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Descriptors:
Academic Achievement; Achievement Gap; Oral History; Males; Informal Education; Nonformal Education; Church Role; Churches; Clubs; Family Influence; Blacks; Adults; African Americans; African Culture; Community Programs

Abstract:
This study examines how and why peoples of African descent access and utilize community-based pedagogical spaces that exist outside schools. Employing a theoretical framework that fuses historical methodology and border-crossing theory, the researchers review existing scholarship and primary documents to present an historical examination of how peoples of African descent have fought for and redefined education in nonschool educative venues. These findings inform the authors' analysis of results from an oral history project they conducted into how Black Bermudian men utilized learning spaces outside schools, such as the family, Black church, and athletics clubs, to augment their personal and scholastic development. Based on their historical and empirical research findings, the authors argue that educational actors (including teachers, administrators, policy makers, and researchers) focused on school-based issues like the academic achievement gap would do well to recognize the impact learning spaces outside of schools may have on student scholastic success, particularly for minority men. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Multicultural Education; Social Systems; Educational Practices; Critical Theory; Race; Racial Attitudes; Racial Relations; Racial Bias; Change Strategies; Organizational Objectives; Activism; Beliefs; Misconceptions; Blacks; Whites; Political Attitudes; Political Influences; Social Theories

Abstract:
"Race Traitor", a movement founded by Noel Ignatiev and John Garvey, has been given a boost in recent months in three different arenas: the Occupy movement; an antiracist advertising campaign; and in an academic journal. With respect to the last, which is the main focus of this paper, Critical Race Theorists John Preston and Charlotte Chadderton, in "Race, Ethnicity and Education," argue that the "Race Traitor" movement is "a political form with resonance for contemporary Marxists" and Anarchists. Their intention, they state, is to try to counter the arguments of what they refer to "a left Marxist critique" that considers "Race Traitor" misguided and politically untenable. In this paper, I suggest that while "Race Traitor" has strengths in its depiction of the horrors of racism in the US in the 1990s and before, and in a few practical suggestions for combating racism at an individual level, as a campaigning movement, it is misguided and politically untenable. I identify three major problems with "Race Traitor": its vulnerability to being misunderstood; its almost exclusive focus on the "black/white" binary; and its tactics and the lack of clarity in its vision of a just society. I argue that twenty-first century "multicultural" socialism provides a more viable and credible alternative to neoliberal capitalism than does "Race Traitor". In so doing, I consider some implications for educational practice of "Race Traitor" and twenty-first century socialism respectively. I conclude with a Postscript, updating the politics of Noel Ignatiev. (Contains 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Case Studies; Refugees; High School Students; Males; Blacks; Urban Schools; Public Schools; Student Adjustment; Coping; Racial Discrimination; Stereotypes; Economically Disadvantaged; Access to Education

Abstract:
This critical case study of one, Somali Bantu male high school student illuminates the struggle for recently arrived refugees at the high school level. Few educational research studies describe how recently arrived refugee students and their families make their transition to US schools (Ngo et al. in "Hmong Stud J" 8:1-35, 2007; Hones and Cha in "Educating new Americans: immigrant lives and learning." Erlbaum, Mahwah, 1999; Igoa in "The inner world of the immigrant child." Erlbaum, Mahwah, 1995). Studies that examine how race, county of origin, and low socio-economic status affect refugee students also are few in number. Specifically Kamya ("Soc Work" 42:154-165, 1997) argues that there is a compelling need for research that investigates how racism and stereotypes of Black Americans affect the experiences of African black immigrants and refugees. Rong and Brown ("Educ Urban Soc" 2:247-273, 2002) add that black newcomers students often face a triple disadvantage of being black, having limited access to educational opportunity, and being poor. These challenges are particularly relevant for high school students as they have a limited amount of time to acquire proficiency in English and content area knowledge before transitioning to post-secondary education or the work force. In order to better understand how some of these processes work for a recently arrived refugee student in an urban school district, this paper examines the educational adaptation and coping strategies of one Somali Bantu male high school student and his family to the US public school system during the 2007-2008 school year through the lens of intersectionality. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Delphi Technique; Health Services; Mental Retardation; Ethnic Groups; Mental Health Programs; Cultural Awareness; Mental Health; Likert Scales; Patients; Foreign Countries; Blacks; Adults; Whites; Mental Health Workers; Questionnaires; Drug Therapy; Racial Differences

