Bibliography: African Americans (page 1193 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 Angela M. Byars-Winston, Joan S. Tucker, Katrin Hambarsoomian, Ruth E. Dunkle, Arnetha F. Ball, Sana Ansari, Sheila Feld, H. Samy Alim, Yolanda J. Majors, and Arif Dirlik.

Ball, Arnetha F.; Alim, H. Samy (2006). Preparation, Pedagogy, Policy, and Power: "Brown," the "King" Case, and the Struggle for Equal Language Rights, Yearbook of the National Society for the Study of Education. For scholars of literacy and educational linguistics, the years 2004 and beyond have given them cause to not only revisit racial issues 50 years after "Brown v. Board of Education," but also to revisit 25 years of language and racial politics since "the Martin Luther King Black English case." This chapter discusses what needs to happen now–with "more" deliberate speed–as the authors reflect on the years since these two cases were decided and their impact on language education in the United States. As people of color continue to struggle for equal language rights in the United States, the authors are calling for an agenda that focuses on policy, pedagogy, and preparation. They discuss the historically neglected linguistic dimensions of "Brown" and "King"; and the educational responses to the rulings. In the final section, they consider the challenges that remain to be addressed.   [More]  Descriptors: Civil Rights, Black Dialects, Linguistics, Court Litigation

Harris, Angel L. (2006). I (Don't) Hate School: Revisiting Oppositional Culture Theory of Blacks' Resistance to Schooling, Social Forces. This study provides an extensive test of Ogbu's oppositional culture theory that accounts for student maturation over time. Using data from the Maryland Adolescence Development In Context Study (MADICS), I test the proposition that blacks resist school more than whites, and that this difference grows with age. Analyses were conducted across 24 outcomes and revealed two major findings with implications for the study of race and school achievement. First, five major tenets of the theory were not supported, which challenges the existence of a pervasive oppositional culture among black Americans. Second, maturation after grade 7 had minimal impact on white-black differences on the outcomes. Findings are discussed in terms of their implications for sociological theory and educational policy.   [More]  Descriptors: Grade 7, Educational Policy, Academic Achievement, African American Students

Patton, Lori D. (2006). The Voice of Reason: A Qualitative Examination of Black Student Perceptions of Black Culture Centers, Journal of College Student Development. Black Culture Centers (BCCs) represent safe and welcoming spaces for Black students at predominantly White institutions (PWIs). Resulting from the Black Student Movement of the 1960s, BCCs have become institutional mainstays that provide services and programs to the entire campus community. This study examined Black students' perceptions of the Institute of Black Culture at the University of Florida. The discussion and implications provide an in-depth understanding of the historical, current and future role, and mission of BCCs, as well as insights on the importance of BCCs as PWIs strive to better serve the needs of Black students.   [More]  Descriptors: Student Attitudes, African American Culture, African American Students, College Students

Wenzel, Suzanne L.; Tucker, Joan S.; Hambarsoomian, Katrin; Elliott, Marc N. (2006). Toward a More Comprehensive Understanding of Violence against Impoverished Women, Journal of Interpersonal Violence. Research and knowledge of violence against impoverished women continues to be limited. To achieve a more comprehensive understanding of violence against impoverished women and therefore inform prevention and intervention efforts for this population, the authors report on recent (past 6 months) physical, sexual, and psychological violence among 898 women who were randomly sampled from temporary shelter settings (n = 460) and low-income housing (n = 438) in Los Angeles County. Women experienced notable rates of violence during the past 6 months (e.g., 23% of sheltered women and 9% of housed women reported physical violence). Perpetrators were diverse, particularly for the sheltered women, including sexual partners, family, and strangers. These findings, and others suggesting that the different types of violence are distinct and severe, may call for more comprehensive screening and intervention efforts to enhance the safety of impoverished women.   [More]  Descriptors: Intervention, Females, Violence, Prevention

