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| ERIC #: | ED493291 |
| Title: | Culture or Disorder? African American Children Identified as Having Behavioral/Emotional Disorders in Special Education. Data Trends #101 |
| Authors: | N/A |
| Descriptors: | African American Children; African American Students; African American Culture; Emotional Disturbances; Behavior Disorders; Coping; Special Education; Teacher Attitudes; Academic Achievement; Ethnography; Culturally Relevant Education; Cognitive Style; Teacher Effectiveness; Instructional Effectiveness; Cultural Differences |
| Source: | Research and Training Center on Family Support and Children's Mental Health |
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| Publisher: | Research and Training Center on Family Support and Children's Mental Health. 1600 SW Fourth Ave., Suite 900, Portland, OR 97201. Tel: 503-725-4175; Fax: 503-725-4180; e-mail: rtcpubs@pdx.edu; Web site: http://www.rtc.pdx.edu. |
| Publication Date: | 2004-06-00 |
| Pages: | 2 |
| Pub Types: | Reports - Evaluative |
| Abstract: | "Data Trends" reports present summaries of research on mental health services for children and adolescents and their families. The article summarized in this "Data Trends" describes the results of an ethnographic study of expressions of African American culture and coping styles among students identified as having behavioral/emotional disorders (BED). The study was designed to examine coping styles enacted in special education classes that demonstrate African American cultural norms, to describe teacher perception of those behaviors, and to discuss the possible impact on academic success. Although the present study was limited in sample size and scope, the findings offer insight that may aid educators in meeting the academic needs of African American youth by using instructional interventions contextualized within an appropriate cultural framework. This supports previous research on teacher-effectiveness that has shown that African American students benefit academically from culturally responsive pedagogy (Neal, Mccray, Webb-Johnson, & Bridgest, 2003). The author recommends that educators, and those who design, implement, and evaluate instruction for African American children, develop practices that are three-pronged, emphasizing high academic, behavioral and cultural responsiveness standards. [This "Data Trends" presents a summary of: Webb-Johnson, G. (2002). Are schools ready for Joshua? Dimensions of African-American culture among students identified as having behavioral/emotional disorders. "International Journal of Qualitative Studies in Education," 15, 6, 653-671.] |
| Abstractor: | ERIC |
| Reference Count: | 1 |
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| Note: | N/A |
| Identifiers: | N/A |
| Record Type: | Non-Journal |
| Level: | N/A |
| Institutions: | Portland State Univ., OR. Research and Training Center on Family Support and Children's Mental Health.; University of South Florida, Tampa. Research and Training Center for Children's Mental Health. |
| Sponsors: | Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. |
| ISBN: | N/A |
| ISSN: | N/A |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | Elementary Education; Elementary Secondary Education; Secondary Education |
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