Relevant bibliographies by topics / African American children African Americans Church schools Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'African American children African Americans Church schools Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "African American children African Americans Church schools Education"

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Jordan, Diedria H., and Camille M. Wilson. "Supporting African American Student Success Through Prophetic Activism." Urban Education 52, no. 1 (2016): 91–119. http://dx.doi.org/10.1177/0042085914566098.

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This article describes how African American students’ success can be improved via the increased support of Black churches and their partnerships with public schools. Findings and implications from a comparative case study of two North Carolina churches that strive to educationally assist African American public school students are detailed. Both churches have outreach programs in local schools, and their activities indicate the value of faith-based partnerships embodying “prophetic activism” that benefits broader communities and empowers African Americans overall. We draw upon the study’s find
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Zimmerman, Jonathan. "Brown-ing the American Textbook: History, Psychology, and the Origins of Modern Multiculturalism." History of Education Quarterly 44, no. 1 (2004): 46–69. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00145.x.

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In June 1944, a delegation of African-American leaders met with New York City school officials to discuss a central focus of black concern: history textbooks. That delegation reflected a broad spectrum of metropolitan Black opinion: Chaired by the radical city councilman Benjamin J. Davis, it included the publisher of theAmsterdam News—New York's major Black newspaper—as well as the bishop of the African Orthodox Church. In a joint statement, the delegates praised public schools' recent efforts to promote “intercultural education”—and to reduce “prejudice”—via drama, music, and art. Yet if his
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Anakwe, Adaobi, Wilson Majee, Kemba Noel-London, Iris Zachary, and Rhonda BeLue. "Sink or Swim: Virtual Life Challenges among African American Families during COVID-19 Lockdown." International Journal of Environmental Research and Public Health 18, no. 8 (2021): 4290. http://dx.doi.org/10.3390/ijerph18084290.

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This study explores African American parents’ experiences with using technology to engage their children in meaningful activities (e.g., e-learning) during COVID-19 and its impact on family health. Eleven African American families were recruited through a local health department program from a rural Midwestern community to participate in semi-structured interviews. Majority of participants reported stresses from feelings of “sink or swim” in a digital world, without supports from schools to effectively provide for their children’s technology needs. The COVID-19 pandemic underscored the importa
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Knudson, Paul. "Continuing Social Constraints in Education Agency: The School Choices and Experiences of Middle- Class African American Families in Albany, NY." Qualitative Sociology Review 17, no. 1 (2021): 150–75. http://dx.doi.org/10.18778/1733-8077.17.1.10.

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This paper explores the experiences of middle-class African American parents who have enrolled their children in a central-city public school district and the factors that inform and contribute to their school enrollment decisions. Data come from nineteen in-depth interviews with middle-class African American parents in Albany, New York. The paper uses the conceptual framework of empowerment and agency to explore and analyze the findings. Findings suggest that middle-class African American parents possess some measure of empowerment based on their human capital and positive childhood experienc
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Wilmoth, Summer, Arely Perez, and Meizi He. "Latino church-going parents’ insights on childhood obesity prevention." Health Education Research, May 3, 2021. http://dx.doi.org/10.1093/her/cyab021.

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Abstract Childhood obesity continues to be a priority health concern in the United States. Faith communities present a viable venue for health promotion programming. The majority of obesity prevention programming focuses on African American populations. Subsequently, insights for obesity prevention programming in Latino faith communities are lacking. This qualitative study aimed to gain insight into Latino church-going parents’ perspectives on childhood obesity and faith-based obesity prevention strategies. Participants were Latino church-going parents with children ages 10–18, recruited from
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Colvin, Neroli. "Resettlement as Rebirth: How Effective Are the Midwives?" M/C Journal 16, no. 5 (2013). http://dx.doi.org/10.5204/mcj.706.

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“Human beings are not born once and for all on the day their mothers give birth to them [...] life obliges them over and over again to give birth to themselves.” (Garcia Marquez 165) Introduction The refugee experience is, at heart, one of rebirth. Just as becoming a new, distinctive being—biological birth—necessarily involves the physical separation of mother and infant, so becoming a refugee entails separation from a "mother country." This mother country may or may not be a recognised nation state; the point is that the refugee transitions from physical connectedness to separation, from insi
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"Language learning." Language Teaching 40, no. 3 (2007): 256–63. http://dx.doi.org/10.1017/s0261444807004387.

