A Different Type of Summer Camp: SNCC,Freedom Summer,Freedom Schools,and the Development of African American Males in Mississippi

The civil rights movement of the late 1950s and 1960s had a transformational effect on American society and on grassroots movements for social justice at home and abroad during that era and beyond. But much of the history of the push for racial equality in America is often told as if it is on a constant repetitive loop, when other accounts are given less attention. One less talked about story is the innovative way that the youthful Student Nonviolent Coordinating Committee (SNCC) carried out major campaigns in the south, and particularly Mississippi, when other groups were hesitant to do so. During and long before the movement, Mississippi was a stronghold of racial prejudice and violence against African Americans. Despite the dangers associated with engaging in civil rights work in Mississippi, the SNCC workers, many of them only college students, planned a massive campaign to confront the system of injustice in the state during the summer of 1964. This undertaking came to be known as the “Freedom Summer.” Significantly, the organization established summer “Freedom Schools” as a compliment to the summer project that would address the severe lack of attention school-aged Black children received as a result of Mississippi's intentional neglect. It is within this story that we find a compelling case for the need to identify alternative means of providing academic support for marginalized youth.     

Digital Griots: African American Rhetoric in a Multimedia Age

AMERICAN PHILOSOPHIC ADDRESSES, 1700–1900. Edited by Joseph L. Blau. New York; Columbia University Press, 1946; pp. xii+762. $6.75.

THE EPIGRAM IN THE ENGLISH RENAISSANCE. By Hoyt Hopewell Hudson. Princeton: Princeton University Press, 1947; pp. viii+178. $2.50.

HUGH BLAIR. By Robert Morell Schmitz. New York: King's Crown Press, 1948; pp. xii+ 162. $2.75.

ADVENTURE IN THE THEATRE. By Gertrude R. Jasper. New Brunswick, New Jersey: Rutgers University Press, 1947; pp. xiii+370.. §4.50.

PHONEMICS. By Kenneth L. Pike, Ann Arbor: University of Michigan Press, 1947; pp. xvi+ 254. §3.00.

WORLD WORD. By W. Cabell Greet. (Second edition, revised and enlarged). New York: Columbia University Press, 1948; pp. liii+608. $6.75.

THE AMERICAN LANGUAGE: SUPPLEMENT II. By H. L. Mencken. New York: Alfred A. Knopf, Inc., 1948; pp. xiii+890+ xliii. 57.50.

THE MEANING OF WORDS. By Alexander Bryan Johnson. Milwaukee: John Windsor Chamberlin, 1948; pp. xii+256.

THE GREAT REHEARSAL. By Carl Van Doren. New York: The Viking Press, 1948; pp. xii+336. $3.75.

POLITICAL FORGIVENESS IN OLD ATHENS. The Amnesty of 403 B.C. By Alfred P. Dorjahn. Northwestern University Studies in the Humanities, No. 13. Evanston, 1946; pp. 56. $1.50.

IT PAYS TO TALK IT OVER. Edited by Julius Schreiber, M.D. 1224 Twentieth St. N.W., Washington, D.C.: National Institute of Social Relations, 1947; pp. 48. $.40.

SPEECH CORRECTION METHODS. By Stanley Ainsworth. New York: Prentice‐Hall, Inc., 1948; pp. xi+149. $3.65.

HELP THEM HELP THEMSELVES. By Juliette McIntosh Gratke. Dallas: Texas Society for Crippled Children, 1947; pp. 184. $2.50.

PLAY PRODUCTION FOR LITTLE THEATRES, SCHOOLS, AND COLLEGES. By Milton Smith. New York: D. Appleton‐Century Company, 1948; pp. xii+482. $4.50.

RADIO NEWS WRITING. By William F. Brooks. New York: McGraw‐Hill Company, 1948; pp. vii+200. $2.75.

RADIO NEWS WRITING AND EDITING. By Carl Warren. New York: Harper and Brothers, 1947; pp. xix+439. $4.00.

THE RADIO ANNOUNCER'S HANDBOOK. By Ben G. Henneke. New York: Rinehart and Company, 1948; pp. xi+308. $4.00.

RADIO IN ELEMENTARY EDUCATION. By Roy De Verl Willey and Helen Ann Young. Boston: D. C. Heath and Company, 1918; pp. x+450. $3.50.

FACTUAL COMMUNICATION. A Handbook of American English. By L. O. Guthrie. New York: The Macmillan Company, 1948; pp. x+448. $3.50.

USE OF LANGUAGE. By Henry F. Pommer and William M. Sale, Jr. New York: F. S. Crofts and Company, 1947; pp. v+258. $1.50.

SPEAKING EFFECTIVELY. By Lee Norvelle and Raymond G. Smith. New York: Longmans, Green and Company, 1948; pp. xvii+238. $2.75.

USING WORDS EFFECTIVELY. By Charles Chandler Parkhurst, Assisted by Alice Blais. New York: Harper and Brothers, 1948; Series A, pp. x+156; Series B, pp. x+156. $1.50 per volume.

HOW TO TALK EFFECTIVELY. By Lawrence W. Rogers. New York: Joseph F. Wagner, 1947; pp. 216. $2.50.

EXTEMPORE SPEAKING. A Handbook for the Student, the Coach, and the Judge. By Donald L. Holley. New York: The H. W. Wilson Company, 1947; pp. 115. $1.50.

