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Social Development of Urban Children:
African-American Perspectives
EPSY 420
Spring, 1996
Monday 5:00-8:00 pm, BSB 161

Instructor: Dr. Theresa A. Thorkildsen
Office: ECSW 3549,  Hours: Mon 3:00-4:30 and by appointment
Phone: 996-8138 (office),  E-mail: thork@uic.edu

Purpose
        The course will focus on African-American children's social development. The majority of the authors whose work we will be reading are African-Americans who have conducted studies on relevant topics. Many of the readings, however, will also review/critique mainstream social development literature. Students will hopefully develop a greater understanding of the kinds of questions that have been posed by child development researchers, critique the resulting work, and propose new questions that might help educators generalize from this work to develop a better awareness of the urban child's perspective.

Readings
        The following is a list of books that we will be discussing throughout the course. Also, I will collect a $10 copy fee to cover the costs of other articles over the course of the semester.

Assignments
        Attached is a list of readings for each week, to be distributed in class or taken from these books. These are to be read before coming to class so that the ideas in them may be discussed. There will be some weeks in which you will not be required to read all the readings, but will read one of the assigned articles and help present it to the group. The most important criteria for grades will involve the extent to which you participate in class discussions and contribute to our struggle to understand the lives of urban children. As you will see, the available literature raises only a smattering of the issues we need to understand. We will have to rely on one another to fill in the gaps and ask important questions.

         Thought papers (unstructured writing assignments) will be assigned at various points in the semester.  These will replace exams.  Instructions for each assignment will be given in class.

        Each student will also complete a final project. Early in the semester everyone will be asked to propose a possible topic and format for their project. In the past, the most common project has involved interviewing African-American children about some of the issues raised in this course. However, students have also done things like review movies to explore the ways in which urban life and African American children are portrayed. Others have taken this as an opportunity to review a relevant body of literature that they have been anxious to read.

        We will spend part of several class periods talking about these projects and helping one another with this work. Throughout the course, therefore, it is each students' responsibility to volunteer information about how their project is going, ask for assistance from the group, and give us an indication of interesting experiences and findings they might have.

 
Dates Topics Suggested Readings
Jan 8th Sense of context Brown or Kotlowitz or Rose
Jan 15th No class MLK Holiday
Jan 22nd Orienting issues 
(First Paper Due)		 McLoyd and Randolph, or McLoyd and Washington, or Slaughter-Defoe et al., or Tatum or Coulton et al.
Jan 29th Ethnic identity 
formation		 Cross chaps 1,2,4
Feb 5th Nigrescence Cross chapts 5,6
Feb 12th Self-determination Johnson and Spencer & Markstom-Adams
Feb 19th Identity and race Delpit and Fordham
Feb 26th Families  McLoyd or McCloskey et al. or Foster or Wilson
Mar 4th Families Wilson or Harrison et al.
Mar 11th SPRING BREAK
Mar 18th Gangs and friendship Bing or Jankowski
Mar 25th Peer relations 
and violence		 DuBois & Hirsch or Hudley & Graham or 
Graham et al., or Ward
Apr. 1st Achievement 
motivation		 Graham, or Grubb & Dozier or 
Jagers or Pollard
Apr. 8th AERA
Apr. 15th Student presentations
Apr. 22th Student presentations
Apr. 29th Final papers due
 

