Index

African American Children in Early Childhood Education

ISBN: 978-1-78714-259-6, eISBN: 978-1-78714-258-9

ISSN: 2051-2317

Publication date: 22 May 2017

This content is currently only available as a PDF

Citation

(2017), "Index", African American Children in Early Childhood Education (Advances in Race and Ethnicity in Education, Vol. 5), Emerald Publishing Limited, Leeds, pp. 323-332. https://doi.org/10.1108/S2051-231720170000005022

Publisher

:

Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited


INDEX

Academic achievement
, 17, 18, 22, 24, 25, 49, 69, 72, 74, 129, 171, 183, 206, 207

defining
, 7

See also Gifted education and Black children

Achievement
, 75–77

idea of
, 58–59

significance of
, 72

Achievement gap
, 18, 30, 36, 60, 70, 75–77, 109, 215

Adoo, J.
, 224, 232

Adverse Childhood Experiences (ACEs)
, 167

African American English (AAE)
, 20, 21

African American Vernacular English (AAVE)
, 124, 128–129, 137n1

African Centered Charter Schools
, 44–47

African Worldview
, 41–42

Alexander, M.
, 271, 273–274

Alliance for Excellent Education
, 279

Alternative successful education approaches, for Blacks
, 44

African Centered Charter Schools (ACS)
, 44–47

homeschooling for Black students and
, 47–48

America
, 2000, 294

American Civil Liberties Union (ACLU)
, 279, 286, 288

American Dream
, 268–269, 270, 281, 289

fallacy of
, 271–274

Armstrong, S. C.
, 67

Army Mental Tests
, 74

Authoritarian parenting
, 228

Bayley Scales of Infant Development
, 214

Betty Shabazz International Charter School (BSICS)
, 46

Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment (Collins, P. H.)
, 282

Brain development
, 171–173

Bredekamp
, 299

Brookings Institute
, 279, 298

Brown, O.
, 69

Brown v. Board of Education (1954)
, 69, 70, 108, 281

Buffering Toxic Stress Consortium
, 183

Build Initiative
, 302

Bureau of Justice Statistics
, 274

Bureau of Labor Statistics
, 233, 272

Bush, President
, 294

Byrd, M.
, 74

Clinton, H.
, 227

Cognition and language
, 177–179

Cognitive readiness, of young children
, 49

Collins, P. H.
, 282

Commissioners Annual Report
, 90

Common Core Standards
, 133–135

Conjoint behavioral consultation (CBC)
, 155–156

Conversations
, 128, 133–134

Cortisol production
, 176, 177

The Cosby Show (Cosby, B.)
, 202

Cost Quality and Outcomes Study
, 26

Council of Chief State School Officers (CCSSO)
, 302

Creative expression and creative problem-solving
, 114–115

Critical reasoning and analysis
, 112

Cultivating the Genius of Black Children: Strategies for Closing the Achievement Gap in the Early Years (Sullivan, D.)
, 86, 93

Culturally responsive education
, 48–50

Cultural socialization
, 210–211

Dawson, E.
, 281, 285

Dean, J.
, 12n1

Decontextualized language
, 130

Demographic information, about Black children
, 6–7

Department of Health, Education, and Welfare
, 90

Desegregation
, 60, 69–70, 281, 285

Devaluation
, 66, 252, 253

Digest of Education Statistics
, 62, 79

Disorganized attachment, in children
, 180

Dow, S.
, 300

Duncan, A.
, 286

Early care and education (ECE) as protective factor
, 181–185

Early Childhood Longitudinal Study
, 131

Early Childhood Longitudinal Study-Birth Cohort (ECLSB)
, 37, 205

Early childhood outcomes. See Toxic stress, on young African American children

Early Childhood Program Standards
, 157

Early education, failing Black youth
, 268–269

American Dream fallacy and
, 271–274

broken Black family and
, 269–271

early educational suspension consequences and
, 278–280

national and local level policy changes and
, 286–288

school-to-prison pipeline and
, 274–275, 282, 286, 288

foundations of
, 275–278

structural discrepancies in education due to race and
, 281–285

systematic racism conversations and
, 285–286

zero tolerance and
, 280–281

Early Head Start program
, 157, 182

Ecological intervention
, 151

Economic realities and policy implications
, 292

child care programs emergence in United States and
, 292–294

early childhood education system and
, 299–300

early childhood workforce challenges and
, 300–306

high-quality early childhood education affordability and
, 295–296

national commitment to high-quality early childhood education
, 294–295

workforce characteristics and high-quality early childhood education and
, 296–299