ORAL COMMUNICATION. A Short Course in Speaking. By Donald C. Bryant and Karl R. Wallace. New York: D. Appleton‐Century Company, 1948; pp. xi‐f‐320. $2.50.     

Social risks and psychological adjustment: a comparison of African American and South African children

In the United States, race is highly associated with social risk factors such as poverty and family structure that may account by themselves for developmental outcomes often attributed to race alone. This cross-national study assesses the effects of social risks on adjustment of racially similar groups of 306 African American and 625 South African 6-year-olds. Poverty and gender were confirmed as risk factors but single female headship was not. Moreover, poverty and gender posed less risk for South African than for African American children. Poverty placed children at risk for immaturity, hyperactivity, and difficulty in peer relations. Boys were more likely to have behavior problems than were girls. African Americans exhibited higher rates of emotional symptoms but lower rates of bullying, destructiveness, and social rejection than did South Africans. African Americans, particularly the males, scored higher on the opposition and hyperactivity scales than did South Africans. Distinctive social contexts and cultural resources may account for differences in adjustment.     

记忆与忘却——《宠儿》所展示的美国黑人成长史

非裔美国女作家托妮.莫里森是上世纪晚期最著名美国小说家之一,《宠儿》作为她光华夺目的代表作,以美国黑人种族的伤口为题材,将黑人的折磨与耻辱,成长与忘却都在小说中字里行间,入骨三分的描摹了出来。     

African American females in academe: Power and self-development

This paper focuses on five types of power and seven self-development strategies that can have an impact on the performance and productivity of African American female faculty members.Theresa Bey is a faculty associate at the University of Georgia, College of Education, Program for School Improvement. She has taught instructional supervision and leadership in staff development, and is a 1995 Senior Fulbright Scholar appointment in Cyprus. She received her B.A. in Business Education from Montclair State College; her M.A. in School-Community Relations from Glassboro State College; and, her Ph.D. (1979) in Educational Administration and Supervision from the University of Illinois, Urbana-Champaign. Her primary areas of interest include teacher education, mentoring, supervisory support, and international education.     

Pedagogies of experience: a case of the African American male teacher

Numerous scholars have illustrated how African American teachers’ past experiences provide them a philosophical vision committed to teaching for social and educational change for African American students. This article draws from this body of work by looking at the diverse ways five African American male teachers used their past experiences to shape their vision for working with African American male students. However, this article also extends this body of work by illustrating that while the teachers in this study had similar commitments to working with African American males, their varied life experiences and social locations provided them different sources of practical and philosophical knowledge. These findings illustrate the diversity of experiences these teachers drew from, thus troubling the common sense discourses that essentialize African American male teachers as one-dimensional monolithic role models.     

美国大学学术自由的含义——基于终身教职保障制度的思考

美国大学的学术自由理念来自于德国柏林大学,但是美国大学在其发展中学术自由不再是一种形而上的学术理想与理念,而是一种具体的经济与职位保障制度。本文基于一种保障制度即终身教职的视角探讨了美国学术自由的产生、含义及其限制。美国的学术自由建立过程与美国大学职能的演变是直接联系起来的;终身教职中所保障的自由更多的指的是教师教学的自由,因而对教师在教学中的自由作了明确的限制。     

自由与责任:新世纪美国基础教育改革的主题——以特许学校为例

经过多年的教育改革,美国确立了基础教育改革的主题,即自由与责任并重、奖励与惩罚并举。特许学校是美国20世纪90年代基础教育改革中产生的一种新的学校。学校拥有资金使用、课程设置、教师聘用等充分的管理自主权,并建立了有效的内外部责任制。特许学校的发展理念紧扣美国基础教育改革主线,并为改革起到了样板作用。     

美国大学学术自由的特色

美国大学学术自由深受德国学术自由传统的影响,然而美国独特的文化传统和实用主义的精神赋予了美国学术自由崭新的内涵.外行董事会管理大学的学术管理体制是美国大学不断产生学术自由问题的主要原因,学术自由与终身聘任制的紧密结合是美国学术自由的突出特征,从而形成了美国特色的学术自由.     

African American Women's Preparation for Childbirth From the Perspective of African American Health-Care Providers

Preparation for birthing has focused primarily on Caucasian women. No studies have explored African American women's birth preparation. From the perceptions of 12 African American maternity health-care providers, this study elicited perceptions of the ways in which pregnant African American women prepare for childbirth. Focus group participants answered seven semistructured questions. Four themes emerged: connecting with nurturers, traversing an unresponsive system, the need to be strong, and childbirth classes not a priority. Recommendations for nurses and childbirth educators include: (a) self-awareness of attitudes toward African Americans, (b) empowering of clients for birthing, (c) recognition of the role that pregnant women's mothers play, (d) tailoring of childbirth classes for African American women, and (e) research on how racism influences pregnant African American women's preparation for birthing.     

Crossing Cultures in Marriage: Implications for Counseling African American/African Couples

A wealth of literature exists regarding intermarriage between White and ethnic minority couples. Noticeably lacking, however, is information considering within-group diversity amongst Black couples. This paper will focus on cultural dynamics that may operate with African American and African couples residing in the United States. Through an examination of within-group differences and similarities, counselors can be better prepared to assist such couples in addressing and negotiating possible cross-cultural challenges. A case study example will be considered with critical incidents discussed and essential cross-cultural counseling competencies will be addressed.