The Social Development of Urban Children:
African-American Perspectives
 
Developing a Sense of Context
        Brown, C. (1965). Manchild in the promised land: A modern classic of the black experience. New York: NAL Penguin
        Edelman, M. W. (1985). The sea is so wide and my boat is so small: Problems facing black children today. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 72-82). Newbury Park, CA: Sage Publications.
        Kotlowitz, A. (1991). There are no children here: The story of two boys growing up in the other America. New York: Doubleday.
        Rose, M. (1995). Possible lives: The promise of public education in America. New York: Houghton Mifflin Company.
        Sabol, B. J. (1991). The urban child. Journal of Health Care for the Poor and Underserved, 2, 59-73.
        Tatum, B. D. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review, 62, 1-24.
        Reed, S, & Sautter, R. C. (1990, June). Children of poverty: The status of 12 million young Americans. Phi Delta Kappan, K1 -K12.
How Valid is the Research?
        Gates, H. L. (1991). "Authenticity," or the lesson of Little Tree. New York Times Book Review, November 24, 1, 26-30.
        McLoyd, V. C., Randolph, S. M. (1984). The conduct and publication of research on Afro-American children: A content analysis. Human Development, 27, 65-75.
        Slaughter-Defoe, D. T., Nakagawa, K., Takanishi, R., & Johnson, D. J. (1990). Toward cultural/ecological perspectives on schooling and achievement in African- and Asian-American children. Child Development, 61, 363-383.
        Spencer, M. B., & Dornbusch, S. M. (1990). Challenges in studying minority youth. In S. S. Feldman, & G. R. Elliott (Eds.), At the threshold: The developing adolescent. (pp. 123-146). Cambridge, MA: Harvard University Press.
        Washington, E. D., & McLoyd, V. C. (1982). The external validity of research involving American minorities. Human Development, 25, 324-339.
The Child's Sense of Self
Ethnic Identity Formation
        Burnett, M. N., Sisson, K. (1995). Doll studies revisited: A question of validity. Journal of Black Psychology, 12, 19-29.
        Cross, W. E. (1985). Black identity: Rediscovering the distinction between personal identity and reference group orientation. In M.B. Spencer, G. K. Brookins, & W. R. Allen (Eds.), Beginnings: The social and affective development of black children (pp. 155-171). Hillsdale, NJ: Lawrence Erlbaum.
        Cross, W. E. (1987). A two-factor theory of black identity: Implications for the study of identity development in minority children. In J. S. Phinney & M. J. Rotheram (Eds.), Children's ethnic socialization: Pluralism and development (pp. 117-133). Newbury Park, CA: Sage Publications.
        Cross, W. E. (1991). Shades of black: Diversity in African-American identity. Philadelphia, PA: Temple University Press.
        Long, W. C. & Farr, C. A. (1991). Lost and found: Reflections on identity and success from six black men. Urban Education, 26, 310-326.
        Peshkin, A. (1991). Riverview High School students: Ethnicity and identity. In A. Peshkin, The color of strangers, the color of friends: The play of ethnicity in school and community (pp. 171-212). Chicago: University of Chicago Press.
        Ramsey, P. G. (1987). Young children's thinking about ethnic differences. In J. S. Phinney & M. J. Rotheram (Eds.), Children's ethnic socialization: Pluralism and development (pp. 56-72). Newbury Park, CA: Sage Publications.
        Spencer, M. B. (1985). Cultural cognition and social cognition as identity correlates of black children's personal-social development. In M.B. Spencer, G. K. Brookins, & W. R. Allen (Eds.), Beginnings: The social and affective development of black children (pp. 215-230). Hillsdale, NJ: Lawrence Erlbaum.
        Spencer, M. B. (1987). Black children's ethnic identity formation: Risk and resilience of castelike minorities. In J. S. Phinney & M. J. Rotheram (Eds.), Children's ethnic socialization: Pluralism and development (pp. 103-116). Newbury Park, CA: Sage Publications.
        Spencer, M. B, & Markstrom-Adams, C. (1990). Identity processes among racial and ethnic minority children in America. Child Development, 61, 290-310
Ego Development
         Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280-298.
        Enger, J. M., Howerton, D. L., Cobbs, C. R. (1994). Internal/external locus of control, self-esteem, and parental verbal interaction of at-risk Black male adolescents. Journal of Social Psychology, 134, 269-274.
        Fordham, S. (1988). Racelessness as a factor in black students' school success: Pragmatic strategy or pyrrhic victory? Harvard Educational Review, 58, 54-84.
        Franklin, V. P. (1985). From integration to black self-determination: Changing social science perspectives on Afro-American life and culture. In M.B. Spencer, G. K. Brookins, & W. R. Allen (Eds.), Beginnings: The social and affective development of black children (pp. 19-28). Hillsdale, NJ: Lawrence Erlbaum.
        Gibbs, J. (1988). Young, black, and male in America: An endangered species. Dover, MA: Auburn House.
        Hare, B. R., & Castenell, L. A., Jr., (1985). No place to run, no place to hide: Comparative status and future prospects of black boys. In M.B. Spencer, G. K. Brookins, & W. R. Allen (Eds.), Beginnings: The social and affective development of black children (pp. 117-130). Hillsdale, NJ: Lawrence Erlbaum.
        Krause, N. (1985). Interracial contact in schools and black children's self-esteem. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 257-269). Newbury Park, CA: Sage Publications.
        Lawrence, C. M., Thelen, M. H. (1995). Body image, dieting, and self-concept: Their relation in African-American and Caucasian children. Journal of Clinical Child Psychology, 24, 41-48.
        Levy, G., Lysne, M., & Underwood, L. (1995). Children’s and adults’ memories for self-schema consistent and inconsistent content. Journal of Social Psychology, 135, 113-115.
        Markstrom-Adams, C., Adams, G. R. (1995). Gender, ethnic group, and grade differences in psychosocial functioning during middle adolescence? Journal of Youth and Adolescence, 24, 397-417.
        Ogbu, J. U. (1985). A cultural ecology of competence among inner city blacks. In M.B. Spencer, G. K. Brookins, & W. R. Allen (Eds.), Beginnings: The social and affective development of black children (pp. 45-66). Hillsdale, NJ: Lawrence Erlbaum.
        Powell, G. J. (1989). Defining self-concept as a dimension of academic achievement. In G. L. Berry and J. K. Asaman (Eds.), Black students: Psychosocial issues and achievement (pp. 69-82). Newbury Park, CA: Corwin Press.
        Silverman, W. K., LaGreca, A. M., Wasserstein, S. (1995). What do children worry about? Worries and their relation to anxiety. Child Development, 66, 671-686.
        Zhang, S. X. (1995). Measuring shaming in and ethnic context. British Journal of Criminology, 35, 248-262.

