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
- Prelims
- Part I Striving for Educational Equity
- Introduction
- Ring the Alarm: Moving from Educational Gaps to Educational Opportunities for Black Students
- Pathways to Excellence – What We Know Works for Nurturing Black Children’s Success
- Historical Analysis: Tracking, Problematizing, and Reterritorializing Achievement and the Achievement Gap
- Cultivating Genius: Black Children and Gifted Education
- Viewing African American Children’s Oral Language Skills as a Strength
- Part II Home and School Environmental Contexts
- Home-School Partnerships in Support of Young Children’s Development: The Intersection of Relationships, Rurality, and Race
- The Experiences and Effects of Toxic Stress on Young African American Children
- Father Involvement and Early Childhood Development in African American Families: Implications for Research, Practice, and Policy
- African American Fathers’ Mental Health & Child Well-Being: A Cultural Practices, Strengths-Based Perspective
- Part III Preparing Teachers and Improving Practice
- Teaching about Racial Equity Issues in Teacher Education Programs
- Teaching Children to Fail: How Early Education Is Failing Black Youth
- The Economic Realities of Early Childhood Education in the United States and the Policy Implications for Economically Disadvantaged Children, Families, and the Child care Workforce
- Afterword: Working toward Better Outcomes for Children and Their Families
- About the Authors
- Index