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 John Henrik Clarke, Charles Alva Hoyt, Denise Hart, Ronald Gross, James Jennings, Nicholis Poulos, Ralph Gardner, Jack W. Moskowitz, Nanthalia W. McJamerson, and Chuck Hopkins.
(1996). Hit List: Frequently Challenged Books for Young Adults. This book presents descriptions of 26 young adult titles that have been frequent targets of censorship attempts. Each entry provides an annotation for the book in question; examples of recent challenges; citations to reviews of the book and background articles; a list of awards garnered by the book or its author; references about the author; sources recommending the book; and audiovisual resources. The following books are included: "The Adventures of Huckleberry Finn" (Mark Twain); "Annie on My Mind" (Nancy Garden); "The Arizona Kid" (Ron Koertge); "The Autobiography of Malcolm X: As Told to Alex Haley" (Malcolm X and Alex Haley); "The Catcher in the Rye" (J.D. Salinger); "The Chocolate War" (Robert Cormier); "Christine" (Stephen King); "The Clan of the Cave Bear" (Jean Auel);"The Color Purple" (Alice Walker); "A Day No Pigs Would Die" (Robert Newton Peck); "Fallen Angels" (Walter Dean Myers); "Flowers in the Attic" (V.C. Andrews); "Forever" (Judy Blume); "Go Ask Alice" (Anonymous); "The Great Santini" (Pat Conroy); "Grendel" (John Gardner); "The Handmaid's Tale" (Margaret Atwood); "I Am the Cheese" (Robert Cormier); "I Know Why the Caged Bird Sings" (Maya Angelou); "Lord of the Flies" (William Golding); "Of Mice and Men" (John Steinbeck); "The Outsiders" (S.E. Hinton); "Running Loose" (Chris Crutcher); "Slaughterhouse-Five; or, The Children's Crusade" (Kurt Vonnegut); "The What's Happening to My Body Book for Boys" (Linda Madaras with Dane Saavedra); and "The What's Happening to My Body Book for Girls" (Linda Madaras with Dane Saavedra). An appendix discusses what the American Library Association can do to help librarians combat censorship. Descriptors: Adolescent Literature, Authors, Book Reviews, Books
(1978). A Comparison of Traditional and Holistic Instructional Methods in Developing Positive Attitudes Toward Mathematics Instruction in Students at Malcolm X College. The purpose of this study was to explore whether "holistic" instruction is an effective way to improve student attitudes toward instruction. Study participants were students in two Mathematics 111 classes at Malcolm X College (Illinois), 27 in the experimental and 27 in the control group. The experimental group received holistic instruction, while controls were taught in the traditional manner. The holistic delivery system, designed in accordance with the literature on the subject, involved structuring student success by using the following: a detailed syllabus explaining what was expected and how grades were earned; a first week orientation during which no math was taught while the instructor got to know the students and explained the instructional methods; frequent, non-graded, formative quizzes to determine mastery of unit objectives; cards with assignments sent to students who missed a class; and weekly half-hour math workshops. During the middle of the semester, students responded to an attitude questionnaire. The mean responses showed that holistically taught students had significantly higher positive attitudes toward instruction than those receiving traditional instruction. Descriptors: Attitude Change, College Mathematics, Community Colleges, Comparative Analysis
(1994). Behavior Analysis in Education. Focus on Measurably Superior Instruction. This book was written to disseminate measurably superior instructional strategies to those interested in advancing sound, field-tested educational practices. Part 1 contains chapters that give two views of the future of behavior analysis in education, while part 2 focuses on promoting applied behavior analysis. Part 3 addresses issues in early childhood education, and part 4, the longest section, contains 11 chapters that deal with measurably superior instructional practices for school-age children. Part 5 addresses transition intervention and adult learners, and Part 6 integrates behavior analysis into educational and public policy. Several of the highlighted programs in Parts 3 and 4 deal with disadvantaged students in urban areas. Chapter 10 considers reading instruction for low-income children in an urban area, and Chapter 14 considers the programs of Morningside Academy and Malcolm X College in Chicago (Illinois). Chapter 17 considers the ecobehavioral assessment of bilingual special education and contains remarks on an urban pilot study. Chapter 24 (Part 5) concentrates on high-risk black college students and offers an alternative approach for their success. References follow each paper. Descriptors: Adult Education, Disadvantaged Youth, Early Childhood Education, Educational Policy