Connor, David J. (2006). Michael's Story: "I Get into so Much Trouble Just by Walking"–Narrative Knowing and Life at the Intersections of Learning Disability, Race, and Class, Equity & Excellence in Education. The problem of overrepresentation of students of color within special education classrooms persists, maintaining levels of segregation based on disability and/or race within widespread schooling practices. The voices of such students and how they understand their position in the education system are noticeably absent from traditional scholarship. To counter the absence, this article privileges knowledge of a person usually marginalized in "official" literature. The autobiographical data of Michael–a person who is labeled Learning Disabled (LD), and is black and working-class–is represented in the form of a narrative poem. The poem is followed by an intersectional analysis framed within Collins' (2000) matrix of domination. This analysis helps foreground subjugated, "unofficial" knowledge(s) held by Michael from his position(s) simultaneously located within less valued sides of binary divisions of ability/disability, white/black, and middle/working-class. In his counter-story, Michael offers a critique of special education, portraying it as a form of containment and control, an extension of larger restrictive forces operating within society. Implications for theory, research, and practice are discussed.   [More]  Descriptors: Racial Discrimination, Learning Disabilities, African American Students, Social Class

Mitchell, Dymaneke Dinnel (2006). Flashcard: Alternating between Visible and Invisible Identities, Equity & Excellence in Education. This article addresses how my experiences as a black deaf female viscerally and simultaneously shape me. I use the metaphor of flashcards. Flipping over flashcards or "flashing" depicts how certain contexts incite and/or promote the visibility or invisibility of identities, particularly between the familial and educational contexts. Also, I utilize moments from my childhood to narrate alternating reflections of lived experiences (visible) and the theoretical constructs (invisible) that inform and shape these experiences.   [More]  Descriptors: African Americans, Females, Deafness, Experience

Dirlik, Arif, Ed. (2006). Pedagogies of the Global: Knowledge in the Human Interest. Cultural Politics & The Promise of Democracy, Paradigm Publishers. The essays in this collection address questions raised by a modernity that has become global with the victory of capitalism over its competitors in the late twentieth century. Rather than erase difference by converting all to Euro/American norms of modernity, capitalist modernity as it has gone global has empowered societies once condemned to imprisonment in premodernity or tradition to make their own claims on modernity, on the basis of those very traditions, as filtered through experiences of colonialism, neocolonialism, or simple marginalization by the forces of globalization. Global Modernity appears presently not as global homogeneity, buts as a site of conflict between forces of homogenization and heterogenization within and between nations. Prominent in this conflict are conflicts over different ways of knowing and organizing the world. The essays here, dealing for the most part with education the United States, engage in critiques of hegemonic ways of knowing, and critically evaluate counterhegemonic voices for change that are heard from a broad spectrum of social, ethnic and indigenous perspectives. Crucial to the essays' critique of hegemony in contemporary pedagogy is an effort shared by the contributors, distinguished scholars in their various fields, to overcome area and/or disciplinary boundaries, and take the wholeness of everyday life as their point of departure. This book is divided into four parts. Part I, Perspectives on Pedagogy, contains the following chapters: (1) Introduction: Our Ways of Knowing-and What to Do About Them? (Arif Dirlik); (2) Who Will Educate the Educators? Critical Pedagogy in the Age of Globalization (Peter McLaren and Ramin Farahmandpur); (3) Radical Pedagogy and the Terror of Neoliberalism: Rethinking the Significance of Cultural Politics (Henry A. Giroux); and (4) Transnationalism, Technology, Identity: How New Is the World of the Internet? (Alexander Woodside). Part II, Our Ways of Knowing, includes: (5) Anthropology, History, and Aboriginal Rights: Politics and the Rise of Ethnohistory in North America (Arthur Ray); (6) Ethnic Studies in the Age of the Prison-Industrial Complex: Reflections on "Freedom" and Capture, Praxis and Immobilization (Dylan Rodriguez and Viet Mike Ngo); (7) The Drug War is the New Jim Crow: Legislating Black Educational Exclusion in the Post-Civil Rights Era (Susan Searls Giroux); and (8) Who Are You Rooting For? Transnationalism, the World Cup and War (Robert Chang). Part III, Counter-Knowledges, contains: (9) Boundaries and Community in a Borderless World: Suggestions for Cooperation and Rootedness with a Focus on Black History Month (John Brown Childs); (10) Strategic Parochialism (Lily Mendoza); (11) Why Spend a Lot of Time Dwelling on the Past? Understanding Resistance to Contemporary Salmon Farming in Kwakwaka'wakw Territory (Dorothee Schreiber and Dianne Newell); (12) Challenging Infallible Histories: A Miraculous Revival of Dead Indians (Jason Younker); and (13) California Colonial Histories: The Integration of Archeology, Historical Documents and Native Oral Histories (Kent G. Lightfoot). Part IV, Education for Community, presents the finals chapters of the book: (14) Gandhi, History, and the Social Sciences (Vinay Lal); and (15) Thinking Dialectically Toward Community (Grace Lee Boggs). Descriptors: Global Approach, Educational Philosophy, Democracy, Politics of Education

