As public school classrooms become increasingly diverse and school reform initiatives take shape, teacher education programs must also change. In large part, a responsiveness to all children is needed, along with considerations for children and families who have historically been less successful in scbool settings. In Florida, African American children currently experience the most negative outcomes among all ethnic groups in school settings. Having collaborated with public schools, the authors identify issues pertaining to African American children and other ethnic minority and poor children that should be addressed in school and university reform initiatives. The paper describes five research projects and presents implications for pre- and in-service preparation and practice.
Get full access to this article
View all access options for this article.
References
1.
Allen, W.R. (1978). The black family research in the United States: A review, assessment and extension. Journal of Comparative Family Studies, 9, 167-189.
2.
Artiles, A.J., & Trent, S.C. (1994). Over representation of minority students in special education: A continuing debate, Journal of Special Education , 27(4), 410-437.
3.
Banks, J.A. (1994). Ethnicity, class, cognitive, and motivational styles: Research and teaching implications. In J. Kretovics & E. J. Nussel (Eds.), Transforming Urban Education (pp. 277-290). Boston, MA: Allyn & Bacon.
4.
Banks, J.A. (1993). Multicultural education: Characteristics and goals . In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural Education (pp. 3-28). Boston, MA: Allyn & Bacon.
5.
Boykin, A.W. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (Ed.), The school achievement of minority children (pp. 351-376). Hillsdale, NJ: Erlbaum.
6.
Bristol, M. M. (1987). Methodological caveats in the assessment of single-parent families. Journal of the Division for Early Childhood, 11, 135-142. Brown v. Board of Education of Topeka. 347 U. S. 483 (1954).
7.
Carter, D. (1982). Second-generation school integration problems for blacks. Journal of Black Studies, 13(2), 175-188.
8.
Carter, R.T., & Goodwin, A.L. (1994). Racial identity and education. In L. Darling-Hammond (Ed.), Review of Research in Education, 20, 291-336.
9.
Cassidy, E. (1988). Reaching and involving Black parents of handicapped children in their child's education program. Lansing, MI : CAUSE Inc. (ERIC Document Reproduction Service No. Ed 302 982)
10.
Chinn, P.C., & Hughes, S. (1987). Representation of minority students in special education classes. Remedial and Special Education, 8(4), 41-46.
11.
Cohen, R.A. (1969). Conceptual styles, cultural conflict, and nonverbal tests of intelligence. American Anthropologist, 71, 828-856.
12.
Cross, W.E. (1980). Models of psychological nigrescence: A literature review. In R. L. Jones (Ed.), Black psychology(2nd ed., pp. 81-98). New York: Harper & Row.
13.
Donelan, R.W. (1994). The promise of Brown and the reality of academic grouping: The tracks of my tears. Journal of Negro Education , 63(3), 376-387.
14.
Duchnowski, A., Townsend, B., Hocutt, A., & McKinney, D. (1995). Designing studies that are sensitive to the complexity of inclusion: Creating a knowledge base. In J. L., Paul, H. Rosselli, & D. Evans (Eds.). Integrating school restructuring and special education reform. (pp. 373-388). Fort Worth: Harcourt Brace.
15.
Dunn, L. (1968). Special education for the mildly retarded: Is much of it justifiable? Exceptional Children, 7, 5-24.
16.
Epanchin, B.C., Townsend, B., & Stoddard, K. (1994). Constructive classroom management: Strategies for creating positive learning environments. Pacific Grove, CA: Brooks/Cole.
17.
Ewing, N.J. (1995). Restructured teacher education for inclusiveness: A dream deferred for African American children. In B. A. Ford, F. E. Obiakor, & J. M. Patton (Eds.), Effective education of African American exceptional learners: New perspectives (pp. 189-207). Austin, TX: Pro-Ed.
18.
Florida Commission on Education Reform and Accountability. (1992). Blueprint 2000. Tallahassee, FL: Florida Department of Education.
19.
Ford, B.A. (1995). African American community involvement processes and special education: Essential networks for effective education. In B. A. Ford, F. E. Obiakor, & J. M. Patton (Eds.), Effective education of African American exceptional learners: New perspectives (pp. 235-272). Austin, TX: Pro-Ed.
20.
Fordham, S., & Ogbu, J.U. (1986). Black students' school success: Coping with the "burden of 'acting white'". The Urban Review, 18(3), 176-206.
21.
Franklin, M.E. (1992). Culturally sensitive instructional practices for African-American learners with disabilities. Exceptional Children , 59(2), 115-122).
22.
Gay, G. (1993). Ethnic minorities and educational equity. In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural education (pp. 171-194). Boston, MA: Allyn & Bacon.
23.
Gay, G. (1991). Culturally diverse students an social studies . In J. P. Shaver (Ed.), Handbook of research on social studies education (pp. 144-156). New York: Macmillan.
24.
Gay, G. (1989). Ethnic minorities and educational equality. In J. A. Banks and C. A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (pp. 167-188). Boston: Allyn & Bacon.
25.
Gibbs, J. T. (Ed.). (1988). Young, Black, and male in America. New York: Auburn House.
26.
Gollnick, D.M., & Chinn, P.C. (1994). Multicultural education in a pluralistic society . New York: Merrill.
27.
Gotlieb, J., Alter, M., Gottlieb, B.W., & Wishner, J. (1994). Special education in urban America: It's not justifiable for many. Journal of Special Education, 27(4), 453-465.
28.
Graham, S. (1994). Motivation in African Americans. Review of Educational Research, 64(1), 55-117.
29.
Grossman, H. (1995). Special education in a diverse society. Boston, MA: Allyn & Bacon.