Racial Attitudes
        Katz, P. A. (1982). Development of children's racial awareness and intergroup attitudes. In L. G. Katz (Ed.), Current topics in early childhood education, Vol 4. (pp. 17-54). Norwood, NJ: Ablex.
        Kochman, T. (1987). The ethnic component in black language and culture. In J. S. Phinney & M. J. Rotheram (Eds.), Children's ethnic socialization: Pluralism and development (pp. 219-238). Newbury Park, CA: Sage Publications.
        Marshall, S. (1995). Ethnic socialization of African American children: Implications for parenting, identity development, and academic achievement. Journal of Youth and Adolescence, 24, 377-396.
        McAdoo, H. P. (1985). Racial attitude and self-concept of young black children over time. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 213-242). Newbury Park, CA: Sage Publications.
        McAdoo, J. L. (1985). Modification of racial attitudes and preferences in young black children. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 243-256). Newbury Park, CA: Sage Publications.
        Rooney-Rebeck, P., & Jason, L. (1986). Prevention of prejudice in elementary school students. Journal of Primary Prevention, 7, 63-73.

Aggression
        Coie, J. D., Dodge, K. A., Terry, R., Wright, V. (1991). The role of aggression in peer relations: An analysis of aggression episodes in boy's play groups. Child Development, 62, 812-826.
        Dodge, K. A., Pettit, G. S., Bates, J. E., & Valente, E. (1995). Social information-processing patterns partially mediate the effect of early physical abuse on later conduct problems. Journal of Abnormal Psychology, 104, 632-643.
        Durant, R. H., Getts, A., Cadenhead, C., & Emans, S. J. (et al.) (1995). Exposure to violence and victimization and depression, hopelessness, and purpose in life among adolescents living in and around public housing. Journal of Developmental and Behavioral Pediatrics, 16, 233-237.
        Graham, S., Hudley, C., & Williams, E. (1992). Attributional and emotional determinants of aggression among African-American and Latino young adolescents. Developmental Psychology, 28, 731-740.
        Hudley, C., & Graham, S. (1993). An attributional intervention to reduce peer-directed aggression among African-American boys. Child Development, 64, 124-138.
        Osterman, K., Bjorkqvist, K., Lagerspetz, K., M-J., Kaukiainen, A. (et al.) (1994). Peer and self-estimated aggression and victimization in 8-year-old children from five ethnic groups. Aggressive Behavior, 20, 411-428.
        Wall, J. E., Holden, E. W. (1994). Aggressive, assertive, and submissive behaviors in disadvantages, inner-city preschool children. Special issue: Impact of poverty on children, youth, and families. Journal of Clinical Child Psychology, 23, 382-390.

