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1

Garrett, Paul Michael. The "invisible" ethnic minority: Social work, social services departments and Irish children and families : a report for the All-Party Irish in Britain Parliamentary Group. Action Group for Irish Youth, 2003.

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2

Savage inequalities: Children in America's schools. Crown Pub., 1991.

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3

Savage inequalities: Children in America's schools. HarperPerennial, 1992.

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4

Messier, Camille. Multiethnic adolescents with behavioural problems in Québec youth centers: Synthesis of research results and profile by ethnic group. Commission de protection des droits de la jeunesse, 1994.

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5

Ho, Man Keung. Minority children and adolescents in therapy. Sage Publications, 1992.

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6

Gibbs, Jewelle Taylor. Children of color: Psychological interventions with minority youth. Jossey-Bass Publishers, 1989.

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7

Joughin, Carol, and Mhemooda Malek. Mental health services for minority ethnic children and adolescents. Jessica Kingsley Publishers, 2004.

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8

The education of poor and minority children: A world bibliography. Greenwood Press, 1986.

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9

Norton, Donna E. Multicultural children's literature: Through the eyes of many children. 4th ed. Pearson, 2012.

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10

Multicultural children's literature: Through the eyes of many children. Merrill Prentice Hall, 2001.

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11

Norton, Donna E. Multicultural children's literature: Through the eyes of many children. 2nd ed. Pearson/Merrill Prentice Hall, 2005.

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12

Bignall, Tracey. Something to do: The development of peer support groups for young black and minority ethnic disabled people. Policy, 2002.

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13

Swann, Michael Meredith, Sir, 1920-, ed. Education for all: Report of the Committee of Inquiry into the Education of Children from Ethnic Minority Groups. The Committee, 1985.

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14

Timothy, Andrew Anthony. An attempt to change children's negative attitudes towards ethnic minority groups via a special teaching programme. North East London Polytechnic, 1987.

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15

American Academy of Pediatrics. Task Force on Minority Children's Access to Pediatric Care. Report of the AAP Task Force on Minority Children's Access to Pediatric Care. The Academy, 1994.

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16

Great Britain. Committee of Inquiry into the Education of Children from Ethnic Minority Groups. Education for all: The report of the Committee of Inquiry into the education of children from ethnic minority groups. H.M.S.O, 1985.

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17

Multicultural and ethnic children's literature in the United States. Scarecrow Press, 2008.

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18

A, Gibson Margaret, and Ogbu John U, eds. Minority status and schooling: A comparative study of immigrant and involuntary minorities. Garland, 1991.

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19

Khan, Verity Saifullah. Language education for all?: Chapter 7 of the Swann Report. Centre for Multicultural Education, 1985.

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20

Khan, Verity Saifullah. Language education for all?: Chapter 7 of the Swann report. Centre for Multicultural Education, University of London Institute of Education, 1985.

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21

Larke, Huang, ed. Children of color: Psychological interventions with culturally diverse youth. Jossey-Bass, 1998.

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22

Jeanne, Spurlock, ed. Culturally diverse children and adolescents: Assessment, diagnosis, and treatment. Guilford Press, 1994.

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23

Teachers, National Union of. Education for equality: The National Union of Teachers' response to the Swann report. National Union of Teachers, 1986.

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24

National Anti-Racist Movement in Education. NAME on Swann. NAME, 1985.

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25

Great Britain. Commission for Racial Equality. Swann: A response from the Commission for Racial Equality. Commission for Racial Equality, 1985.

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26

I'm chocolate, you're vanilla: Raising healthy Black and biracial children in a race-conscious world. Jossey-Bass, 1998.

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27

Wright, Marguerite A. I'm chocolate, you're vanilla: Raising healthy Black and biracial children in a race-conscious world. Jossey-Bass, 1998.

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28

James, Garbarino, ed. Children in danger: Coping with the consequences of community violence. Jossey-Bass, 1992.

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29

Norby, Shirley. Multicultural children's literature: Authors, illustrators & activities. T.S. Denison & Co., 1994.

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30

Kozol, Jonathan. Amazing grace: The lives of children and the conscience of a nation. HarperPerennial, 1996.

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31

Amazing grace: The lives of children and the conscience of a nation. Crown, 1995.

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32

Kozol, Jonathan. Amazing grace: The lives of children and the conscience of a nation. Perennial, 2000.

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33

Day, Frances Ann. Multicultural voices in contemporary literature: A resource for teachers. Heinemann, 1999.

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34

Day, Frances Ann. Multicultural voices in contemporary literature: A resource for teachers. Heinemann, 1994.

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35

Smolen, Lynn Atkinson, and Ruth A. Oswald. Multicultural Literature and Response: Affirming Diverse Voices. Libraries Unlimited, 2011.

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36

Should we burn Babar?: Essays on children's literature and the power of stories. New Press, 1995.

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37

O, Hope Richard, ed. Educating a new majority: Transforming America's educational system for diversity. Jossey-Bass Publishers, 1996.

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38

1931-, Jones Reginald Lanier, ed. Psychoeducational assessment of minority group children: A casebook. Cobb & Henry, 1988.