30.
Guindon, (1992). Developing an in-school suspension program in an elementary school as an alternative to home-bound suspension. (ERIC document ED 349676)
31.
Harry, B. (1992). Culturally diverse families and the special education system: Communication and empowerment. New York: Teachers College Press.
32.
Harry, B., & Anderson, M.G. (1995). The disproportionate placement of African American males in special education programs: A critique of the process. Journal of Negro Education, 63(4), 602-619.
33.
Hines, P., & Boyd-Franklin, N. (1990). Black families. In M. McGoldric, J. McPearce, & J. Giordano (Eds.), Ethnicity in family therapy (pp. 84-107). New York: Guilford.
34.
Johnson, J.J. (1969). Special education in the inner city: A challenge for the future or another means of cooling the mark out? Journal of Special Education, 3, 241-251.
35.
King, S.H. (1993). The limited presence of African-American teachers . Review of Educational Research, 64(2), 115-149.
36.
Kozol, J. (1991). Savage inequalities: Children in America's schools . New York: Crown.
37.
Kumabe, K.T., Nishida, C., & Hepworth, D.H. (1985). Bridging ethnocultural diversity in social work and health. Honolulu: University of Hawaii School of Social Work.
38.
Marion, R.L. (1980). Communicating with parents of culturally diverse exceptional children. Exceptional Children, 46(8), 616-623.
39.
Meisels, S.J., & Law, F. (1993). Failure in grade: Do retained students catch up ? Journal of Educational Research, 87(2), 69-77.
40.
Mcfadden, A.C., Marsh, G.E., Price, B.J., & Hwang, Y. (1992). A study of race and gender bias in the punishment of school children. Education and Treatment of Children, 15(2), 140-146.
41.
Miller, F.A., & Katz, J.H. (1995). Cultural diversity as a developmental process: The path from monocultural club to inclusive organization. The 1995 annual: Volume 2, consulting. San Diego, CA: Pfeiffer & Company.
42.
Moynihan, D.P. (1965). The Negro family: The case for national action . Washington, DC: Department of Labor.
43.
National Education Association. (1990). Academic tracking: Report of the NEA Executive Committeel Subcommittee on Academic Teaching. (ERIC Document Reproduction Service No. ED 322642)
44.
Nieto, S. (1996). Affirming Diversity: The sociopolitical context of multicultural education (2nd Ed.). New York: Longman.
45.
Noddings, N. (1996). The challenge to care in school. An alternative approach to education. New York: Teachers College Press.
46.
Oakes, J. (1994). Tracking, inequality, and the rhetoric of reform: Why schools don't change. In J. Kretovics & E. J. Nussel (Eds.), Transforming urban education (pp. 146-164). Needham, MA: Allyn & Bacon.
47.
Obiakor, F.E. (1992). Self-concept of African-American students: An operational model for special education. Exceptional Children , 59(2), 160-167.
48.
Patton, J.M. (1992). Assessment and identification of African-American learners with gifts and talents. Exceptional Children, 59(2), 150-159.
49.
Poplin, M. (1993). A practical theory of teaching and learning: The view from inside the new transformative classroom: Contributions of constructivism . Presentation at the TED/DOE Conference in Tampa, FL, February, 1993.
50.
Ramirez, M., & Castaneda, A. (1974). Cultural democracy, bicognitive development and education. New York: Academic Press .
51.
Reichle, D. (1987). Stress, support, and quality of parenting: Comparison of black, never-married and previously-married mothers of handicapped children. Unpublished dissertation. Chapel Hill, North Carolina: The University of North Carolina at Chapel Hill.
52.
Reschly, D.J. (1988). Minority MMR over representation and special education reform. Exceptional Children, 54(4), 316-323.
53.
Rumberger, R.W. (1994). High school dropouts: A review of issues and evidence . In J. Kretovics & E. J. Nussel (Eds.), Transforming urban education (pp. 187-210). Needham, MA: Allyn & Bacon.
54.
Schillings, R., Kirkham, M., Snow, W., & Schinke. ( 1986). Single mothers with handicapped children: Different from their married counterparts?Family = Relations, 35, 69-78.
55.
Shade, B.J. (1982). Afro-American cognitive style: A variable in school success? Review of Educational Research, 52, 219-244.
56.
Siddle-Walker, E. (1991). Separate but equal: A case study of "good" pre-integration schooling for African American children. Paper presented at the meeting of the Center for Urban Ethnography, Philadelphia.
57.
Tanner, D. (1990). You just don't understand. New York: William Morrow.
58.
Thomas, D. (1989). Focus on families: Assessing young Black children with handicapping conditions within the context of their families. = SENGA, 1 = 18-23.
59.
Tillman, J. (1991). Wake up! Please don't let your children become special education students. Black Issues in Higher Education , 8(16), 31.
60.
Townsend, B.L., Smith, L., & Lee, R. (1995). Forty years after Brown: How do Florida's minority children fare? Unpublished manuscript.
61.
Tucker, J. (1980). Ethnic proportions in classes for the learning-disabled: Issues in nonbiased assessment. Journal of Special Education , 14, 93-105.
62.
United States Department of Education, Office for Civil Rights. (1994). 1990 elementary and secondaty school civil rights survey: National summaries. Washington, DC : Corporation.
63.
Walsh, F. (1993). Normal family processes (2nd ed). New York: Guilford.
64.
Witkin, H.A., & Goodenough, D.R. (1981). Cognitive Styles: Essence and origins. New York: International Universities Press, Inc.
65.
Zinn, M.B., & Eitzen, D.S. (1993). Diversity in families (3rd ed.). New York: Harper-Collins .
