Surmounting all odds : education, opportunity, and society in the new millennium
著者
書誌事項
Surmounting all odds : education, opportunity, and society in the new millennium
（Research on African American education / series editors Carol Camp Yeakey and Ronald D. Henderson, 1）
Information Age Pub., c2003
- vol.1 :pbk
- vol.2 :pbk
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注記
Includes bibliographical references
内容説明・目次
内容説明
Our new series will provide an annual volume that examines some of the critical issues impacting upon the education and schooling of African American youth, from pre- through post-secondary education. Our challenge will be, not only, the scholarly production of knowledge, but the transmission of that knowledge to wider audiences. In so doing, we intend to question traditional assumptions and to analyze some of the intended and unintended consequences of those assumptions. This series will not rely upon a single paradigm or discipline to render new understandings. A multi-disciplinary approach will be utilized. Thus, research written in the tradition of law, political science, history, sociology, education, economics, public health, and psychology, among others, will be a regular feature of this series. To be sure, internal factors, that is, what goes on inside the institutional frame called schools are of signal importance to the education of African Americans. However, so too are external factors, contributing variables that originate outside of the institutional frame, that serve to impede or advance African American schooling. In this series, we will stress the centrality of race and schooling and to comprehend from both analytic and policy perspectives, the situations that increase and decrease the life chances and opportunities for African American youth.
目次
Dedication to W.E.B. DuBois. The Editors, Preface. The Editors. Introduction. The Editors. Prologue: Truth in Education. Mkhululi David Graham DuBois, University of Massachusetts at Amherst, W.E.B. DuBois Foundation. Part I: Teaching, Learning and School Achievement. The Imputation of Black Inferiority: Does It Contribute to the Achievement Gap? Barbara A. Sizemore, De Paul University. Historical and Developmental Perspectives on Black Academic Achievement: Debunking the ""Acting White"" Myth and Posing New Directions for Research. Margaret Beale Spencer, University of Pennsylvania, William E. Cross, The Graduate Center, City University of New York, Vinay Harpalani, University of Pennsylvania, and Tyhesha N. Goss, University of Pennsylvania. Curriculum, Culture and Power: Reshaping the Education and Schooling of African Americans. William H. Watkins, University of Illinois at Chicago. African Americans and the Science of Race in Education. Beth A. Durodoye, University of North Texas. The Changing Faces of Education for African Americans After Brown: Equity, Excellence, Choice, Vouchers and Privatization. Frank Brown, University of North Carolina at Chapel Hill. One Size Does Not Fit All. Diane S. Pollard, University of Wisconsin at Milwaukee and Olga Welch, University of Tennessee. Mining the Fields of Teacher Education: Preparing Teachers to Teach, Patricia A. Edwards, Michigan State University, Gwendolyn T. McMillon, Oakland University, and Clifford T. Bennett, Cleveland State University. School A or School B?: The Nexus Between Race and School Choice. RoSusan D. Bartee, M. Christopher Brown II, and William T. Trent, University of Illinois at Urbana-Champaign. African American Male Dropouts: A policy Perspective. Richard R. Verdugo and Ronald D. Henderson, National Education Association. Disproportionality of African Americans in Special Education. LaVonne I. Neal, Southwestern University, Audrey Davis McCray, and Gwendolyn Webb-Johnson, University of Texas at Austin. The More Things Change...: Trends in Identification with Academics Among Minority Students from 1972-1992. Jason W. Osborne, University of Oklahoma. Mentoring Adolescents At Risk or At Promise. Kassie M. Freeman, Tammie M. Causey, Dillard University, Technology and Globalization: For Whom? Nicole Norfies, George Washington University. A New Model for Governance in Big City School Districts. Richard C. Hunter, University of Illinois at Urbana. Conceptualizing Cultural Relevance: Toward an Alternative Theoretical Model of School Leadership. Judith Alston, Bowling Green State University and Derrick Alridge, University of Georgia. The Import of Cultural Awareness and Cultural Context. Henry T. Frierson, University of North Carolina at Chapel Hill. Part II: Social and Political Context. Re-segregating America's Public Schools: Case Studies of Power, Politics and Race. Judith Brooks Buck, University of Virginia. I'm Gonna Be Somebody: Dashed Hopes and Withered Dreams, Christopher Dunbar, Jr. and Reitumetse Obakeng Mabokela, Michigan State University. America's Disposable Children: African American Youth in the Juvenile Justice System. Carol Camp Yeakey, University of Virginia, Racial Segregation as Social Policy: Beyond the ""Smoke and Mirrors"" of Equalizing. Tracey A. Reed, Ohio University. School Sports: Have We Dropped the Ball?. Jomills Braddock, University of Miami. Language Race and Schooling: A Conceptual and Historical Legacy of Educational Language Policies and Politics Affecting the Ethnolinguistic Minority Child of African Descent. Rodney K. Hopson, University of Namibia. Reawakening the ""Gods"": Keeping African American Boys in School Through the Development of Spirituality and Community Responsibility in the 21st Century. Nicole M. Stephens, Mark Gooden, and H. Rich Milner, Ohio State University. Understanding African American Children in Socially and Economically Distressed Environments: The Educational Challenge. Walter C. Farrell, Jr., University of North Carolina at Chapel Hill, and James H. Johnson, Jr., University of North Carolina at Chapel Hill. Lives on the Margins: The Culture of Alienation Among Minority Children. Fayneese Miller, Brown University, Violence as a Public Health Issue: An Explanatory Model. Alvin L. Killough, North Carolina Central University and Christopher L. Edwards, Duke University Medical Center. Battling Before Birth: Institutionalized Barriers to the Health and Well-Being of African American Children. Jeanita W. Richardson, Hofstra University. When and Where We Enter: Understanding the Needs and Perspectives of African American Students Enrolled Multicultural Education. Heather M. Pleasants, Indiana University. Part III: Post Secondary Schooling and Education. Navigating the Shape of the River: Helping African Americans Succeed in Black and White Colleges and Universities. Joy L. Gaston, Ohio State University. Affirmative Action Attitudes of African American Community College Students: The Impact of Educational Aspirations and Racial Affect. Eboni M. Zamani, Eastern Michigan University. Percentage Programs: Redefining Access in American Higher Education. Eugene L. Anderson, American Council on Education. Setting the Agenda: Postsecondary Education in the New Millennium, William B. Harvey, American Council on Education. Two Steps Forward, Three Steps Back: Access, Experiences and Achievement for African American College Students, 1980-2000. Walter R. Allen, UCLA and Gniesha Dinwiddie, UCLA. The Aftermath of Adams: Implications for Race and Opportunity in American Higher Education in the New Millennium. Paul E. Green, University of California at Riverside. Epilogue, The Editors.
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