Edelman, M. W.
, 227

Educational gap
, 68

and opportunities
, 16–19

Educational landscape, for Black children
, 37

early childhood education and
, 37–38

primary and secondary education and
, 39–41

Educational policy
, 18, 51

See also Gifted education and Black children

Egalitarianism approach, to parenting
, 226

Ego Tripping (Giovanni, N.)
, 36, 42

The Elementary and Secondary Education Act (ESEA)
, 72

amendment of
, 91

Emancipation and The Thirteenth Amendment
, 60

Equality of opportunity
, 4

Equity
, 4, 11, 46, 51, 60, 61, 72, 76, 77, 104, 116, 283–285, 305

adjustments
, 5

promoting
, 59

See also Racial equity issues in teacher education programs, teaching about

Eurocentric Worldview
, 41

Every Student Succeeds Act (ESSA)
, 18, 30, 72, 80–81

Exceptionalism, American ideology of
, 272, 275

Expository skills
, 131–132

Expulsion, by race
, 269, 279–280, 282

Faculty members’ ongoing professional development, need for
, 260–261

Families and schools together (FAST)
, 153–154

Family engagement
, 23, 28–29, 151, 152, 157, 159

Family Life Project (FLP)
, 205, 207–208

Family-school partnerships. See Home-school partnerships

Family-school relationships. See Fathers’ mental health and child well-being

Father involvement and early childhood development
, 202–204

control, discipline, and
, 208–209

cultural socialization and
, 210–211

father’s psychological functioning and
, 211

language, learning stimulation and
, 204–206

paternal depression and
, 211–213

paternal stress and
, 213–214

research, practice, and policy implications
, 214–215

warmth, sensitivity and
, 206–208

Fathers’ mental health and child well-being
, 222–223

African American fathering in context and
, 224–227

African American fathers and violence and
, 230–231

Black fathers and
, 227–230

fathering theoretical models and
, 223–224

policy and practice recommendations
, 233–236

reciprocal model of fathering with African American parents and
, 231–233

Ford, D.
, 108

Freedmen’s Bureau
, 65, 67

The Future of Children
, 298

Getting Ready intervention
, 151–152

conjoint behavioral consultation (CBC)
, 155–156

families and schools together (FAST)
, 153–154

parentCorps
, 152–153

G.I. Bill
, 68–69

Gifted and Talented Children’s Education Act (1978)
, 91

Gifted education and Black children
, 86–89

access to and enrollment
, 98–100

classroom practices cultivating genius and
, 110, 111

creative expression and creative problem-solving
, 114–115

critical reasoning and analysis
, 112

mental challenges and stimulation
, 112–113

new and differing approaches to teaching and learning
, 113–114

resiliency and self-efficacy
, 115

verbal expansiveness and creativity
, 110, 112

gifted children characteristics compared to Black children’s learning styles and
, 93–95

high-quality early learning environments elements compared to Black children’s learning styles
, 95–98

identification, assessment, and testing
, 101–104

policy and practice implications
, 104–106

teacher preparation, education, and professional development policy and practice implications
, 107–109

Giftedness, definitions of
, 89–92

Gilliam, W.
, 279

Goffin, S. G.
, 294, 298–299

Gordon, E. W.
, 272

Gun-Free Schools Act (1994)
, 280

Hampton model
, 66, 67, 68

Hampton Normal and Agricultural Institute
, 67

Harwell, S.
, 284

Head Start program
, 157, 170, 184, 234, 235, 293, 296, 298

Henderson, S.
, 285

High-performing schools and models
, 48–50

HighScope
, 96

Educational Research Foundation
, 97

Hill, R.
, 226

Hilliard, A.
, 50, 103, 107, 110

Historical analysis
, 58–61

accountability measures history and
, 72–75

and achievement, significance of
, 72

achievement and achievement gap and
, 75–77

implications, alternatives, and sideways moves
, 77–81

meritocracy and problematizing of promise of school and
, 61–62

post-emancipation experiences with education for Black communities and
, 63

Black teachers’ replacement with White teachers
, 68

education restriction of Black teachers
, 67–68

fund withholding from Black schools
, 63–65

pressure to adopt assimilationist curricula
, 65–67

post-World War II experiences with education for Black communities and
, 68–72

unequal access to education and pressure and
, 62–63

Home-school contexts
, 8–9

Homeschooling, for Black students
, 44, 47–48

Home-school partnerships
, 146

intervention programs review and
, 150–151

conjoint behavioral consultation (CBC)
, 155–156

families and schools together (FAST)
, 153–154

Getting Ready intervention
, 151–152

parentCorps
, 152–153

policy recommendations
, 156

current policy investments
, 157–158

potential policy investments
, 158–159

for rural African American children
, 149–150

in rural communities
, 146–147

characteristics
, 147–149

The Household Survey
, 38

Hypothalamus-pituitary-adrenal (HPA) axis
, 176, 177

Ideological frameworks, for educating Black children
, 41–42

African Worldview
, 41–42

culturally relevant pedagogy and
, 42–44

Inequities reduction recommendations, and increasing Black children’s educational opportunities
, 27–30

