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| Description | |||||||||
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"This book argues convincingly that children's cultural differences need to be recognized for any accurate understanding of their development. Pointing out the need for additional and more effectively designed research, Harris and Graham provide a valuable foundation for further investigations. This nonpolemic book should be in all libraries, filling an unfortunate gap. Highly recommended."--Choice This major new textbook introduces students to issues that have an impact on the lives of African American children but have typically been ignored (or inadequately discussed) in mainstream child development textbooks. The authors hope to familiarize students with a sampling of research that moves beyond a deficit view of the development of the African American child while stimulating critical thinking about future directions for research on African American children and their families. The book is designed to be student friendly--with each chapter presenting an overview of the material covered as well as an "Insider's Voice" (which offers a personal story or viewpoint about the issues discussed in the chapter). Each chapter goes on to feature a dialogue of current biological, environmental, constructivist, and cultural-contextual theories) as well as suggestions for additional reading, videos, websites, and questions to guide critical thinking. |
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| Table of Contents | |||||||||
List of Figures and Tables Overview of the Chapter Section One: Population Statistics on African American Children Section Two: Living Arrangements of African American Children Section Three: Economic Conditions of African American Children and their Families Perspectives on Demographics and African American Children Suggestions for Additional Readings Overview of the Chapter: The Importance of Studying Developmental Research Methods Insider's Voice - The Need for More Research on African American Children Section One: Problems: Methodological Constraints in Research Designs Insider's Voice: Where Have We Gone Wrong? Section Two: Conducting Culturally Relevant Research with African American Children The Need for Culturally Sensitive Research with African American Children Conceptual Frameworks and Interdisciplinarity The Role of Context in African American Child Development The Relationship to African American Child Development and Central Characteristics in Developmental Psychology Ethical Considerations with African American Child Participants Section Three: Theories Vygotsky's Sociocultural Theory Bronfenbrenner's Bioecological Systems Theory Integrative Conceptual Model of Child Development Perspectives on Research and Theories Chapter Summary Additional Readings Overview of the Chapter Section One: Heath Challenges Infant Mortality Maternal Risk Factors Initiatives Designed to Reduce African American Infant Mortality Rates Physical Challenges Beyond Infancy AIDS Treatment of AIDS Insider's Voice: Plumbism Treatment of Plumbism Insider's Voice-- Sickle Cell Anemia Treatment of Sickle Cell Anemia Asthma Treatment of Asthma Obesity Treatment of Obesity Section Two: Access to Health Care Perspectives on the Health Status of African American Children Chapter Summary Key Terms Suggestions for Additional Readings Overview of the Chapter Section One: Mental Health Issues Insider's Voice - African American Children and Mental Health Issues Risk Factors Assessment and Diagnosis Treatment of Mental Health Disorders Section Two: Racial Identity Perspectives on Mental Health and Racial Identity Chapter Summary Suggestions for Additional Readings Section One: School Desegregation and African American Children Insider's Voice - Resegregation of American's Public Schools Desegregation and African American Children Section Two: Schools That "Work" For African American Children Public Schools Models Independent Black Schools (IBS) Section Three: African American Children and Early Intervention Programs Head Start High/Scope Perry Preschool Project Abecedarian Project Perspectives on Education and African American Children Chapter Summary Suggestions for Additional Readings Overview of the Chapter Section One: The Controversy Insider's Voice - The Oakland School Board Ebonics Resolution Section Two: Language Learning and African American Children Section Three: Language and Literacy Issues Section Four: Language and Literacy Intervention Programs for African American Children Section Five: Language Assessment and African American Children: Distinguishing Dialect from a Speech Language Disorder Perspectives on Language Learning and Literacy and African American Children Chapter Summary Suggestions for Additional Readings Overview of the Chapter Insider's Voice: What if Heinz were Black? The Issues Section One: Theories of Moral Development Piaget's Theory Kohlberg's Theory: The Ethic of Justice Criticisms of Piaget's and Kohlberg's Theories Gilligan's Theory: The Ethic of Care Gibb's Sociomoral Reasoning Model Humphries' Culture and Empathy Model Turiel's Domain Theory: Moral Rules and Social Conventions Section Two: Prosocial Behavior and African American Children Possible Factors Influencing Prosocial Behavior in African American Children Morality and Racial Identity Development Section Three: Moral Development and Community Violence Perspectives on African American Children and Moral Development Chapter Summary Additional Readings Overview of the Chapter Issues Insider's Voice - The Negro American Family Section One: Models of the African American Family Pathological Model Cultural Equivalent Model Emergent Model Ecology Models of the Family Guiding Principles of Family Systems Theory External Systems Affecting the Family Section Two: African American Family Structure and Child Development Nuclear Family African American Single-Parent Families Augmented Families Section Three: The Peer Group African American Children's Peer Relationships African American Children's Friendships Perspectives on African American Children and Social Contexts Chapter Summary Additional Readings | |||||||||
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| Reviews | |||||||||
"This excellent book...should be required reading for individuals working with African American children and their familiies ( and students who will be)."--Doody's Review Service This book does a wonderful job of providing a comprehensive, up-to-date portrayal of research, thinking, and issues related to the African American child. The books special contribution is to cover what specifically is known about the African American child on a wide range of topics in the field of child development (from various social contexts to language and literacy). I know of no other book that does this so effectively. This carefully researched, clearly written, highly current text offers for the first time a holistic view of the development and life conditions of African-American children. Among its exemplary features are a rich picture of African-American childrens past and contemporary experiences and many highly informative, well-reasoned discussions of pressing social issues relevant to African-American childrens adjustment - including school desegregation, racial identity, black language dialects, community violence, and health care. The African American Child is an invaluable resource for scholars, policy makers, educators, and students of culture and child development. Bravo to the authors for greatly clarifying the steps that we - as individuals, as communities, and as a society - must take to promote African-American childrens well-being. | |||||||||
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| Author Biographies | |||||||||
Yvette R. Harris, PhD, received her PhD in psychology from the University of Florida with a specialization in cognitive development. For the past 17 years her research has focused on exploring the environmental contributions to preschool and school age cognitive development, and more recently has taken on applied focus examining the learning/ teaching patterns of African American mothers transitioning from welfare to work. She has presented her work at both national and international conferences, her research has appeared in a variety of educational and developmental journals, and her work has been funded by the National Science Foundation, Proctor and Gamble, Miami University, and the Harvard/Radcliffe Murray Research Center. James A. Graham, PhD, is an associate professor in the Department of Psychology at The College of New Jersey (TCNJ). Dr. Graham received his B.A. from Miami University; and his MS and PhD from the University of Memphis. He is a developmental psychologist whose work explores the social-cognitive aspects of children's relationships. Currently, he is the Coordinator of the Developmental Concentration in Psychology at TCNJ. He has published articles on the roles of race and sex in children's friendships, children's evaluations of social situations, children's relationship to media, and program evaluation. During the summer, he teaches graduate education and psychology courses in Johannesburg, South Africa through The College of New Jersey's Graduate Global Program. | |||||||||
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