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07–398Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–399August, Gail (Hostos Community College, USA), So, what's behind adult English second language reading?Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 245–264.07–400Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang& Chao-chih Liao, Determinants and effects of English language immersi
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Dissertations / Theses on the topic "African American children African Americans Church schools Education"

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McDuffie, Kay Frances Ward Crumpler Thomas P. "Private schooling research examination of a christian academy /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390285861&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1203093443&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.<br>Title from title page screen, viewed on February 15, 2008. Dissertation Committee: Thomas P. Crumpler (chair), Adel T. Al-Bataineh, Carol Camp Yeakey, Mary Murray Autry. Includes bibliographical references (leaves 159-176) and abstract. Also available in print.
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Yoon, Aimee Jean Yoon. "Racial Achievement Gaps among Young Children: How Do Schools Matter?" The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498142602172034.

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Howard, Darryl E. "Educational strategies for Christian teachers and administrators instructing African American boys and youth in Christian schools." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Reynolds, Rema Ella. "Holla if you hear me giving voice to those we have missed : a qualitative examination of black middle class parents' involvement and engagement activities and relationships in public secondary schools /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835603611&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Holmes, Veronica Menezes. "Stories of Lynwood Park." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/history_diss/11/.

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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from title page (Digital Archive@GSU, viewed June 7, 2010). Clifford M. Kuhn, committee chair; Ian C. Fletcher, Charles G. Steffen, committee members. Includes bibliographical references (p. 442-459).
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Books on the topic "African American children African Americans Church schools Education"

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Troubling the waters: Fulfilling the promise of quality public schooling for black children. Teachers College Press, 2009.

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Williams, Twyla J. Save our children: The struggle between black families and schools. African American Images, 2009.

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Joint Center for Political Studies (U.S.). Committee on Policy for Racial Justice. Visions of a better way: A Black appraisal of public schooling. Joint Center for Political Studies Press, 1989.

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Mitchell, Dymaneke D. Crises of identifying: Negotiating and mediating race, gender, and disability within family and schools. IAP, Information Age Publishing, Inc., 2013.

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Bad boys: Public schools in the making of Black masculinity. University of Michigan Press, 2000.

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Ada, Alma Flor. Celebrate Martin Luther King, Jr. Day with Mrs. Park's class. Alfaguara/Santillana USA Pub. Co., 2006.

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Flickinger, Robert Elliott. The Choctaw freedmen and the story of Oak Hill Industrial Academy, Valliant, McCurtain County, Oklahoma: Now called the Alice Lee Elliott Memorial : including the early history of the five civilized tribes of Indian Territory, the Presbytery of Kiamichi, Synod of Canadian, and the Bible in the free schools of the American colonies, but suppressed in France, previous to the American and French revolutions. Presbyterian Board of Missions for Freedmen, 1987.

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The Choctaw freedmen and the story of Oak Hill Industrial Academy, Valliant, McCurtain County, Oklahoma: Now called the Alice Lee Elliott memorial : including the early history of the five civilized tribes of Indian Territory, the presbytery of Kiamichi, synod of Canadian, and the Bible in the free schools of the American colonies, but suppressed in France, previous to the American and French revolutions. Heritage Books, 2002.

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Jordan, Irvine Jacqueline, and Foster Michèle, eds. Growing up African American in Catholic schools. Teachers College Press, 1996.

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10

Jr, Peter C. Murrell. African-Centered Pedagogy: Developing Schools of Achievement for African American Children (The Social Context of Education). State University of New York Press, 2002.

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Book chapters on the topic "African American children African Americans Church schools Education"

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Vinson, Robert Trent. "“Hidden” in Plain Sight." In Global Garveyism. University Press of Florida, 2019. http://dx.doi.org/10.5744/florida/9780813056210.003.0008.