Abstract:
Background: Patient experience of those accessing mental health services has been found to be different between ethnic groups. Although the needs of people with intellectual disabilities (ID) from different ethnic communities are being increasingly recognised, little has been published about their experiences of mental health services. The aim of this study was to establish whether there are any differences in the experiences of people with ID and mental health problems from two ethnic communities in South London. Method: A two-round Delphi process was utilised. White British and Black or Black British service users from a specialist community-based mental health service for adults with ID completed a specially compiled questionnaire. Statements on participants' experiences, including satisfaction with care, staff members' attitudes, cultural awareness and level of support, were rated using a Likert scale. Results: Twenty-four out of 32 participants (75%) completed both rounds of the Delphi consultation. Consensus ([greater than or equal]80% agreement with the group median) was reached for 20 items in the White group and five items in the Black group. All responses that reached consensus were positive about the services that were being received. The Black group were less positive about a range of their experiences, including the use of medication. Conclusions: People with ID from two ethnic groups were able to successfully complete a Delphi consultation regarding their experiences of mental health services. Broad consensus on positive experiences of services was reached in the White group but not for the Black participants. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Academic Aspiration; Immigrants; Literacy; Kindergarten; Depression (Psychology); Child Rearing; Regression (Statistics); Hispanic Americans; Comparative Analysis; Mothers; Blacks; Tests; School Readiness; Poverty; Child Neglect; Pregnancy; Crime; Stress Variables; Mother Attitudes; Child Behavior; Educational Attainment; Parent Background; Socioeconomic Status; Intervention; English (Second Language); Second Language Learning; Parenting Styles; Child Care Centers; Educational Quality; Scores

Abstract:
This report compares the circumstances and characteristics of Black immigrant mothers in Palm Beach County, Florida, to those of Latina immigrant and Black native-born mothers, focusing on those living in distressed areas. The study also compares the early developmental outcomes of their children. When controlling for parental and child characteristics, the authors find that children of Black immigrants in kindergarten have significantly higher odds of being ready for school, as measured by behavior observations and literacy tests, than children of Latina immigrants or Black natives living in the focal areas. In addition, the authors find that Black children of immigrants who resided in distressed areas of Palm Beach County had kindergarten readiness assessment scores comparable to those of the average child living in the county as a whole. This finding suggests that many Black immigrant families with young children are able to overcome some of the negative environmental factors associated with living in distressed areas, such as higher rates of poverty, teen pregnancy, crime, and child abuse and neglect. Despite high levels of parenting stress and depression, Black immigrant mothers also report high levels of good behavior among their children. Their analyses indicate that some of the advantages experienced by the children of Black immigrants are due to their parents' relatively better educational and socioeconomic status. These advantages are bolstered by enrollment in center-based care and by parental support of childhood literacy (as measured by educational expectations and the number of books in the home). With respect to policy implications, this research supports the well-documented association between the use of center-based care and child outcomes, and suggests the need to explore ways to enroll greater numbers of both Black and Latina immigrants' children in high-quality center-based care and preschool. The finding that parents' encouragement of children's literacy influences differential outcomes between Latina and Black immigrants' children also suggests a need to better understand early parenting practices with respect to preparing children for school, as well as a need to increase the availability and quality of interventions designed to bolster such practices, particularly among mothers with lower educational backgrounds or literacy skills, and for whom English is a second language. Greater attention to these and related issues would not only help build on the positive development of the children of Black immigrants, but might also help to better support the development of children of other low-income and immigrant groups. Appended are: (1) Linear Regression Analysis of Maternal Report of Behavior; (2) Linear Regression Analysis of Maternal Report of Pre-Academic Skills; (3) Logistic Regression Analysis of ECHOS Test Scores (Consistently Demonstrating); and (4) Logistic Regression Analysis of FAIR Test Scores. (Contains 11 tables and 25 footnotes.) [This paper was written with assistance from Carolyn Winje.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Pregnancy; Academic Aspiration; Immigrants; School Readiness; Reading Readiness; Predictor Variables; Blacks; Outcomes of Education; Mothers; Health Behavior; Nutrition; Marriage; Parent Background; Educational Attainment; Employment; English (Second Language); Language Proficiency; Parent Aspiration; Child Care Centers; Latin Americans

Abstract:
Policy and academic interest in young children has grown substantially in recent years, prompted in part by advancements in the scientific understanding of early childhood and mounting evidence of the importance of early experiences for later development. Of particular concern is the finding that achievement disparities among different racial, ethnic, and socioeconomic groups emerge before children begin school and often persist long term. Over the past decade, there has been a marked increase in the number of studies focused on the antecedents of early school success that aim to inform policy and practice, and ultimately improve outcomes for children. There has also been an increased focus on children in immigrant families--a sizable and growing share of the US child population--within this body of literature. However, most studies of school readiness among children of immigrants have focused on Hispanic (and, to a lesser extent, Asian) families, leaving a significant gap in knowledge about the early childhood experiences of children in other immigrant groups. Despite the fact that 12 percent of all Black children living in the United States are first- or second-generation immigrants (from Africa, the Caribbean, Latin America, and other regions), there has been comparatively little research on their health and development, particularly in early childhood. The goal of this report is to help address this gap by providing information about the patterns and predictors of school readiness skills among US-born children in Black immigrant families. Drawing on a unique data set that follows a nationally representative cohort of children from birth to school entry, the authors describe the early childhood experiences and outcomes of children in Black immigrant families relative to their peers in other immigrant and native groups (defined by race/ethnicity and parents' region of origin). The data presented here indicate several areas of strength for Black immigrant families that are likely to support positive outcomes for their children, including high rates of marriage, parental education and employment and English proficiency. Good health practices on the part of Black immigrant mothers--such as very low rates of alcohol, tobacco, and drug use during pregnancy and very high rates of breastfeeding--may explain the generally positive health outcomes the authors observe among their children. The children of Black immigrant parents face less risk of low birth weight than children of Black US-born parents and fewer birth complications than children of Hispanic immigrants. During early childhood, Black immigrant parents also consistently report their children as being in good health, and are more likely to do so than Hispanic immigrant parents. In addition to investing in health, Black immigrant parents also report strong support of education for young children. They express higher educational expectations for their children than most groups of US-born parents and Hispanic immigrant parents, and are very likely to enroll them in center-based care during their preschool years. Center care use is particularly high among Caribbean immigrant families, who identify preparation for kindergarten as a key reason for selecting this type of child care. Methodological Details are appended. (Contains 11 tables and 50 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; African American Children; Foreign Countries; Child Health; Child Development; Cognitive Development; Blacks; Racial Differences; Disadvantaged; Comparative Analysis; Tables (Data)