Feld, Sheila; Dunkle, Ruth E.; Schroepfer, Tracy; Shen, Huei-Wern (2006). Expansion of Elderly Couples' IADL Caregiver Networks beyond the Marital Dyad, International Journal of Aging and Human Development. Factors influencing expansion of instrumental activities of daily living (IADL) caregiver networks beyond the spouse/partner were studied, using data from the Asset and Health Dynamics among the Oldest Old (AHEAD) nationally representative sample of American elders (ages 70 and older). Analyses were based on 427 Black and White couples in which one partner regularly received IADL assistance; nearly 20% had expanded networks. Logistic regression showed expanded networks were significantly more likely when spouses had IADL or basic personal activity of everyday living (ADL) limitations and help recipients were wives or had numerous IADL or ADL limitations; they also tended to be more common (p less than 0.10) for couples with numerous nearby daughters and help recipients with proxies and those without serious cognitive problems. Network expansion was unrelated to recipients' number of health conditions and Medicaid coverage or couples' ages, marital duration, income, and number of proximate sons. Implications for service programs and caregiving theories of the circumstances linked to IADL assistance from outside the marital dyad are discussed.   [More]  Descriptors: Older Adults, Spouses, Caregivers, Daily Living Skills

Levers, L. L. (2006). Samples of Indigenous Healing: The Path of Good Medicine, International Journal of Disability, Development & Education. In this article, I review five articles selected for this Special Issue of the "International Journal of Disability, Development and Education" on indigenous healing. I have considered the various traditions of indigenous healing, and I situate my analysis within the context of disability, development, and education. Such an analysis reflects the conundrum involving professional identity politics and the elusiveness of intentionality. In response to the five articles, I offer commentary on the social constructions of health, illness, healing, and disability, as these constructs vary across cultures. I suggest that the ability of professionals to inspire trust among clients is potentially a practitioner marker of efficacy across medical paradigms, and is a dynamic that is often misunderstood. I illuminate the healing process as a dynamic of reciprocity and engagement. Finally, I discuss and emphasise the need for developing collaborative programming and integrative service delivery models.   [More]  Descriptors: Advocacy, Disabilities, Indigenous Knowledge, Social Influences

Norton, Nadjwa E. L. (2006). Talking Spirituality with Family Members: Black and Latina/o Children Co-Researcher Methodologies, Urban Review: Issues and Ideas in Public Education. Children in public schools challenge people's conceptions of them by talking about their spiritualities and spiritual practices. Based on a one-year multicultural feminist critical narrative inquiry, this article examines how Black and Latina/o first grade children co-researchers interview family members to think about their beliefs, encourage others, and to acquire more spiritual knowledge. I provide three counterstories in which children choose a mother, an older sister, and a younger brother to interview. These counterstories demonstrate children's diverse literacies and spiritual practices, and families' involvement in children's lives. I discuss implications for educational practices in support of Black and Latina/o children and their families. I highlight ways pedagogical practices can be critiqued and transformed in order to better support children.   [More]  Descriptors: Religious Factors, African Americans, Hispanic Americans, Research Methodology

Byars-Winston, Angela M. (2006). Racial Ideology in Predicting Social Cognitive Career Variables for Black Undergraduates, Journal of Vocational Behavior. This exploratory study expanded Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) by incorporating the personal variable of racial ideology (Sellers, Rowley, Chavous, Shelton, & Smith, 1997). The association of racial ideology (i.e., nationalist, humanist, assimilationist, and oppressed minority) to self-efficacy variables, outcome expectations, career interests, and perceived career barriers was examined for 141 Black undergraduates enrolled at a historically Black university. Regression analyses evidenced support for two of the four racial ideologies (nationalist and assimilationist), both independently and in combination, in predicting career self-efficacy, outcome expectations, career interests, and perceived career barriers. Support was also found for the general applicability of SCCT with Black undergraduates at a historically Black university in that interests were most predictive of career consideration. Future research directions applied to the SCCT model are discussed and practice implications for Black college students are considered.   [More]  Descriptors: Racial Attitudes, Ideology, Social Cognition, Self Efficacy