Children and Their Parents
The Impact of Economic and Sociological Factors on Development
        Attar, B. K., Guerra, N. G., Tolan, P. H. (1994). Neighborhood disadvantage, stressful life events, and adjustment in urban elementary-school children. Special Issue: Impact of poverty on children, youth, and families. Journal of Clinical Child Psychology, 23, 391-400.
        Howes, C., Sakai, L. M., Shinn, M., Phillips, D. (et al.) (1995). Race, social class, and maternal working conditions as influences on children’s development. Journal of Applied Developmental Psychology, 16, 107-124.
        Jarrett, R. L. (1995). Growing up poor: The family experiences of socially mobile youth in low-income African-American neighborhoods. Special issue: Creating supportive communities for adolescent development: Challenges to scholars. Journal of Adolescent Research, 10, 111-135.
        McAdoo, H. P. (1978). Factors related to stability in upwardly mobile black families. Journal of Marriage and the Family, 40, 761-776.
        McLoyd, V. C. (1989). Socialization and development in a changing economy: The effects of paternal job and income loss on children. American Psychologist, 44, 293-302.
        McLoyd, V. C. (1990). The impact of economic hardship on black families and children: Psychological distress, parenting and socioemotional development. Child Development, 61, 311-346.
        Simmons, D. A. (1994). Urban children’s preferences for nature: Lessons for environmental education. Children’s Environments, 11, 194-203.
        Scanzoni, J. (1985). Black parental values and expectations of children's occupational and educational success: Theoretical implications. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 113-122). Newbury Park, CA: Sage Publications.

Parenting Strategies and Discipline
        Foster, H. (1983). African patterns in the Afro-American family. Journal of Black Studies, 14, 201-232.
        Franklin, A. J. & Boyd-Franklin, N. (1985). A psychoeducational perspective on black parenting. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 194-212). Newbury Park, CA: Sage Publications.
        Harrison, A. O. (1985). The black family's socializing environment: Self-esteem and ethnic attitude among black children. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 174-193). Newbury Park, CA: Sage Publications.
        Harrison, A. O., Wilson, M. N., Pine, C. J., Chan, S. Q., & Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61, 347-362.
        Kelley, M. L., Power, T. G., & Wimbush, D. D. (1992). Determinants of disciplinary practices in low-income black mothers. Child Development, 63, 573-582.
        Kelly, M. L., Sanchez, H. J., & Walker, R. R. (1993). Correlates of disciplinary practices in working to middle-class African American mothers. Merrill Palmer Quarterly, 39, 252-264.
        Neal, A. M., Nagle, L. (1995). Fears in African-American sibling and nonsibling pairs. Journal of the National Medical Association, 87, 48-50.
        Peters, M. F. (1985). Racial socialization of young black children. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 159-173). Newbury Park, CA: Sage Publications.
        Phinney, J. S., Chavira, V. (1995). Parental ethnic socialization and adolescent coping with problems related to ethnicity. Journal of Research on Adolescence, 5, 31-53.
        Smith, C., Krohn, M. D., (1995). Delinquency and family life among male adolescents: The role of ethnicity. Journal of Youth and Adolescence, 24, 69-93.
        Stewart, J. P. (1995). Home environments and parental support for literacy: Children’s perceptions and school literacy achievement. Early Education and Development, 6, 97-125.
        Wade, J. C. (1994). African American fathers and sons: Social, historical and psychological considerations. Families in Society, 75, 561-570.
        Wilson, M. N. (1989). Child development in the context of the Black extended family. American Psychologist, 44, 380-385.

Children and Their Peers
Gang Life
        Bing, L. (1991). Do or die. New York: HarperCollins Publishers.
        Bowker, L. H., Klein, M. W. (1983). The etiology of female juvenile delinquency and gang membership: A test of psychological and social structural explanations. Adolescence, 18, 739-751.
        Hagedorn, J. M. (1988). People and folks: Gangs, crime and the underclass in a rustbelt city. Chicago: Lakeview Press.
        Jankowski, M. S. (1991). Islands in the street: Gangs in American urban society. Berkeley, CA: University of California Press.
        Labov, T. (1982). Social structure and peer terminology in a Black adolescent gang. Language in Society, 11, 391-411.
        Perkins, U. E. (1987). Explosion of Chicago's black street gangs: 1900 to present. Chicago: Third World Press.
        Suttles, G. (1968). The social order of the slum: Ethnicity and territory in the inner city. Chicago, IL: University of Chicago Press.