In-service professionals
, 158, 259, 262, 263

White
, 256–257

Institutional inequalities
, 60

The Iowa Tests of Basic Skills
, 75

Jacob K. Javits Gifted and Talented Students Education Program
, 91

Journal of Negro Education
, 70

Julia Carson Responsible Fatherhood & Healthy Families Act (2015)
, 214

Kansas Parent Information Resource Center (KPIRC)
, 158

Kids Count Data Center
, 269

DeVos, Betsy
, 286

King, M. L.
, 108

Kinship models, of parenting
, 227

Kipp Academy
, 49

Ladson-Billings, G.
, 77, 78

Lincoln, A.
, 67

Living wage
, 297

Mainstream American English (MAE)
, 128, 129

Maltreatment, of children
, 180

Marland definition
, 90–91

Marshall, T.
, 69

Marshall Elementary School (MES)
, 46

The Matrix of Domination” theory
, 282

McCabe
, 125–126

Mental challenges and stimulation
, 112–113

Meritocracy myth
, 9–10

Microaggressions and macroaggressions
, 252–254, 263n2

Minimum wage
, 297

Moll, L.
, 77, 78

Multiple Intelligences Theory
, 90

My Brother’s Keeper initiative
, 27, 214

National Assessment of Educational Progress (NAEP)
, 39, 132

National Associate of Elementary School Principals (NAESP)
, 302

National Association for Gifted Children (NAGC)
, 89, 90, 92, 104, 106

National Association for the Advancement of Colored People (NAACP)
, 274

National Association for the Education of Young Children (NAEYC)
, 95, 157, 253, 299, 302, 303

National Black Child Development Institute (NBCDI)
, 302, 313

National Center for Education Statistics (NCES)
, 38, 132

National Child Abuse and Neglect Data System (NCANDS)
, 170

National Child Care Staffing Studies
, 293

The National Commission on Excellence in Education
, 70, 74

National Education Association (NEA)
, 285, 287

National Education Goals Panel
, 294

National Institute for Early Education Research at Rutgers University (NIEER)
, 234

National PTA
, 157

National Scientific Council on the Developing Child
, 172, 173

National Standards for Family-School Partnership
, 157

National Survey of Child and Adolescent Well-Being (NSCAW)
, 178, 179

National Survey of Early Care and Education Project Team
, 297–298, 303

A Nation at Risk (The National Commission on Excellence in Education)
, 70, 74

New Development Institute. See Betty Shabazz International Charter School (BSICS)

