This article covers three primary topics within the broad heading of ethnically focused supplemental education. The first is a general overviewof the topic of supplemental ethnic schools. The second is a specific case history of one such program, the Mount Zion Ethnic School. The third is a discussion, informed by that case history, of howandwhy such programsmay be beneficial elements of a holistic system of education that combines formal schooling with informal and nonformal educational efforts, especially those grounded in and generated by diverse and marginalized communities. The value of such programs is only partially reflected in measurable academic products of their programs, as it also includes the symbolic power of fostering a sense of agency, empowerment, and possibility within a community and in how that community is viewed by others.
Anderson, J. D. (1988). The education of Blacks in the South, 1860-1935.Chapel Hill: University of North Carolina Press.
2.
Bailyn, B. (1960). Education in the forming of American society. New York: Norton.
3.
Banks, J. A. (1996). The historical reconstruction of knowledge about race: Implications for transformative teaching. In J. A. Banks (Ed.), Multicultural education, transformative knowledge, and action(pp. 64-87). New York: Teachers College Press.
4.
Bender, T. (1978). Community and social change in America. London: Johns Hopkins University Press.
5.
Bolman, L. G., & Deal, T. E. (1997). Reframing organizations: Artistry, choice, and leadership (2nd ed.). San Francisco: Jossey-Bass.
6.
Clark, C. (2003). Diversity issues in higher education: A case study of multicultural organizational development through the lens of religion, spirituality, faith, and secular inclusion. Multicultural Education, 10, 48-54.
7.
Cobb, J. B., Jr. (2002). Postmodernism and public policy: Reframing religion, culture, education, sexuality, class, race, politics, and the economy. Albany: State University of New York Press.
8.
Code, L. (1991). What can she know: Feminist theory and the construction of knowledge. Ithaca, NY: Cornell University Press.
9.
Colby, A., & Damon, W. (1992). Some do care: Contemporary lives of moral commitment. New York: Free Press.
10.
Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment(2nd ed.). London: Routledge.
11.
Cooper, B. S., Marcus, S., & Weinberg, L. D. (1999). Urban private and religious schools: Studies in values, diversity, and commitment. Education and Urban Society, 31, 159-176.
12.
Cortés, C. E. (2000). The children are watching: Howthe media teach about diversity. New York: Teachers College Press.
13.
Cose, E. (2002). The envy of the world: On being a Black man in America. New York: Washington Square.
14.
Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.
15.
Fashola, O., & Cooper, R. (1999). Developing the academic talents of African American students during the non-school hours: Four exemplary programs. Journal of Negro Education, 68, 130-137.
16.
Freire, P. (1996). Education, liberation, and the church. In J. Astley, L. J. Francis, & C. Crowder (Eds.), Theological perspectives on Christian formation(pp. 169-197). Grand Rapids, MI: W. B. Eerdmans.
17.
Galenson, D. W. (1998). Ethnic differences in neighborhood effects on the school attendance of boys in early Chicago. History of Education Quarterly, 38, 17-35.
18.
Galush, W. J. (2000). What should Janek learn? Staffing and curriculum in Polish-American parochial schools, 1970-1940. History of Education Quarterly, 40, 395-417.
19.
Harding, V. (1991). Hope and history: Why we must share the story of the movement. Maryknoll, NY: Orbis.
20.
Howard, G. R. (1999). We can't teach what we don't know: White teachers, multiracial schools. New York: Teachers College Press.
21.
Jeffs, T. (2001). First lessons: Historical perspectives on informal education. In L. D. Richardson& M. Wolfe (Eds.), Principles and practice of informal education: Learning through life (pp. 34-49). London: Routledge/Falmer.
22.
Kawakami, A. J. (1999). Sense of place, community, and identity. Education and Urban Society, 32, 18-40.
23.
Kifano, S. (1996). Afrocentric education in supplementary schools: Paradigm and practice at the Mary McLeod Bethune Institute. Journal of Negro Education, 65, 209-218.
24.
LaBelle, T. J., & White, P. S. (1982). Occasional Paper Series No. 3: Nonformal education for children and youth: Bridging educational modes, Laboratory in school and community education. Los Angeles: University of California, Graduate School of Education.
25.
Mahoney, J. (2001). What is informal education? In L. D. Richardson& M. Wolfe (Eds.), Principles and practice of informal education: Learning through life(pp. 17-33). London: Routledge/Falmer.
26.
Min, P. G. (1999). A comparison of post-1965 and turn-of-the-century immigrants in intergenerational mobility and cultural transmission. Journal of American Ethnic History, 18, 65-94.
27.
Popenoe, D. (1994). The family condition of America: Cultural change and public policy. In H. J. Aaron, T. E. Mann, & T. Taylor (Eds.), Values and public policy(pp. 81-112). Washington, DC: Brookings Institution.
28.
Powell, A. G., Farrar, E., & Cohen, D. K. (1985). The shopping mall high school: Winners and losers in the educational marketplace. Boston: Houghton Mifflin.
29.
Purpel, D. E. (2001). Moral outrage in education. New York: Peter Lang.
30.
Sexton, R. L. (2000). Cajun-French language maintenance and shift: Asouthwest Louisiana case study to 1970. Journal of American Ethnic History, 19, 24-48.
31.
SiddleWalker, V. (1996). Their highest potential: An African American school community in the segregated South. Chapel Hill: University of North Carolina Press.
32.
SiddleWalker, V. (2001). African American teaching in the South: 1940-1960. American Educational Research Journal, 38, 751-779.
33.
Smith, M. K. (2001). Place, space and informal education. In L. D. Richardson & M. Wolfe (Eds.), Principles and practice of informal education: Learning through life(pp. 138-147). London: Routledge/Falmer.
34.
Sone, M. I. (1953). Nisei daughter. Seattle: University of Washington Press.
35.
Taylor, Q. (1994). The forging of a Black community. Seattle: University of Washington Press.
36.
Vinyard, J. N. (1998). For faith and fortune: The education of Catholic immigrants in Detroit, 1805-1925. Chicago: University of Illinois Press.
37.
Wayson, W. W. (1999). Charter schools: Franchise for creativity or license for fractionation?Education and Urban Society, 31, 446-464.
38.
Wunder, J. R. (1994). What's old about the newwestern history: Race and gender: Part 1. Pacific Northwest Quarterly, 85, 50-58.
39.
Young-Bruehl, E. (1996). The anatomy of prejudices. Cambridge, MA: Harvard University Press.