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This chapter is an initial attempt to recover the overlooked histories of Garveyite women in Africa. During the 1920s and 1930s, working within the South African Garveyite movement inaugurated by Wellington Buthelezi, African women in the Transkei indigenized global Garveyism to further their objective of African self-determination, particularly in their political, religious and educational lives. Regarded as apolitical tribal “natives” by government officials and as legal minors and social children by both black and white men, Garveyite women adopted transnational “American” identities to assert themselves as political actors, moving freely throughout the country to prophesy “American Negro” deliverance and to organize hundreds of independent churches and independent schools.
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Brown, Jeannette. "Industry and Government Labs." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0009.

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Dr. Hopkins is one of the few American women to have held a doctorate in science and a license to practice before the U.S. Patent and Trademark Office. Her career included academia, industry, and government. Esther was born Esther Arvilla Harrison on September 16, 1926, in Stamford, Connecticut. She was the second of three children born to George Burgess Harrison and Esther Small Harrison. Her father was a chauffeur and sexton at a church, and her mother worked in domestic service. Neither of her parents had an advanced education. Her father had some high school education; her mother attended only primary school. However, both of her parents wanted to make sure their children had a good education. When Esther was three and a half years old, her mother took her along to register her older brother for school. Because Esther was taller than her brother, the teacher suggested that she take the test to start school. She passed the test and was able to start kindergarten at the age of three and a half! She and her brother went to school together all through elementary school. Boys and girls were separated in junior high school; in high school they remained separate but attended the same school. She decided in junior high school that she wanted to be a brain surgeon. This was because she met a woman doctor in Stamford who had an office in one of the buildings that her father cleaned. The woman was a physician and graduate of Boston University Medical School. Esther decided that she wanted to be just like her. Therefore, when Esther entered high school, she chose the college preparatory math and science track. She took as many science courses as possible in order to get into Boston University. She spent a lot of time at the local YWCA, becoming a volunteer youth leader. One speaker at a YWCA luncheon discouraged her from entering science and suggested that she become a hairdresser. Esther was hurt but not discouraged by this. She graduated from Stamford High School in 1943.
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Burkholder, Zoë. "Introduction." In An African American Dilemma. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0001.

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In 1944, Gunnar Myrdal famously identified the “American Dilemma,” an inherent tension between widespread faith in equal opportunity on one hand and discrimination against African Americans on the other. This book traces a similar phenomenon in northern public schools, which promised an equal education for all and then consigned Black children to second-class facilities. This paradox generated the African American dilemma, or the question of whether school integration or separate, Black-controlled schools in a legally desegregated system would more effectively advance the Black freedom struggle. This book offers a social history of northern Black debates over school integration in the North. It chronicles an extraordinary range of Black educational activism in the North stretching from the common school era to the present, and analyzes how this work—much of it carried out by women and youth—inspired the larger civil rights movement and created substantially more equal public schools.
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Boonshoft, Mark. "Defining Merit." In Aristocratic Education and the Making of the American Republic. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469661360.003.0005.

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Chapter 4 examines the academic culture, pedagogy, and curriculum of academies during the early republic. Through public examinations and parades, academy boosters made the case that their schools elevated students of exceptional merit, who should rightfully become the future leaders of the republic. Yet academies kept alive the importance of classical and oratorical education in American life. This sort of education appealed to the children of wealthy Americans. So, while academies claimed they helped create a society defined by merit, they tended to reinforce existing inequalities. Academies did not open up opportunities for most poor white children, women, or African-Americans to prove their merit.
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Cressler, Matthew J. "Becoming Catholic." In Authentically Black and Truly Catholic. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479841325.003.0003.

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This chapter argues that in order to fully understand why African Americans converted to Catholicism, it is important to avoid functionalist answers that attempt to reduce conversion to a choice on the part of the convert and instead attend to the many overlapping practices, pressures, experiences, and relationships that shaped the process of becoming someone new. Intervening in debates in theories of religion, it further argues that scholars should take seriously the claims made by Black Catholics that “faith” made them Catholic, which should then lead scholars to consider what conditions make faith possible in the first place. It discusses “the Chicago Plan,” devised by Fr. Martin Farrell and Fr. Joseph Richards, in which missionary priests and sisters explicitly linked the enrollment of non-Catholic children in Catholic schools with mandatory religious education of the family in order to promote the conversion of African Americans. It then explores in depth the inner lives of African American children and parents in Catholic schools who became Catholic as they learned new ways of living in and experiencing the world.
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