(1969). Malcolm X: The Man and His Times, Negro Digest. Descriptors: Black Leadership, Black Power, Civil Rights, Islamic Culture
(1969). The New Mood of Black America. This is a collection of articles, excerpts, poems, essays, and short stories dealing with the increasingly militant and aggressive posture now being assumed by certain segments of the Black community. It attempts to reflect, for the teacher and student, the direction in which great masses of Black Americans are currently moving. The initial chapter, Some Historical Considerations, attempts to compare the Black Revolution today with certain aspects of the American Revolution. Chapter two, Black Power, discusses various interpretations of this concept. Chapters three and four are concerned with the economic and political implications of Black Power. Chapter five, Brothers, discusses the legacy of Malcolm X and closes with statements concerning other alternatives open to Black America. Expression, chapter six, contains several poems and a discussion of the national controversy over the proper name for Americans of African descent, Negro vs. Afro-American vs. Black. The collection is designed to clarify the specific teaching episode prepared for grade 9 during the 1968-69 school year by the Task Force and will serve as a beginning in contemporary race relations. [More] Descriptors: Activism, Black Community, Black Culture, Black History
(1972). The Rhetoric of Representative Black Spokesmen for Violence from 1963 through 1969. The basic black rhetoric of violence during the 1960s differed little from other American rhetoric of violence in its expressions of values, attitudes, and beliefs. This conclusion is drawn from studying the speeches of five representative black spokesmen for violence: Malcolm X, Stokely Carmichael, Eldridge Cleaver, Huey P. Newton, and Bobby Seale. The basic values they expressed were that liberty is worth the sacrifice of life and that violence must be used to gain liberty. Their call for violence was based on attitudes that the American dream is a nightmare to blacks, that blacks must have freedom, that whites will suffer integration only if forced through violence, and that blacks can use violence for their gain just as whites have. Their beliefs stemmed from common experience and culture, plus their own direct experiences and group memberships. However, during the late 1960s the spokesmen became more independent of the traditional white American attitudes and beliefs. These popular black public speakers came to use the vocabulary, delivery, and dress habits of black ghetto culture. Descriptors: Black Community, Black Dialects, Black Power, Black Studies
(1970). The Five Faces of Malcolm X, Negro American Literature Forum. Descriptors: American Culture, Biographies, Black Leadership, Black Organizations
(1970). Malcolm X Liberation University: Interim Report, Negro Dig. Descriptors: Black Colleges, Black Power, Black Studies, Community Involvement
(1990). The Assessment of a Homogeneous Interdisciplinary University Core Course for the Mature Adult Learner. Fairleigh Dickinson University developed a University Core Curriculum which it initiated in the 1987-1988 academic year (the pilot program was operational in the fall 1986 semester). The University Core is composed of four 3-credit liberal education courses: "Perspectives on the Individual," which deals with works ranging from Plato's "Crito" to Malcolm X's autobiography; "The American Experience: The Quest for Freedom," which explores ideas from de Tocqueville to recent Supreme Court decisions; "Cross Cultural Perspectives" which examines the cultures of Nigeria, Mexico, India, and China; and "Global Issues," which focuses on the role of science and technology as unifying forces. In conjunction with the university's Success Adult Degree Program, the "Perspectives on the Individual" course was offered as a homogeneous section for the nontraditional adult learner. In order to assess student interest in the course format, content, achievement, and utilization of experiential learning as compared to other sections of the course offered simultaneously where the population was heterogeneous by age, an investigator-made survey was distributed to all evening sections of the course. Final course grades, scores on midterms and final examinations, papers, class participation, and journal grades were analyzed for differences by course sections. The findings revealed no significant difference between heterogeneous and homogeneous-by-age groups. [More] Descriptors: Adult Learning, Adult Students, College Students, Core Curriculum
