This bibliography is independently curated for the Black Lives & Me
website. Some of the authors featured on this page include Michael C. Roberts, Judith Worell, Betty Jane Cleckley, Tamara Beauboeuf-Lafontant, Lynne Brodie Welch, Norine G. Johnson, and Marilyn McClure.
(1999). Beyond Appearance: A New Look at Adolescent Girls. This book provides a new look at adolescent girls. The sections and chapters reveal the strengths and positive assets of adolescent girls, their relationships, and their communities. It takes a new look at the strengths and successes of adolescents within the context of their race, ethnicity, class, self, sexual orientation, relationships and community. Focusing on strengths, it takes a look at factors of resilience and proposes models to support adolescent girls in their transitional development. The book contains five sections, each beginning with an introduction by the section editor. "Developing the Woman in Myself" (Judith Worell, Ed.) considers the development of self in the context of sociocultural expectations for the gendered self, the competent self, and the physical self. "Adolescent Girls of Color: Declaring Their Place and Voice" (Jessica Henderson Daniel) both underscores the critical importance of understanding the role of ethnicity, culture, and race in any discussion of adolescent girls and provides data about the implications of the neglect in psychological research on diversity. "To the Heart of the Matter: The Relational Lives of Adolescent Girls" (Lyn Mikel Brown, Ed.) provides complex lenses for looking at and thinking about adolescent girls' relationships. "Coping, Negotiating, and Problem Solving in Community Contexts" (Denise M. DeZolt, Ed.) covers three critical areas for adolescent girls: the schools, the health system, and the courts. "Implications and Future Trends" (Michael C. Roberts, Ed.) discusses public policy, education and training, and clinical practice, and concludes with a summary view of past discussions on adolescent girls and what might be their future. (Contains an author and subject index.) Descriptors: Adolescents, American Indians, Asian Americans, Blacks
(1997). I Teach You the Way I See Us: Concepts of Self and Teaching of African-American Women Teachers Committed to Social Justice. This paper reports findings from a qualitative study of the nature of teachers' connections with their African American students. It is based on three rounds of interviews with six African American women teachers who had used the social justice curriculum "Facing History and Ourselves." The teachers ranged in age from the mid-twenties to the mid-fifties, and had between 2 and 23 years of classroom teaching experience. All had taught in urban junior and senior high schools, and three were currently employed as teacher educators. The most striking aspect of their self-concepts as teachers was the way in which they brought maternal urgency to teaching. They compared teaching to parenting and saw themselves in a maternal role. They did not consider their gender a liability, but saw it as a touchstone for their insights as educators. Their pedagogy was also derived from their political attitudes and their recognition that there are relationships between schools and society that differentially structure the successes and failures of groups of children. The maternal interest the women had in their students and the political understandings they had of society were supported by their visions of moral justice and their beliefs that social justice is a matter of students coming to have the choice to determine and realize their potentials for themselves. In their pedagogy, these teachers did not distinguish among maternal, political, and moral aspects of teaching. Nor did they shy away from issues of race and gender in their lives or those of their students. (Contains 11 references.) [More] Descriptors: Blacks, Elementary Secondary Education, Females, Moral Values
(1997). Strategies for Promoting Pluralism in Education and the Workplace. The following papers are included: "Multiculturalism: A Matter of Essentiality" (Betty Jane Cleckley assisted by Boyd Evans and Jonathan Porter); "A Deconstructionist Approach to Multicultural Education" (Susan Marnell Weaver); "Intercultural Communication Competence: A Strategy for a Multicultural Campus" (Bertram W. Gross); "Strengthening Diversity Initiatives Using Cross-Cultural Communication Theory" (Roberto A. Duncan); "Barriers and Facilitators to Managing Workplace Diversity" (R. Roosevelt Thomas, Jr.); "Managing Workplace Diversity" (Greer Dawson Wilson); "One University's Attempts to Promote Pluralism (1965-1995)" (Mary McDonough, Edwina Pendarvis, Aimee Howley); "Cultivating Multiculturalism in the Faculty: A Minority Fellowship Program" (Karen P. Baker, Ronald B. Childress); "Unity in Diversity Promotes Pluralism" (Paul Herron); "Methods and Examples of Integrating Multiculturalism in the Classroom" (Maccamas M. Ikpah assisted by Stephanie A. McLean and Xua-xin Xu); "What's Love Got to Do with It: Strategies for Teaching in Multilingual and Multicultural Classrooms" (Dolores Johnson); "Study Abroad in Higher Education Today" (Clair Matz); "Promoting Pluralism through Service Learning" (Lynne Brodie Welch); "The Role of the Academic Librarian in Promoting Pluralism in Education" (Elizabeth Burns); "Multiculturalism, and Journalism and Mass Communication: Sensitizing Future Communicators" (Rebecca J. Johnson); "Integrating Multiculturalism into a Mass Communication Curriculum" (Maria E. Carrington); "Transforming Nursing for Culturally Sensitive Care" (Judith P. Sortet); "Rural Appalachian Culture: Nursing Student Perceptions" (Jane C. Fotos); "Cultural Commitment and Attitudes of African-Americans toward Seeking Counseling Services" (Jessamine M. Montero, Elaine Baker); "Community, Culture, and Reckless Lives in West Virginia: Why Multiculturalism Is beside the Point" (Robert Bickel); and "Evaluating Social Programs for Third World Countries: A Multidimensional Development Evaluation Model" (Girmay Berhie). (A selected bibliography contains 32 references.) Descriptors: Adult Education, Attitude Change, Blacks, Classroom Techniques