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39

Jones, Reginald L. Psychoeducational Assessment of Minority Group Children: A Casebook. Cobb & Henry, 1988.

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40

Dimitrova, Radosveta, David Lackland Sam, and Laura Ferrer Wreder, eds. Roma Minority Youth Across Cultural Contexts. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190654061.001.0001.

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This book is about positive youth development (PYD) in Roma ethnic minority youth. Its main distinguishing features are (1) the focus on a large and underrepresented ethnic minority group and (2) a strength-based conception of adolescence (i.e., PYD) that sees all youth as having resources. The book stands apart from current edited books on PYD by focusing on the Roma ethnic minority (one of the most marginalized and oppressed minority groups in Europe) and on strengths and resources for optimal well-being. The international, multidisciplinary, and multisectorial expert contributors to this book address the complexities of Roma life in a variety of cultural settings and explore how key developmental processes and person–context interactions can contribute to optimal and successful adaptation. The conclusions clarify how the PYD of ethnic minority children and youth may be fostered based on the empirical findings reported in this volume. The book draws on core theoretical models of PYD and theories of normative development from the perspective of developmental science to highlight the applicability of these frameworks to Roma groups and nuanced cultural variations in how optimal developmental outcomes maybe come to pass in adolescence. A special focus is on cultural, contextual, and socioeconomic characteristics of Roma to provide a better understanding of what does and what does not contribute to the success of youth particularly in oppressed minority groups.
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41

Varma, Manju. Multicultural children's literature: Storying the Canadian identity. 2000.

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42

1951-, Vargas Luis A., and Koss-Chioino Joan, eds. Working with culture: Psychotherapeutic interventions with ethnic minority children and adolescents. Jossey-Bass Publishers, 1992.

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43

Savage Inequalities. Tandem Library, 1992.

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44

Savage Inequalities. Unabridged Library Edition, 1991.

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45

Kozol, Jonathan. Savage Inequalities (Bookcassette(r) Edition). Bookcassette, 1991.

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46

(Editor), Luis A. Vargas, and Joan D. Koss-Chioino (Editor), eds. Working with Culture: Psychotherapeutic Interventions with Ethnic Minority Children and Adolescents (Jossey Bass Social and Behavioral Science Series). Jossey-Bass, 1992.

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47

(Editor), Mhemooda Malek, and Carol Joughin (Editor), eds. Mental Health Services For Minority Ethnic Children And Adolescents (Child and Adolescent Mental Health). Jessica Kingsley Publishers, 2004.

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48

Hodges, Bert H. Conformity and Divergence in Interactions, Groups, and Culture. Edited by Stephen G. Harkins, Kipling D. Williams, and Jerry Burger. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199859870.013.3.

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Humans have a natural affinity for conformity and coordination that is essential to culture, to groups, and to dialogical relationships. It is equally true that the dynamics of relationships, groups, and culture depend on tendencies to diverge, to differentiate, and to dissent. Evidence from anthropology, as well as social, developmental, and cognitive psychology, reveals remarkably convergent accounts of the complex interplay of divergence and convergence in an array of contexts. Conversational alignment, synchrony, mimicry, imitation, majority-minority dynamics, dissent, trust, intra- and cross-cultural diversity, social learning, and the formation and development of cultures all reveal complex patterns of selectivity and fidelity that continue to surprise researchers. The general pattern is one illustrated by young children: They are most willing to be guided by those who tell the truth and those who care about others. Issues of convergence and divergence are fundamental social phenomena, and they deserve fresh attention.
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49

Kalter, Frank, Jan O. Jonsson, Frank van Tubergen, and Anthony Heath, eds. Growing up in Diverse Societies. British Academy, 2018. http://dx.doi.org/10.5871/bacad/9780197266373.001.0001.

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Growing up in Diverse Societies provides a comprehensive analysis of the integration of the children of immigrants in England, Germany, the Netherlands, and Sweden, based on the ‘Children of immigrants longitudinal survey in four European countries’ (CILS4EU), including harmonised interviews with almost 19,000 14- to 15-year-olds. The book studies the life situation, social relations, and attitudes of adolescents in different ethnic minority groups, and compares these systematically to majority youth in the four countries. The chapters cover a wide range of aspects of integration, all addressing comparisons between origin groups, generations, and destination countries, and elucidating processes accounting for differences. The results challenge much current thinking and simplified views on the state of integration. In some aspects, such as own economic means, delinquency, and mental health, children of immigrants are surprisingly similar to majority youth, while in other aspects there are large dissimilarities. There are also substantial differences between ethnic minority groups, with the economic and cultural distance of the origin regions to the destination country being a key factor. For some outcomes, such as language proficiency or host country identification, dissimilarities seem to narrow over generations, but this does not hold for other outcomes, such as religiosity and attitudes. Remaining differences partly depend on ethnic segregation, some on socioeconomic inequality, and others on parental influences. Most interestingly, the book finds that the four destination countries, though different in their immigration histories, policy approaches, and contextual conditions, are on the whole similar in the general patterns of integration and in the underlying processes.
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50

1953-, Bogomolny Abby, ed. New to North America: Writing by U.S. immigrants, their children and grandchildren. 2nd ed. Burning Bush Publications, 2007.

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