching films on the topic, keeping a journal, constructing rhetorical analyses of various historical documents, and writing personal essays about how large national and regional trends have affected the students' own families prepares students for the course's final assignment. This involves writing a retrospective essay that draws on the students' experiences in the course and compares their conceptions of their capabilities as writers with those of two authors the class has studied: Art Spiegelman, Claude Lanzmann, Martin Luther King, Malcolm X, and Mary Clearman Blew. (Appendixes include six writing assignments and excerpts from student journal papers.)   [More]  Descriptors: Academic Discourse, Civil Rights, Discourse Analysis, Discourse Modes

Brodie, James Michael; Curry, Barbara K. (1996). Sweet Words So Brave: The Story of African American Literature. This illustrated book introduces readers to African American literature by telling the story of the men and women who contributed to this body of work. The book begins by recounting the Africans' journey into slavery and how they kept their stories alive by telling them to one another, and by handing them down from generation to generation. Although African slaves were forbidden to read and write by their masters, some slaves learned to read, and they then wrote about their lives. One early writer was Phillis Wheatley, who wrote the first book of poetry ever published by an African American. The book profiles Frederick Douglass, discusses the "Jim Crow" laws, and proceeds to consider the works of modern African American writers, such as Langston Hughes, Zora Neale Hurston, Countee Cullen, Richard Wright, Ralph Ellison, Lorraine Hansberry, Gwendolyn Brooks (the first African American author to win the Pulitzer Prize), James Baldwin, Nikki Giovanni, Toni Morrison, and Maya Angelou. Although focused on the literary figures and authors, the book also examines the historical and cultural background of African Americans in today's United States, and shows the influence of Malcolm X and Martin Luther King, Jr. The book concludes with a glossary which explains terms such as abolition, places such as the Cotton Club, and groups such as the Ku Klux Klan and the Black Panthers. A list of selected reading materials about the authors and artists is attached. Descriptors: Authors, Black Culture, Black Literature, Childrens Literature

Chicago Public Schools, IL. (1992). Med-Tech Program. Tech Prep Final Report. Staff from DuSable High School in Chicago, Illinois, collaborated with Malcolm X College and three area hospitals to develop a medical technician training program focusing on career awareness and development of the basic reading and math skills needed for any career. A 3-year Med Tech curriculum for grades 9, 10, and 11 and a career awareness program for grades 7 and 8 were developed and approved by the project advisory board. The new tech prep program is expected to serve 150 high school students initially and 240 students by the third year. Also included in the program is a practicum component in which 11th grade students will receive training at a participating hospital. The program component intended for students in grades 7 and 8 is an informal after-school program that will operate under the structural umbrella of the DuSable Cluster and that is designed to strengthen ties between DuSable High School and its feeder elementary schools. The project's development and design phases have been completed successfully, and procedures are in place to further elaborate and refine the program during its implementation phase. (Lists of human and material resources are included along with project publicity and public relations materials.)   [More]  Descriptors: Allied Health Occupations Education, Articulation (Education), Basic Skills, Career Awareness

Gottlieb, David, Ed.; Heinsohn, Annie L., Ed. (1971). America's Other Youth: Growing up Poor. Contents of part one, Puerto Rican Youth, of this book, includes: excerpts from "Two blocks apart: Jan Gonzales and Peter Quinn," C. Mayerson; excerpts from "Up from Puerto Rico," E. Padilla; excerpt from "Spanish Harlem," P. Sexton; and "Poverty on the lower east side . . .," P. Montgomery. Contents of part two, Migrant Workers Youth, includes: excerpts from "They harvest despair" D. Wright; and excerpts from "Peonage in Florida," R. Coles and H. Huge. Contents of part three, Mexican-American Youth," include: excerpts from "Mexican American Youth…," C. Heller; and excerpts from "Spanish-speaking children of the Southwest," H. Manual. Contents of part four, "American Indian Youth," include: excerpts from "Custer died for your sins," V. Deloria, Jr.; excerpts from "The New Indians," S. Steiner; and "Lo the Poor Indian," R. Nader. Contents of part five, Appalachian Youth, include: "The schools of Appalachia," P. Shrag; "Appalachia: Hunger in the hollows," R. Coles; and excerpts from "Yesterday's people," J. Weller. Contents of part six, Black Youth, include: excerpts from "Manchild in the promised land," C. Brown; excerpts from "The autobiography of Malcolm X;" excerpts from "Coming up Black: patterns of ghetto socialization," E. Schultz; and, excerpts from "Death at an early age," J. Kozol. Descriptors: American Indians, Black Youth, Disadvantaged, Disadvantaged Youth