(1993). "Reconstructing" Lives: A Reading-for-Empowerment Project. A Reading-for-Empowerment project used a critical social science approach. Phase I of the project was an in-depth study of successful lives to discern the critical factors which lead to success. Four graduate counselor trainees at South Carolina State University examined the autobiographies of Maya Angelou, Zora Neal Hurston, John H. Johnson, and Malcolm X. Six essential factors or "common fibers" were identified and developed into the Success "Fibers" Model of Development. Participants in Phase II of the project read an autobiography of a famous person, analyzed the person's life, reconstructed the person's life, and applied lessons learned about success factors to their own life. Participants completed an open-ended survey and reported development of a sense of empowerment in 4 categories: (1) increased insight; (2) increased encouragement; (3) new awareness of possibilities for personal success; and (4) actual behavior changes and plan for behavior changes to create personal success. Phase III of the project will involve pretests, the project experience and posttest to determine the impact of the project in helping students reach their potential. (Contains five tables and a figure that presents aspects of the project and comments from participants. Appendixes presents a program produced as a result of Phase II of the project, and sample worksheets from Phase III of the project.) [More] Descriptors: Autobiographies, Change Strategies, Higher Education, Program Descriptions
(1992). An Evaluation Study of Teacher and Supervisor Perception of Program Impact on Teacher Change. An evaluative study was done of Project THISTLE (Thinking Skills in Teaching and Learning), a program designed to improve the basic skills of urban college-bound high school students by working with their teachers in an integrated process of curriculum and staff development. In particular, the evaluation looked at the impact of the program on teachers, as perceived by the teachers themselves and by their supervisors. Of the several Newark (New Jersey) high schools participating in Project THISTLE, faculty members from one school, Malcolm X Shabazz High School (MXSHS), were evaluated. At the MXSHS, 29 faculty members were graduates of the program. Data were collected through interviews with 10 of the faculty members and questionnaires administered to 9 supervisors. The data suggest that teacher participation in Project THISTLE resulted in positive teaching changes, especially with a thinking skills focus, and in greater involvement in curriculum development. Teachers shared their significant satisfaction in having the opportunity to participate in the Project. Teachers also spoke about the excitement in collegial participation in the Project and how this feeling was subsequently diminished. Included are copies of correspondence, forms, and instruments used in the study in three appendixes. [More] Descriptors: Administrator Attitudes, College Bound Students, Curriculum Development, Faculty Development
(1996). Innovations in Postsecondary Articulation: Advancing Opportunities for Community College Students at Historically Black Colleges and Universities. Final Report. In 1993, Kankakee Community College (KCC) (Illinois) initiated a project to reduce the problems associated with transfer from the community college to out-of-state universities by developing a strong structure of articulation agreements, recruiting opportunities, and transfer advising. The project attempted to serve under-represented students and develop transfer agreements with five out-of-state Historically Black Colleges and Universities (HBCU's), and to assist Malcolm X College and Prairie State College (Illinois) to accomplish the same goal. As a result, articulation agreements were completed between KCC and the HBCU's, an understanding of the participating universities was developed by community college advisors, transfer advising was improved for out-of-state transfer, new services were offered to the community, and relationships were strengthened between the HBCU's and KCC. Approximately 100 students participated, with relatively high rates of retention. Problems included lack of commitment from the community colleges and faculty, and lack of student involvement in college life. Despite numerous barriers to academic success, participants demonstrated equal or better persistence in college than did the comparison group. KCC was also able to achieve improved articulation agreements with most of the HBCU's. Appendices include student information, conference programs, and university guarantees. [More] Descriptors: Academic Achievement, Academic Advising, Academic Persistence, Affirmative Action
