This Handbook received an honorable mention at the 2009 PROSE Awards. The PROSE Awards annually recognize the very best in professional and scholarly publishing by bringing attention to distinguished books, journals, and electronic content in over 40 categories.
‘This volume fills the tremendous void that currently exists in providing a much-needed lens for cultural leadership and proficiency. The approach provides a wide divergence of perspectives on African American forms of leadership in a variety of diverse leadership settings.’
—Len Foster, Washington State University
The SAGE Handbook of African American Education is a unique, comprehensive collection of theoretical and empirical scholarship in six important areas: historical perspectives, teaching and learning, PK–12 school leadership, higher education, current issues, and education policy. The purpose of the Handbook is to articulate perspectives on issues affecting the participation and leadership of African Americans in PK–12 and postsecondary education. This volume also addresses historical and current issues affecting the education of African Americans and discusses current and future school reform efforts that directly affect this group.
Key Features
- Promotes inquiry and development of questions, ideas, and dialogue about critical practice, theory, and research on African Americans in the United States educational system
- Makes significant contributions to the scholarship on African Americans in the broad context of U.S. education and society
- Addresses the central question—in what ways do African Americans in corporate, private, and public positions influence and shape educational policy that affects African Americans?
‘The SAGE Handbook of African American Education is a unique, comprehensive collection of theoretical and empirical scholarship in six important areas: historical perspectives, teaching and learning, Pre-K-12 school leadership, higher education, current issues, and education policy.’
—TEACHERS OF COLOR
‘A wise scientist once argued that to doubt everything or to believe everything often results in the same solution set; both eliminate the need for reflection. This handbook provides an intellectual space for those interested in true reflection on the human ecology of the African American experience in schools, communities, and society. The /Handbook of African American Education/ is a repository of information developed to advance the human service professional.’
—William F. Tate IV, Washington University in St. Louis
‘This handbook represents the most comprehensive collection of research on African Americans in education to date. Its breadth spans the historical, the political, institutional and community forces that have shaped educational opportunities and attainment among African Americans. The review of extant research on a range of topics from the role of culture and identity in learning, teacher preparation, educational leadership, to higher education and educational policy is far-reaching and cutting edge. This volume has historic significance and will become a classic collection on African American education for scholars and practitioners alike.’
—Carol D. Lee, Professor, Northwestern University
Vice-President, Division G, American Educational Research Association
‘This handbook is needed as a basic reference for professors and graduate students conducting research on the education of Blacks in America.’
—Frank Brown, University of North Carolina at Chapel Hill
İçerik tablosu
Editor′s Introduction – Linda C. Tillman
Introduction – Gloria J. Ladson-Billings
Section I: The Education of Black Folk: Historical Perspectives
Introduction – Derrick P. Alridge and V. P. Franklin
1. To Gain and to Lose: The Loving School and the African American Struggle for Education in Columbus, Ohio, 1831-1882 – Adah Ward Randolph
2. African American Educators and the Black Intellectual Tradition – Derrick P. Alridge
3. ‘They Rose or Fell Together’: African American Educators and Community Leadership, 1795-1954 – V. P. Franklin
4. The History of Black Women Graduate Students, 1921-1948 – Linda M. Perkins
5. Caught Between a Rock and a Hard Place: The Dissolution of Black State Teachers Associations, 1954-1970 – Michael Fultz
Section II: The Landscape of Teaching and Learning for African Americans in U.S. Schooling
Introduction – Jacqueline Jordan Irvine
6. Identity, Agency, and Culture: Black Achievement and Educational Attainment – Peter C. Murrell Jr
7. Cultural Community Practices as Urban Classroom Resources – Yolanda J. Majors and Sana Ansari
8. Preparing Teachers of African American Students in Urban Schools – H. Richard Milner IV
9. African American Teachers′ Caring Behaviors: The Difference Makes a Difference – Mari Ann Roberts and Jacqueline Jordan Irvine
10. After ‘It Takes A Village’: Mapping the Terrain of Black Parental Involvement in the Post-Brown Era – Cheryl Fields-Smith
Section III: African American Leaders in PK-12 Educational Leadership
Introduction – Linda C. Tillman
11. African American Principals and the Legacy of Brown – Linda C. Tillman
12. Leadership Challenges in K-12 Urban Education: Prospective African American Administrators′ Views on Educating African American Students and Closing the Achievement Gap – Robert Cooper and Will J. Jordan
13. The Confluence of Race, Gender, and Generation in the Lives of African American Women Principals – Tondra L. Loder-Jackson
14. Race, Law, and Leadership: Exploring the Interest-Convergence Dilemma – Mark A. Gooden
15. African American Superintendents in Public School Districts – Kay Lovelace Taylor and Linda C. Tillman
Section IV: African Americans in Higher Education
Introduction – Kofi Lomotey
16. Exclusions and Illusions: Rethinking the Mysterious UC Admissions Process that Disadvantages Deserving African American Students – Eddie Comeaux and Walter R. Allen
17. Hip Hop: A Source of Empowerment for African American Male College Students – Jon A. Yasin
18. Campuswide Climate: Implications for African American Students – William A. Smith
19. Historically Black Colleges and Universities: Catalysts to Liberation? – Kofi Lomotey and Sessi S. F. Aboh
20. The Power of Pathways: Strategies for the Preparation of African American Faculty – Lynette L. Danley, Roderic R. Land, and Kofi Lomotey
Section V: Current Issues: Theory and Research on the Participation of African Americans in U.S. Education
Introduction – Gwendolyn Cartledge
21. Critical Race Studies in Education and the ‘Endarkened’ Wisdom of Carter G. Woodson – Marvin Lynn and Thurman L. Bridges III
22. Educating and Counseling African American Students: Recommendations for Teachers and School Counselors – James L. Moore III and Delila Owens
23. The Education of African American Students in Charter Schools: Four Case Studies – Carol E. Malloy and Richard Noble III
24. Disproportionality of African American Children in Special Education: Definition and Dimensions – Gwendolyn Cartledge and Charles Dukes
25. Toward Understanding African American Males and K-12 Education – James Earl Davis
Section VI: African Americans Shaping Educational Policy?
Introduction – Jennifer Beaumont
26. Creating Opportunities for Educational Success: Oral Histories of Four African Americans Shaping Education Policy – Jennifer Beaumont
27. Realities and Responsibilities in the Education Village – Eric J. Cooper
28. Creating a New Model of Education for African-American Children: Mobilizing Stakeholder Partners in Service to Sustained Academic Success – Sabrina Hope King and Nancy M. Cardwell
29. Beyond Segregation: The Continuing Struggle for Educational Equity 50 Years After Brown v. Board of Education – Sheilah D. Vance
30. Educating Black Youth for Economic Empowerment: Democratic Economic Participation and School Reform Practices and Policies – Jessica Gordon Nembhard
Epilogue: Black Education Post-Katrina: And All Us We Are Not Saved – Joyce Elaine King
Appendix: Graduate School Programs to Prepare Future Faculty of Color – Lynette L. Danley, Roderic R. Land, and Kofi Lomotey
Yazar hakkında
A former public school educator with teaching and administrative experience, Linda C. Tillman is a professor in the Educational Leadership program. Her teaching goals facilitate students′ mastery of theoretical constructs and research design and allow them to co-construct multiple knowledge bases leading to more informed leadership theory and practice.
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