Reppert, James E. (1993). The Importance of Minority Role Models in Higher Education Mass Communication Curriculum. The broadcast journalism sequence at Southern Arkansas University allows African-American students as many opportunities as possible to review role models from different perspectives. The school has an enrollment of 18% Black students. Each area studied in the introduction to mass media course involves sections dealing with multicultural and African-American perspectives on matters relating to broadcasting. In this regard, television is an essential teaching tool because it refracts many societal concerns and effects. Controversial issues of public importance involving the African-American community can be shown and discussed with students, in addition to serving as a jumping-off point for research papers. A number of TV clips can be used to illustrate these points, such as: (1) the death of Arthur Ashe, who was buried in Richmond, Virginia, brings up important reporting ethical questions for students; (2) music performed by some African-American musical groups such as 2 Live Crew raise questions about censorship; (3) coverage of the Los Angeles riots raise critical questions about the media's cultural orientation; and (4) a look at how the media in the 1960s treated a figure like Malcolm X exposes students to a figure they have probably seldom seen.   [More]  Descriptors: Black Students, Broadcast Journalism, College Curriculum, Cultural Awareness

Ramirez, Manuel, III (1995). Historical Development of the Concept of the Multicultural Personality: A Mixed Ethnic Heritage Perspective. The Mestizo (mixed ethnic heritage) Civil Rights Movement in the United States can be divided into five phases: Pre-Civil Rights, Civil Rights, Bilingual-Multicultural Education, Political Conservatism, and the current period, an Assault on Civil Rights. The paper describes how a personal research career has been influenced by the different stages of the Movement, and work on the concept of the multicultural personality has closely reflected its various phases. The Movement not only provided multicultural models such as Cesar Chavez, Malcolm X, Dolores Huerta, Martin Luther King, Jr., and Rosa Parks, it also provided a liberating force from racist, sexist, and cultural and genetic superiority paradigms of the social sciences. A personal account of the development of the concept of the multicultural personality is given, and a description of the instruments which were designed to assess multicultural personality processes is also provided. The anti-affirmative action trend of today's society impels one to look to the future in the hope that the Civil Rights flame will be rekindled so that multiculturalism can help save the world. (Contains 24 references. Three figures and nine tables are presented which are related to multicultural personality development and identity.)   [More]  Descriptors: Civil Rights, Cross Cultural Studies, Cultural Awareness, Cultural Background

Smith, William A. (1976). The Meaning of Conscientizacao: The Goal of Paulo Freire's Pedagogy. Techniques for applying Brazilian adult educator and political organizer Paulo Freire's theory of "conscientizacao" are discussed. Freire's pedagogy is designed to liberate both oppressor and oppressed from the victimization of the oppressive system through "conscientizacao" or consciousness raising. The term refers to the developmental processes in which an individual moves from magical to naive to critical social consciousness. The outcome of the process results in society's working together in the creation of new norms, rules, procedures, and policies. The book is comprised of five chapters. Chapter I provides background for Freire's pedagogy and describes the development of a code particularly applicable to nonformal educational programs devised to aid in establishing objectives, training methodologies, evaluating, and determining the relationship between changes in thought and changes in action. The second chapter provides two case studies. An experience with groups of rural Indians in Ecuador emphasizes how magical consciousness (when a group adapts or conforms fatalistically to a system) expresses itself, and an example from "The Autobiography of Malcolm X" illustrates movement from naive to critical consciousness. Chapter III details development of the code and compares Freire's concept with that of educational psychologist Lawrence Kohlberg's developmental stages. Chapter IV outlines the process used to develop and validate the code, and chapter V notes limitations of the study, and discusses a series of possible applications and a number of ethical considerations. Descriptors: Developmental Stages, Doctoral Dissertations, Educational Innovation, Educational Principles