The New Jim Crow (Alexander, M.)
, 271

New York’s Department of Education
, 286

Nguzo Saba (Kwanzaa)
, 46

NICHD
, 207

Study of Early Child Care
, 26

No Child Left Behind Act
, 18, 30, 70–72

Obama, B.
, 37, 71, 214

Office for Civil Rights Data Collection
, 98–99

Office of Early Learning and Development
, 157

Office of Parent Involvement and Family Engagement
, 157

Office of Technology Assessment
, 73, 75

Oklahoma
, 300

Opportunities Suspended report
, 280

Opportunity gap
, 4, 19, 30, 36, 99

Optimal educational outcome
, 19–20

Oral language skills
, 123–124

education policy making fostering
, 132–133

first grade
, 133–134

kindergarten
, 133

second grade
, 134

third grade
, 134–135

research review on

developmental trends
, 127

dialectical variation
, 128–129

extended discourse skills
, 129–132

vocabulary knowledge
, 127–128

uniqueness of
, 125–127

Oral narratives
, 7, 130–131, 137

Orwell, G.
, 72

Parent, Family and Community Engagement Framework
, 157

Parental involvement
, 18, 22–23, 29, 74

ParentCorps
, 152–153

Parent-teacher interactions. See Home-school partnerships

Partnership for Assessing Readiness for College and Careers (PARCC)
, 136

Paternal depression
, 211–213

Paternal stress
, 213–214

Pathways, to excellence
, 50–52

Pedi-focal system
, 227

Pew Research Center
, 169

Physical health and physiology
, 173–177

Plessy v. Ferguson (1896)
, 69

Positive stress
, 167

Post-emancipation experiences with education, for Black communities
, 63

Black teachers’ replacement with White teachers and
, 68

education restriction of Black teachers and
, 67–68

fund withholding from Black schools and
, 63–65

pressure to adopt assimilationist curricula and
, 65–67

Posttraumatic stress disorder (PTSD)
, 170, 231

Posttraumatic stress symptoms
, 180

Post-World War II experiences with education, for Black communities
, 68–72

Poverty
, 166– 169, 171–172, 174–177, 179–181, 183, 185

Pre-K to prison pipeline
, 271

Pre-school suspension. See Early education, failing Black youth

Preschool to Prison Pipeline
, 279

Pre-service professionals
, 158, 259, 262, 263, 284

White
, 256–257

Princeton University
, 298

Privilege, preservation of
, 59

Promise Academy (Harlem Children’s Zone)
, 49

Promise Neighborhoods initiative
, 27

Public Agenda Foundation
, 283–284

Putnam, R. D.
, 268

Quality Rating and Improvement System (QRIS)
, 296

Race to The Top (RTTT)
, 71

Racial equity issues in teacher education programs, teaching about
, 247–249

case studies
, 249–252

defining hidden microaggressions and macroaggressions against Black children and
, 252–254

propositions

focus on strengths and funds of knowledge in Black students’ cultures, families, and communities
, 258

multiple social identities understanding
, 258–260

ongoing professional development for faculty members requirement
, 260–261

racial oppression understanding
, 255–258

Racial oppression, understanding of
, 255–258

Racial socialization
, 229

Racism and bias
, 234–235

Reaching for Quality
, 302

READY Nationwide
, 285

Reagan, R.
, 271

Resiliency and self-efficacy
, 115

Rethinking Schools
, 274

Ron Clarke Academy
, 49

Rosenwald Fund
, 66

Ryan, S.
, 305–306

Savannah Education Association
, 63, 65

Schools, black children not meeting potential in

cultural and gender mismatch between educators and Black children and
, 24–25

discontinuity between home and school and
, 20–21

home-school engagement and
, 22–23

lack of culturally relevant pedagogy and practices in early education and
, 25–27

school inadequacies and
, 23–24

stress and
, 21–22

School-to-prison pipeline
, 274–275, 282, 286, 288

foundations of
, 275–278

The Serviceman’s Readjustment Act (1944). See G.I. Bill

Social-emotional functioning and mental health
, 179–181

Social fathers
, 223, 226, 236n1

Social identities understanding, multiple
, 258–260

Stacey, R.
, 301

Standard American English (SAE)
, 21, 128, 134

Substance abuse
, 270

Substance Abuse and Mental Health Services Administration
, 270

Systematic racism conversations
, 285–286

System theorists
, 301

Talented Tenth (DuBois, W.E.B.)
, 86

T.E.A.C.H. Early Childhood Project
, 301

Teacher preparation
, 106, 107–109

Teacher preparation and workforce issues
, 9–11

Texas Appleseed
, 287

Texas Observer
, 288

Thomas, A.
, 229

Thompson, C.
, 70

Tolerable stress
, 167

Toxic stress, on young African American children
, 166–167

brain development and
, 171–173

cognition and language and
, 177–179

conceptual foundations
, 167–168

consequences
, 171

early care and education (ECE) as protective factor
, 181–185

epidemiology
, 168–171

physical health and physiology and
, 173–177

social-emotional functioning and mental health and
, 179–181

Trauma
, 166–168, 170–181, 184, 222, 226, 229, 230–232, 235

Trauma Start
, 184

Tuskegee model
, 67

United States Census Bureau
, 295, 296

Universal Pre-K
, 300

Universal screening
, 105–106

U.S. Department of Education (USDE)
, 101, 278

Case for Developing America’s Talent
, 98

National Excellence: A Case for Developing America’s Talent
, 92

U.S. Department of Education Civil Rights Office
, 274

U.S. Department of Education Office for Civil Rights
, 273

U.S. Department of Health & Human Services
, 178, 179, 182

U.S. Office of Education’s Special Projects Act (1972)
, 90

Verbal expansiveness and creativity
, 110, 112

War on Drugs
, 270–271, 273

War on Poverty
, 293

Washington, B. T.
, 67

Weikart, D.
, 96

Whitebook, M.
, 305–306

White House Initiative on Educational Excellence for African American
, 37, 51

Workforce compensation
, 293–295, 298

W.K. Kellogg Foundation (WKKF)
, 312, 313

Yale Child Study Center
, 313

Zero to Three (ZTT)
, 302