Friendship
        Bonn, M. (1995). Associations between peer relations in childhood and adversity. Early Child Development & Care, 105, 77-91.
        Brook, J. S., Gordon, A. S., Brook, A., Brook, D. W. (1989). The consequences of marijuana use on intrapersonal and interpersonal functioning in Black and White adolescents. Genetic, Social, and General Psychology Monographs, 115, 349-369.
        Dean, A. L., Malik, M. M., Richards, W., & Stringer, S. A. (1986). Effects of parental maltreatment on children's conceptions of interpersonal relationships. Developmental Psychology, 22, 617-626.
        DuBois, D. L. & Hirsch, B. J. (1990). School and neighborhood friendship patterns of blacks and whites in early adolescence. Child Development, 61, 524-536.
        Giordano, P. C., Cernkovich, S. A., & Pugh, M. D. (1986). Friendship and delinquency. American Journal of Sociology, 91, 1170-1202.
        Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friend's values to academic motivation among urban adolescent students. Journal of Experimental Education, 62, 60-71.
        Kistner, J., Metzler, A., Gatlin, D., & Risi, S. (1993). Classroom racial proportions and children’s peer relations: Race and gender effects. Journal of Educational Psychology, 85, 446-452.
        Panella, D., & Henggeler, S. W. (1986). Peer interactions of conduct-disordered, anxious-withdrawn, and well-adjusted Black adolescents. Journal of Abnormal Child Psychology, 14, 1-11.

Children and Their School
Achievement Motivation
        Allen, B. A., & Boykin, A. W. (1992). African American children and the education process: Alleviating cultural discontinuity through prescriptive pedagogy. School Psychology Review, 21, 586-596.
        Birrell, J. R. (1995). "Learning how the game is played": An ethnically encapsulated beginning teacher’s struggle to prepare Black youth for a White world. Teaching and Teacher Education, 11, 137-147.
        Boykin, W. (1986). The triple quandry and the schooling of Afro-American children. In U. Neisser (Ed.), The school achievement of minority children (pp. 57-92). Hillsdale, NJ: Erlbaum.
        Busch, C. (1995). Mathematics in the city: The desire for meaning and the fear of freedom. In J. G. Nicholls & T. A. Thorkildsen (Eds.), Reasons for learning: Expanding the conversation on student-teacher collaboration (pp. 62-89). New York: Teachers College Press.
        Colsant, L. C. Jr. (1995). "Hey, man, why do we gotta take this...?" Learning to listen to students. In J. G. Nicholls & T. A. Thorkildsen (Eds.), Reasons for learning: Expanding the conversation on student-teacher collaboration (pp. 90-113). New York: Teachers College Press.
        Ellison, C. M., & Boykin, A. W. (1994). Comparing outcomes from differential cooperative and individualistic learning methods. Social Behavior and Personality, 22, 91-103.
        Epps, J. (1985). Killing them softly: Why Willie can't write. In C. K. Brooks (Ed.), Tapping potential: English and language arts for the black learner (pp. 154-159). Urbana: IL, Black Caucus of the National Council of Teachers of English.
        Ford, D. Y. (1994). Nurturing resilience in gifted Black youth. Special issue: Affective dimensions of being gifted. Roeper Review, 17, 80-85.
        Graham, S. (1988). Can attribution theory tell us something about motivation in Blacks? Educational Psychologist, 23, 3-21.
        Graham, S. (1989). Motivation in Afro-Americans. In G. L. Berry and J. K. Asaman (Eds.), Black students: Psychosocial issues and achievement (pp. 40-68). Newbury Park, CA: Corwin Press.
        Grubb, H. J., & Dozier, A. (1989). Too busy to learn: A "competing behaviors" explanation of cross-cultural differences in academic ascendancy based on the cultural distance hypothesis. Journal of Black Psychology, 16, 23-45.
        Jagers, R. (1992). Attitudes toward academic interdependence and learning outcomes in two learning contexts. Journal of Negro Education, 61, 531-538.
        Jordan, T. J. (1981). Self-concepts, motivation, and academic achievement of Black adolescents. Journal of Educational Psychology, 73, 509-517.
        Kohl, H. (1991). I won't learn from you: The role of assent in learning. Minneapolis, MN: Milkweed Editions.
        Nelson-LeGall, S. & Jones, E. (1990). Cognitive-motivational influences on the task-related help-seeking behavior of black children. Child Development, 61, 581-589.
        Perry, I. (1988). A black student's reflection on public and private schools. Harvard Educational Review, 58, 332-336.
        Peshkin, A. & White, C. J. (1990). Four Black American students: Coming of age in a multiethnic high school. Teachers College Record, 92, 21-38.
        Schultz, G. F. (1993). Socioeconomic advantage and achievement motivation: Important mediators of academic performance in minority children in urban schools. Urban Review, 25, 221-232.
        Simmons, R. G., Black, A., & Zhou, Y. (1991). African-American versus white children and the transition to junior high school. American Journal of Education, 99, 481-520.
        Slaughter, D., & Epps, E. G. (1987). The home environment and academic achievement of Black American children and youth: An overview. Journal of Negro Education, 56, 3-20.
        Trusty, J., & Dooley-Dicky, K. (1993). Alientation from school: An exploratory analysis of elementary and middle school students' perceptions. Journal of Research and Development in Education, 26, 232-242.

