Communally-Bonded Schools and the New Localism: Implications for African American Schooling and a Democratic Future

Ainsworth J.W. (2002). Why does it take a village? The mediation of neighborhood effects on educational achievement. Social Forces, 81(1), 117–152.

Anderson J.D. (1988). The education of Blacks in the South, 1860–1935. Chapel Hill: University of North Carolina Press.

Billingsley A. (1992). Climbing Jacob's ladder: The enduring legacy of African American families. New York: Simon & Schuster.

Bourdieu P. (1986). The forms of capital. In Richardson J. (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Westport, CT: Greenwood Press.

Briggs X. (Ed.) (2005). The geography of opportunity: Race and housing choices in metropolitan America. Washington, DC: Brookings Institution Press.

Brooks-Gunn J. , Duncan G.J. , Klebanov P. , & Sealand N. (1993). Do neighborhoods influence child and adolescent development? American Journal of Sociology, 99, 353–395.

Brown v. Board of Education, 347 U.S. 483 (1954).

Catsambis S. , & Beveridge A. (2001). Does neighborhood matter? Family, neighborhood, and school influences on eighth grade mathematics achievement. Sociological Focus, 43, 435–458.

Cibulka J.G. & Kritek W.J. (Eds.) (1996). Coordination among schools, families, and communities: Prospects for educational reform. Albany: State University of New York Press.

Coleman J. (1987). Families and schools. Educational Researcher 16(6), 32–38.

Coleman J. (1988). Social capital and the creation of human capital. American Journal of Sociology, 94, 95–120.

Comer J. P. (1980). School power: Implications of an intervention project. New York: Free Press.

Dee T. S. (2001). Teachers, race and student achievement in a randomized experiment. Working Paper 8432.

Dempsey V. , & Noblit G. (1993). The demise of caring in an African American community: One consequence of school desegregation. Urban Review, 25(1), 47–61.

Dika S.L. , & Singh K. (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72(1), 31–60.

Du Bois W. E. B. (1986/1940). Dusk of dawn: An essay toward an autobiography of a race concept. New York: Literary Classics of the United States. (Originally published in 1940).

Edwards P. A. (1996). Before and after school desegregation: African American parents’ involvement in schools. In Shujaa M. (Ed.), Beyond desegregation: The politics of quality in African American schooling (pp. 138–161). Thousand Oaks, CA: Corwin Press.

Epstein J. L. (1992). School and family partnerships. In Encyclopedia of educational research (6th ed., pp. 1139–1151). New York: Macmillan.

Fordham S. (1996). Blacked out: Dilemmas of race, identity, and success at Capital High. Chicago, Illinois: University of Chicago Press.

Foster M. (1997). Black teachers on teaching. New York: New Press.

Garner C.L. , & Raudenbush S.W. (1991). Neighborhood effects on educational attainment: A multilevel analysis. Sociology of Education, 64, 251–262.

Gay G. (1997). Educational equity for students of color. In Banks J. A. & Banks C. A. M. (Eds.), Multicultural education: Issues and perspectives (3rd ed., pp. 195–228). Needham Heights, MA: Allyn & Bacon.

Harvey D. (2005). A brief history of neoliberalism. Oxford: Oxford University Press.

Holloway S. (2000). Identity, contingency and the urban geography of “race.” Social and Cultural Geography, 1(2), 197–208.

Irvine J.J. (1990). Black students and school failure: Policies, practices, and prescriptions. New York: Praeger.

Irvine R. , & Irvine J. J. (1983). The impact of the desegregation process on the education of Black students: Key variables. Journal of Negro Education, 52, 410–422.

Jackson P. , & Penrose J. (Eds.) (1994). Constructions of race, place, and nation. Minneapolis: University of Minnesota Press.

Keith M. & Pile S. (Eds.) (1993). Place and the politics of identity. London: Routledge.

Kobayashi A. , & Peake L. (2000). Racism out of place: Thoughts on Whiteness and an antiracist geography in the new millennium. Annals of the Association of American Geographers, 90, 392–403.

Lareau A. , & Horvat E.M. (1999). Moments of social inclusion and exclusion: Race, class, and cultural capital in family-school relationships. Sociology of education, 72(1), 37–53.

Lincoln C. E. , & Mamiya L. H. (1990). The Black Church in the African American experience. Durham, NC: Duke University Press.

Lucas S.R. (1999). Tracking inequality: Stratification and mobility in American high schools. New York: Teachers College Press.

Lucas S.R. , & Berends M. (2007). Race and track location in U.S. public schools. Research in Social Stratification and Mobility, 25, 269–187.

Mahtani M. (2001). Racial re-mappings: The potential of paradoxical space. Gender, Place and Culture, 8(3), 299–305.