Abstract:
Racial disparities in child development in the United States are significant, with a particularly pronounced disadvantage among Black children. This report focuses on the development of children of Black immigrants, comparing against the outcomes for their peers in native-born and other immigrant families. The report also compares children in the United States to those in the United Kingdom, where there is a large Black immigrant population but a notably different policy context of reception. Additional tables and figures are appended. (Contains 6 tables, 5 figures, and 56 footnotes.) [Additional funding for this paper was provided by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Educational Change; Race; Conflict Resolution; Peace; Ethnography; Mail Surveys; Electronic Mail; Critical Theory; Discourse Analysis; Discourse Communities; Community Attitudes; Blacks; Foreign Countries; Resistance to Change; Intergroup Relations; Participant Observation; Ethics; Social Attitudes

Abstract:
In an ethnographically designed study, guided by a critical community psychology framework, Black staff members at a historically White Afrikaans university campus conducted email conversations relating to issues of race, social justice and reconciliation. The conversations were initiated by the author (Black) who mainly used prompts found in the local institutional context to elicit responses from colleagues. A critical discourse approach to thematic analysis of the email conversations was followed. The main findings are: Compared to the potential number of respondents (32 Black staff members or 18% of all faculty staff), very few colleagues (9 or 28% of Black staff members) responded via email to the invitations but, when met in person, all expressed strong views on the topics or prompts used in the initialising emails. The critical discourse approach revealed clear psychopolitical awareness and strong discourses of fear, powerlessness and bitterness, as well as a discourse of non-engagement. These discourses appeared in all three domains of analysis: local, institutional and societal. Theoretical explication is sought mainly in resistance theory for the discourse of non-engagement and the scarcity of responses located in the local domain. Transformative resistance is suggested so that alternative discourses are inculcated, at least, in faculties of education at some historically White Afrikaans university campuses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Materials; African Languages; Written Language; Foreign Countries; Personal Narratives; Multilingualism; Language Role; Authors; Blacks; Disadvantaged; Self Concept; Classroom Techniques; Teacher Attitudes; Case Studies

Abstract:
Personal narratives can be powerful venues for understanding human experiences. In this paper, we tell the story of Lutanyani, a Black South African multilingual teacher and author of supplemental reading materials in a marginalized South African language. Through various word images, we convey the role of language, in particular written language, in Lutanyani's life. For Lutanyani, writing serves as "a healing process" in two ways: (1) as a linguistically empowering venue that affirms and shifts his linguistic identity from outsider to insider, and (2) as a backward- and forward-looking means to reconcile his past and reconstruct a message of hope for intermediate-grade students throughout South Africa. This study has implications for classroom practices in the USA as well as development work in international settings. (Contains 2 notes and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Promotion; Evidence; Adolescents; Social Isolation; Foreign Countries; Beliefs; Blacks; Adults; Interviews; Family (Sociological Unit); Adolescent Attitudes; Parent Attitudes; Intervention; Values; Cultural Awareness

Abstract:
Many studies focusing on beliefs about health and health promotion have paid little attention to the life experiences of Black and other visible minority ethnic families in western societies. This paper is a report of a study exploring Black families' beliefs about health and the implications of such beliefs for health promotion. Ten Black families of African Caribbean descent, comprising 23 adolescents and 18 adults from the north of England, participated in the study through in-depth interviews conducted in their homes. Families' perceptions of health revealed several areas linked to their life experiences, including social exclusion, and their values and belief systems. There was evidence that the health belief patterns of Black adolescents may be different from those of their parents. While the parents were more likely to describe health in a broad, sophisticated way, including psychological and societal factors, the adolescents emphasized the behavioral aspects of health such as exercise and having a healthy diet, and appeared to be more concerned about individuals' responsibility to maintain their health. The findings suggest that health promotion practitioners in designing appropriate health promotion interventions for Black families should take into account their lived experiences, values, beliefs and the intergenerational differences in designing appropriate health promotion interventions. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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