Discipline
        Clark, K. B. (1965). Getto schools: separate and unequal. In K. B. Clark, Dark getto: Dilemmas of social power (pp. 111-153). Middletown, CT: Wesleyan University Press.
        Johnson, L. (1995). The girls in the back of the class. New York: St. Martin’s Press
        Lamberth, J. (1979). The effects of punishment on academic achievement: A review of recent research. In I. A. Hyman & J. Wise (Eds.), Corporal punishment in American education (pp. 384-393). Temple, University Press.

Achievement
        Allen, B. A., & Boykin, A. W. (1991). The influence of contextual factors on Afro-American and Euro-American children's performance: Effects of movement opportunity and music. International Journal of Psychology, 26, 373-387.
        Asamen, J. K. (1989). Afro-American students and academic achievement. In G. L. Berry, & J. K. Asaman, (Eds.) Black students: Psychosocial issues and achievement (pp. 10-16). Newbury Park, CA: Corwin Press.
        Ford, D. Y. (1993). Black students' achievement orientation as a function of perceived family achievement orientation and demographic variables. Journal of Negro Education, 62, 47-66.
        Frisby, C. L. (1993). "Afrocentric" explanations for school failure: Symptoms of denial, frustration, and despair. School Psychology Review, 22, 568-577.
        Gonzalez, M. L. (1990, June). School + home=a program for educating homeless students. Phi Delta Kappan.
        Hale, J. E. (1993). Rejoinder to "myths of Black cultural learning styles in defense of Afrocentric scholarship. School Psychology Review, 22, 558-561.
        Hare, B. R. (1985). Reexamining the achievement central tendency: Sex differences within race and race differences within sex. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 139-155). Newbury Park, CA: Sage Publications.
        Heath, S. B. (1989). Oral and literate traditions among Black Americans living in poverty. American Psychologist, 44, 367-373.
        Holliday, B. G. (1985). Towards a model of teacher-child transactional processes affecting black children's academic achievement. In M.B. Spencer, G. K. Brookins, & W. R. Allen (Eds.), Beginnings: The social and affective development of black children (pp. 117-130). Hillsdale, NJ: Lawrence Erlbaum.
        Landson-Billings, G. (1990). Culturally relevant teaching: Effective instruction for black students. College Board Review, 155, 20-25.
        Neisser, U. (1986). The school achievement of minority children: New perspectives. Hillsdale, NJ:Lawrence Erlbaum. (particularly chapters by John Ogbu and Wade Boykin)
        Richardson, T. Q. (1993). Black cultural learning styles: Is it really a myth? School Psychology Review, 22, 562-567.
        Spencer, M. B. (1985). Racial variations in achievement prediction: The school as a conduit for macrostructural cultural tension. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 85-111). Newbury Park, CA: Sage Publications.
        Timberlake, C. H. (1982). Demographic factors and personal resources that Black female students identified as being supportive in attaining their high school diplomas. Adolescence, 17, 107-115.

