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ERIC Number: ED498760
Record Type: Non-Journal
Publication Date: 2007
Pages: 465
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-978-0-8204-9522-4
ISSN: N/A
Still Not Equal: Expanding Educational Opportunity in Society
Brown, M. Christopher, II, Ed.
Peter Lang New York
"Still Not Equal: Expanding Educational Opportunity in Society" addresses the successes and failures of "Brown v. Board of Education" and the Civil Rights Act of 1964, as well as the continuing challenge of expanding educational opportunity in the United States and across the Black diaspora. The educational, political, and social influence resulting from "Brown," the Civil Rights Act, and their progeny have shaped the dynamics of the collective educational and social experiences of people of color. Notwithstanding, the obstacles, barriers, and enablers of educational, occupational, and economic status outcomes impact the formation and interpretation of public policy, specifically, and public perception, generally, about racialized notions of schooling and learning. The pursuit of educational access, attendance, and attainment is intertwined with the implications of academic research and public policy to improve local practices in school settings. Inasmuch as a diverse research agenda, priorities, and activities become situated to critically address status and attainment outcomes in education from preschool through adulthood for African Americans in the United States and abroad, the resulting complexities in education and other settings will continue to behave in ways that cross racial lines. After a Foreword (Michael L. Lomax), and an introduction (M. Christopher Brown, II, Tazewell V. Hurst III, and RoSusan D. Bartee), this book is divided into the following chapters: (1) African American College Enrollment and Completion: A Decade of Progress (M. Christopher Brown II/Tazewell V. Hurst III/RoSusan D. Bartee/Trimika M. Yates); (2) Accommodation or Immediacy? The Role of African Americans in the Quest for Education and Equality in the Evolution of American Education (David Boers); (3) Closing the Racial/Ethnic Gaps (Lisa Marie Martinez/Don Anthony Woods); (4) Navigating the River: Environmental Scanning to Enable Diversity Programs and Initiatives to Withstand Internal and External Challenges (M. Cookie Newsom/Archie Ervin); (5) Historical and Contemporary Dilemmas Facing Urban Black Male Students Today: Focusing on the Past to Correct Present and Future Deficits (Theodore Louis Thompson III); (6) Racial Profiling: A Never-Ending Problem for America's Minorities (Sharon J. Chambers); (7) Equalizing Educational Opportunities for African American Students: The Evaluation and Evolution of Teacher Education (Renee White-Clark/Grace Lappin/Odesa Weatherford-Jacobs); (8) The "Brown" Decision and Its Impact on African Americans: Examining Teacher Education, the Sociology of Education, and Agricultural Education (Patricia J. Larke/Alvin Larke Jr./Evangeline M. Castle); (9) The LEAP for Accountability? Ideology and Practice of Testing in a Louisiana Urban Elementary School (Jim Horn); (10) The Use of Jigsawing in Second Language Acquisition among Third-and Fourth-Grade Hispanic Migrant Students in Kansas (Rudolph Bustos); (11) Achieving Success: Voices of Successful African American Mathematics Students (Angiline Powell/Robert Q. Berry III); (12) Reasons African American Men Persist to Degree Completion in Institutions of Higher Education (John P. Hamilton); (13) Moving beyond National Standards and Assessment (Boyce C. Williams); (14) Blacks Still Not Equal Event after the Civil Rights Act of 1964 (Otis D. Alexander); (15) Curriculum Violence: The New Civil Rights Issue- How Efforts at Standardization Impact the Academic Achievement of African Americans (Otis D. Alexander); (16) The Use of Corporal Punishment on Minorities in the Public Schools (Cynthia Northington); (17) Historically Black Colleges and Universities-- An Opportunity for Leadership in the Twenty-First Century (Louis A. Castenell Jr.); (18) Vyuo vya Weusi (Black Colleges) -- Their Future, Use, and Survival in a White Country (Baruti I. Katembo); (19) Community Uplift Theory for Positive Change of African Americans in Urban Schools (Floyd D. Beachum/Festus Obiakor/CarlosR. McCray); (20) Mentoring across Social Class Boundaries: Empirical Lessons (Fred Muskal); (21) Discourse(s) of Local Literacy Practices in Adolescent Jail Classrooms: Cultural Mediation through Critical Race Theory (Brett Elizabeth Blake); (22) An Industry's Delight: The Messages, Implications, and Uses of Positive Rap and Hip-Hop Media (Lisa D. Horton/Rodney Washington); (23) Still Unequal: A Critical Exploration of Early Literacy Instruction with Primary Teachers and Implications for Policy (Deneese L. Jones/Sherry Powers/ Antony Norman/William Bintz/Angela Cox/Margaret Davis/Yvonne Greenwalt/Patricia Higgins/Faye Newson); (24) A Thing Most Brutish: The Calibanization of the African American Male (James Richardson); (25) African American College Students' Attitudes toward Mental Health Treatment (Mavis Mitchell/Malcolm Cort/George Young/Lorna Roberts); (26) Education Enhances Equality and Fairness: Where Do People of Color Fit in Global Educational Systems? (James Mbuva); (27) Obstacles to Equal Opportunity for African Refugees in the United States (Elavie Ndura/Omiunota Nelly Ukpokodu); (28) Counseling for Global Citizenship Education as Innovation in South Nations (Richard Irikefe Okorodudu); (29) Provision of Sports Facilities and Coaching for University Undergraduates in Southern Africa: A Comparative Study of Students with and without Disabilities (I. U. Onyewadume/H. S. Dhaliwal); and (30) Physical Education for the Children of Africa, Problems and Way Forward (I. U. Onyewadume: Equality or Inequality).
Peter Lang New York 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlangusa.com
Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A