Massey D.S. , & Denton N.A. (1993). American apartheid: Segregation and the making of the underclass. Cambridge, MA: Harvard University Press.

McKinnon J. (2001). The Black population 2000: Census 2000 brief. Washington, DC: U.S. Census Bureau.

Meier K. , Stewart J. , & England R. E. (1989). Race, class, and education: The politics of second-generation discrimination. Madison: University of Wisconsin Press.

Monroe C.R. (2005). Why are “bad boys” always Black? Causes of disproportionality in school discipline and recommendations for change. The Clearing House, 79(1), 45–50.

Morris J. E. (1999). A pillar of Strength: An African American school's communal bonds with families and communities since Brown. Urban Education, 33(5), 584–605.

Morris J.E. (2004). Can anything good come from Nazareth? Race, class, and African American schooling and community in the urban South and Midwest. American Educational Research Journal, 41(1), 69–112.

Morris J.E. (2009). Troubling the waters: Fulfilling the promise of quality public schooling for Black children. New York: Teachers College Press.

Morris J.E. , & Monroe C.R. (2009). Why study the U.S. South? The nexus of race and place in investigating Black student achievement. Educational Researcher, 38(1), 21–36.

Morris V.G. , & Morris C.L. (2002). The price they paid: Desegregation in an African American community. New York: Teachers College Press.

Nash C. (2003). Cultural geography: Anti-racist geographies. Progress in Human Geography, 27(5), 637–648.

National Center for Education Statistics. (2003a). The condition of education. Washington, DC: U.S. Department of Education.

National Center for Education Statistics (2003b). The condition of education. Schools and Staffing Survey (SASS), “Public Teacher Questionnaire, Charter Teacher Questionnaire, and Private Teacher Questionnaire,” and “Public School Questionnaire, Charter School Questionnaire, and Private School Questionnaire,” 1999-2000. Washington D.C.: U.S. Department of Education.

National Center for Education Statistics (2008). The condition of education: Indicator 30, concentration of public school enrollment by locale and race/ethnicity, Table 30-1. Washington, DC: Author. Accessed at http://nces.ed.gov/programs/coe/list/i4.asp on September 24, 2008.

Oakes J. (1985). Keeping track: How schools structure inequality. New Haven: Yale University Press.

Orr M. (1999). Black social capital: The politics of school reform in Baltimore, 1986-1998. Lawrence, KS: University Press of Kansas.

Pattillo-McCoy M. (2007). Black on the block: The politics of race in the city. Chicago: The University of Chicago Press.

Reed A. Jr. (2006). Class inequality, liberal bad faith, and neoliberalism: The true disaster of Katrina. In Hartman C. & Squires G.D. (Eds.), There is no such thing as a natural disaster: Race, class, and Hurricane Katrina (pp. 147–154). New York: Routledge.

Rosenbaum J.E. , DeLuca S. , & Tuck T. (2005). Crossing borders and adapting: Low-income Black families in suburbia. In Briggs X. (Ed.), The geography of opportunity: Race and housing choice in metropolitan Atlanta (pp. 150–175). Washington, DC: Brookings Institution Press.

Rubovitz C. P. , & Maehr M. (1973), Pygmalion Black and White. Journal of Personality and Social Psychology, 25, 210–218.

Serwatka T S. , Deering S. , & Grant P. (1995). Disproportionate representation of African Americans in emotionally handicapped classes. Journal of Black Studies, 25, 492–506.

Siddle Walker V. (1996). Their highest potential: An African American school community in the segregated South. Chapel Hill: University of North Carolina Press.

Tamman M. , & Suggs E. (2001, July 8). Atlanta is top magnet for Blacks: 460,000 moved to area in ’ 90s. The Atlanta Journal and Constitution, Stacks, News Section, p. A1.

Tate W.F. (2008). “Geography of opportunity”: Poverty, place, and educational outcomes. Educational Researcher, 37(7), 397–411.

U.S. Census Bureau (2000). March 2000 population survey. Washington, DC: Author.

Wells A.S. , Scott J.T. , Lopez A. , & Holme J.J. (2005). Charter school reform and the shifting meaning of educational equity: Greater voice and greater inequality? In Petrovich J. & Wells A. S. (Eds.), Bringing equity back: Research for a new era in American educational policy (pp. 219–243). New York: Teachers College Press.

Wilkes R. , & Iceland J. (2004). Hypersegregation in the twenty-first century. Demography, 41(1), 23–36.

Wilson W. J. (1998). The role of the environment in the Black–White test score gap. In Jencks C. & Phillips M. (Eds.), The Black–White test score gap (pp. 501–510). Washington, DC: Brookings Institution Press.