Children and Society
        Comer, J. P. (1985). Empowering black children's educational environments. In H. P. McAdoo & J. L. McAdoo (Eds.), Black children: Social, educational, and parental environments (pp. 123-138). Newbury Park, CA: Sage Publications.
        Ryan, W. (1976). The art of savage discovery: How to blame the victim. In W. Ryan, Blaming the victim (pp. 3-62). New York: Random House.
Other Materials
Newspaper Articles & Book Reviews
        Ayres, B. (1989). We who believe in freedom cannot rest until it's done." Two dauntless women of the civil rights movement and the education of a people. Harvard Educational Review, 59, 520-528.
        Brown, C. (1984). Manchild in Harlem. New York Times Magazine, September 16.
        Cargo, M. (1992). Living color: Documentary chronicles shifting TV portrayals of blacks. Chicago Tribune, April 3.
        Castro, J. (1992). In the brutal world of LA's toughest gangs. (Interview with Leon Bing).Time, March 16.
        Dorn, Z. & Dorn, B. (1991). There are no children here (review). Day Care and Early Education, 19, 48.
        Hill, D. (19?). A theory of success and failure. Teacher Magazine, 40-45.
        Gregory, S. S. (1992). The hidden hurdle: Talent black students find that one of the most insidious obstacles to achievement comes from a surprising source: their own peers. Time, March 16, 44-46.
        Kohl, H. (1992). Rotton to the core. The Nation, April 6, 457-461.
        Kohn, A. (1991, December). You don't fix schools by wielding a club: More evaluations and tests are no answer. The Boston Sunday Globe, December 1, 1991.
        Robinson, L. S. (1989). What culture should mean, The Nation, Sept. 25, 319-321.

Materials for Children
        Long, R., & Perkins, F. D. (1991). Children's books by African American authors. Democracy and Education, Winter, 17-35.
        Perkins, U. E. (1989). Afrocentric self inventory and discovery workbook for African American youth (ages 12-15). Chicago, IL: Third World Press.
        Sullivan, C. (Ed.). (1991). Children of promise: African-American literature and art for young people. New York: Harry N. Abrams, Inc.
        Young, R. A., & Young, J. D. (1993). African-American folktales for young readers. Little Rock, AK: August House Publishers.

Maps
        Street Gangs (for law enforcemment use only) published by the City of Chicago in the name of Mayor Richard Daley, Superintendent of police, Leroy Martin, Chief of special functions, Sherwood S. Williams, and Commander of the Gang Crime Section, Robert, W. Dart.

Other Books Impacting Class Discussions
        Aboud, F. (1988). Children and prejudice. New York: Basil Blackwell.
        Berry, G. V., & Asamen, J. K. (Eds.). (1989). Black students: Psychosocial issues and academic achievement. Newbury Park, CA: Corwin Press.
        Blauner, B. (1989). Black lives, white lives: Three decades of race relations in America. Berkeley, University of California Press.
        Collins, M. & Tamarkin, C. (1982). Marva Collins' way. Los Angeles, CA: Jeremy P. Tarcher, Inc.
        Comer, J. P. (1980). School power: Implications of an intervention project. New York: The Free Press.
        Cone, J. H. (1969). Black theology and black power. New York: The Seabury Press.
        Dillard, J. L. (1972). Black English: Its history and usage in the United States. New York: Vintage Books.
        DuBois, W. E. B. (1990/1986). The souls of black folks. New York: Vintage Books.
        Fowler, J. W. (1981). Black theologies of liberation: A structural-developmental analysis. In B. Mahan & L. D. Richesin (Eds.), The challenge of liberation theology (pp. 69-90). New York: Orbis Books.
        Garbarino, J., Stott, F. M., & Faculty of the Erikson Institute (1989). What children can tell us. San Francisco: Jossey Bass.
        Kluger, R. (1975). Simple Justice. New York: Vintage Books.
        Kochman, T. (1981). Black and white styles in conflict. Chicago, IL: University of Chicago Press.
        Kunjufu, J. (1988). To be popular or smart: The black peer group. Chicago, IL: African American Images.
        Morrison, T. (1987). Beloved. New York: Plume.
        Powell, M. & Solity, J. (1990). Teachers in control: Cracking the code. New York: Routledge.
        Schoem, D. (1991). Inside separate worlds: Life stories of young Blacks, Jews, and Latinos. Ann Arbor, MI: University of Michigan Press.
        Simonson, R., & Walker, S. (1988). The graywolf annual five: Multicultural literacy, opening the American mind. Saint Paul, MN: Graywolf Press.
        Slaughter, D. (Ed.) (1986). Black children and poverty: A developmental perspective. San Francisco: Jossey-Bass.
        Sleeter, C. E. (1991). Empowerment through multicultural education. Albany, NY: State University of New York Press.
        Solomon, R. P. (1992). Black resistance in high school: Forging a separatist culture. New York: SUNY Press.
        Steele, S. (1990). The content of our character. New York: St. Martin's Press.
        Wiley, R. (1992). Why black people tend to shout. New York: Penguin Books.
        Woodson, C. G. (1933/1990). The mis-education of the Negro. Trenton, NJ: African World Press.

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