Bartlett, Thomas (2006). After Brown U.'s Report on Slavery, Silence (So Far), Chronicle of Higher Education. This article, discusses Brown University's slavery report, a 106-page narrative examination of the early connections between Brown University and slavery, that has been greeted–so far–with silence. The report, done at the behest of Ruth J. Simmons, Brown's president and herself a descendant of slaves, is an unsparing look at a shameful side of the university's past. This act of institutional introspection, which was three years in the making, was prompted by an advertisement in Brown's student newspaper arguing against reparations for slavery. The report recommended that Brown formally acknowledge its ties to slavery, build a memorial on the campus, and establish a center on slavery and justice. The scholars who prepared the report contend that it is an overdue reckoning with a blemished history and a step toward healing old wounds. They also hope that it will prompt other colleges to examine their own pasts. However, not everyone has received the report so warmly. There are people who feel that the report didn't go far enough. As for the criticism that the report focused too much on the unsavory sections of Brown's past, Mr. Campbell, head of Brown's committee, points out that the committee's mission was to closely examine the university's ties to slavery, a mission he believes the committee accomplished.   [More]  Descriptors: Slavery, Educational History, Higher Education, College Role

Moreno, Roxana; Flowerday, Terri (2006). Students' Choice of Animated Pedagogical Agents in Science Learning: A Test of the Similarity-Attraction Hypothesis on Gender and Ethnicity, Contemporary Educational Psychology. College students learned about science with a multimedia program. One group (choice or C) chose to learn with or without an animated pedagogical agent (APA) representing a male or female of five different ethnicities. Another group (no-choice or NC) was assigned an APA by the system. All participants in C group chose to learn with APAs and students of color chose significantly more same-ethnicity APAs than White American students. A significant interaction between choice and ethnic similarity factors revealed that group C produced lower retention, transfer, and program ratings when learning with same-ethnicity rather than different-ethnicity APAs. Results support an interference hypothesis for students who choose to learn with same-ethnicity APAs.   [More]  Descriptors: Animation, Science Instruction, Sex, Ethnicity

McGillicuddy-De Lisi, Ann V.; Daly, Melissa; Neal, Angela (2006). Children's Distributive Justice Judgments: Aversive Racism in Euro-American Children?, Child Development. Euro-American 2nd- and 4th-grade children (Ms=7.67 and 9.82 years) heard stories about Black and White characters who produced artwork yielding a windfall reward. Children allocated rewards to characters, justified their allocations, and judged the fairness of patterns representing different justice principles. Older children allocated more money to Black than White productive characters and to White than Black needy characters, consistent with predictions from aversive racism theory. Rationales most often relied on equality principles; older children gave more equity-based justifications for Black than for White characters. Fairness ratings of patterns representing 4 justice principles revealed effects for age and character race. Implications for understanding the developmental course of moral judgments as they apply to racial differences are discussed.   [More]  Descriptors: Racial Differences, Racial Attitudes, Children, Racial Bias

Majors, Yolanda J.; Ansari, Sana (2006). A Multivoiced Response to the Call for an Equity-Based Framework, Yearbook of the National Society for the Study of Education. In examining the university structure, this chapter raises questions as to how institutional protocols can and should be put in place that will ensure that the commitment to urban education is being met, specifically in teacher preparation. In responding to Gutierrez and Jaramillo, these authors do two things. First, they attempt to characterize the atmosphere of their classroom and the inherent and varying attitudes of the students. Second, in discussing the conflict and tension in the classroom, they examine these questions: What were the emerging understandings of literacy of the content area preservice teachers? Were the students able to take a critical stance in their attitude toward education and literacy? This chapter illustrates, in the absence of an equity-minded agenda, that there is an overwhelming lack of critical reflection and resistance to institutionalized notions of self–a concept that is marked by a lack of reflexivity and the adoption of a one-size-fits-all approach to learning and teaching.   [More]  Descriptors: Preservice Teachers, Student Teacher Attitudes, Urban Education, Literacy

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