(1969). Negro Attitudes Toward Pictures for Junior High School Social Studies Textbooks. Three hundred and twenty-six Detroit-area Negro parents belonging to parent-teacher organizations were used to determine attitudes toward pictures of Negro personalities and events which might be included in junior high school social studies texts. Fifty-five captioned slides, divided into periods of slavery, emancipation, and twentieth century, were shown. Parents rated these as favorable or unfavorable. Results of Chi-square, t-test, and analysis of variance procedures showed that 78 percent of the illustrations were approved by a majority of the respondents, and none were disapproved by a majority. Most favored pictures were of Martin Luther King, Booker T. Washington, Frederick Douglass, Joe Louis, and W.E.B. DuBois. Least favorable were depictions of Malcolm X, slave labor, and children playing in a city slum. Certain factors in the backgrounds of the respondents had significant bearing on attitudes toward the pictures. Males reacted more favorably than females; those of higher occupational or educational levels, more favorably than those of lower levels; and members of community organizations, more favorably than those with little participation. [More] Descriptors: Black Attitudes, Black History, Cultural Influences, Parent Attitudes
(1993). Theory, Praxis, and Community Service: Cornerstones of Black Studies. Occasional Paper No. 23. Community-based research in Black Studies is a general phrase suggesting that scholarship about blacks should be pursued within a framework of theory, praxis, and community service. Both theory and praxis are critical in order to understand fully how black life experiences have molded and are reflected in American civilization. Theory refers to the building of predictive and projective knowledge about the experiences of blacks, and praxis implies that theoretical understandings of black life experiences should be informed by the concrete experiences of blacks. Community service refers to the idea that students should use their education, as well as the resources of the institution of higher education, to assist in resolving the economic and social problems and challenges of black individuals and communities. The growth of these ideas is traced in the work of W. E. B. Du Bois and Malcolm X. Two major scholarly works that reflect the synthesis of scholarship, praxis, and community service are Kenneth Clark's "Dark Ghetto" (1965) and "The Crisis of the Negro Intellectual" by Harold Cruse, also published in the 1960s. In spite of intellectual and institutional resistance to the synthesis of black scholarship, praxis, and community service, it is imperative that the black community continues to pursue its pedagogical tradition. Black Studies must continue to use the highest standards of intellectual pursuit in ways that connect theory, praxis, and community services. (Contains 20 references.) [More] Descriptors: Black Students, Black Studies, Educational Practices, Educational Research
(1977). The Lifelong Learner. Designed to provide a general guide and stimuli for lifelong learning, this book examines all the positive factors of independent study. Lifelong learning is defined as self-directed growth free from the traditional schooling procedures. Chapters discuss the following: the lifelong learner; profiles of such learners in action; how to be self-directed; how to learn; the "Invisible University"; and what basic books to read to start a learning experience. Presented are case studies of such typical people as Tillie Lewis, who learned to grow pomodoro tomatoes in California when most thought it impossible, to famous self-taught individuals like Malcolm X, who acquired his education while serving time in the Norfolk Prison Colony. The Invisible University is a term constructed by the author to represent the wealth of new and informal arenas for learning: learning exchanges, educational brokers, networks of amateur scholars, libraries, television and many others. Self-education is promoted not only for the individual benefits but also for the social implications of creating a society of free, lifelong learners. A basic bookshelf list is given to help the individual become acquainted with the possibilities within each person to become an independent learner. Included are such books as: Gail Sheehy's "Passages: Predictable Crises of Adult Life" (1976); Ari Kiev's "A Strategy for Daily Living" (1973); Allen Tough's "The Adult's Learning Projects" (1971); and Carlos Castaneda's "The Teachings of Don Juan" (1969). Descriptors: Adult Development, Adult Learning, Adult Students, Case Studies