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Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- Introduction -- 1. African American Children in the Modern Child Welfare System: A Legacy of the Flemming Rule -- 2. Family Preservation and Support Services: A Missed Opportunity for Kinship Care -- 3. Child Protection Risk Assessment and African American Children: Cultural Ramifications for Families and Communities -- 4. An Out-of-Home Care System in Crisis: Implications for African American Children in the Child Welfare System -- 5. Achieving Same-Race Adoptive Placements for African American Children: Culturally Sensitive Practice Approaches -- 6. African American Families and HIV/AIDS: Caring for Surviving Children -- 7. "Of Mind, Body, and Spirit": Therapeutic Foster Care-An Innovative Approach to Healing from an NTU Perspective -- 8. African American Female Adolescent Identity Development: A Three-Dimensional Perspective -- 9. A Rite of Passage Approach Designed to Preserve the Families of Substance-Abusing African American Women -- 10. An Afrocentric Program for African American Males in the Juvenile Justice System -- 11. Same-Race Practice: Do We Expect Too Much or Too Little? -- 12. Why African American Adoption Agencies Succeed: A New Perspective on Self-Help -- 13. Cultural Competence in Child Welfare: What Is It? How Do We Achieve It? What Happens Without It?

Children exposed to traumatic stress are vulnerable to a variety of stress-related disorders other than classical post-traumatic stress disorder. Several case histories are presented to illustrate some of the diversity of how traumatic stress may manifest in children. African-American children are the main focus of this article as political, economic, social, and morbidity and mortality indicators suggest that African-American children are at high risk for exposure to potentially traumatic stressors. Different presentations of traumatic, stress are discussed in an effort to broaden our understanding of the outcome of traumatic stress to fully help traumatized children.

In the context of growing diversity, Shirley A. Hill examines the work parents do in raising their children. Based on interviews and survey data, African American Children includes blacks of various social classes as well as a comparative sample of whites. It covers major areas of child socialization: teaching values, discipline strategies, gender socialization, racial socialization, extended families -- showing how both race and class make a difference, and emphasizing patterns that challenge existing research that views black families as a monolithic group

Abstract
Oral narratives are increasingly used in speech and language evaluations for measuring language skills, and to measure children's organizational skill within a broader communicative context. Because of this, oral-narrative analyses are applied to diverse age ranges and populations. However, there are few studies examining the production of narratives of child speakers of African American English (AAE), and these previous studies offer conflicting views on the nature of narratives in this population. Because of this, the purpose of this study was to investigate the production of narratives of AAE speaking children using elicitation procedures that were standard across participants. Fifteen partici-pants were selected from a predominantly African American low-income com-munity of Springfield, Massachusetts. Highpoint and story-grammar analyses-two analyses that are often applied narratives in previous studies- were applied to the samples gathered from these participants. The results indicated that (a) subjects produced a greater number of more advanced (com-plete and complex) structures than lower level structures within story grammar analysis at all age levels, and (b) the most advanced structure (classic structure) was observed more often than any other structures within highpoint analysis. (Speech/Hearing/Language Pathology)

African-American Children at Church explores African-American socialization beliefs and practices, based on findings of a unique, four-year long study in a Baptist church in Salt Lake City, Utah. By combining the ethnographic approaches of anthropology with the detailed naturalistic observations of developmental psychology, Dr Haight provides a rich description of actual socialization practices along with an interpretation of what those patterns mean to the participants themselves. Based on extensive interviews with successful African-American adults involved with children, this book begins with the exploration of adults' beliefs about socialization issues focusing on the role of religion in the development of resilience. Drawing from naturalistic observations of adult-child interaction, the book then describes actual socialization contexts and practices that help to nurture competencies in African-American children. The text focuses on Sunday School and includes narrative practices and patterns of adult-child conflict and play

To highlight the individual and systemic practices that perpetuate the overuse of and reliance on kinship care and instead emphasize family reunification as the permanency plan for African American children in the child welfare system, the authors first discuss how kinship care is affected by federal child welfare policy and provide a historical perspective on how that policy has evolved. They then discuss the number and proportion of African American children entering the child welfare system and receiving kinship foster care, distinguishing between formal and informal kinship care. The conclusion addresses implications for practice and research, including the need to reevaluate child welfare policies, and demonstrates that kinship care is overused and detrimental for African American children.

There is substantial evidence that African American children living in urban poverty run a disproportionately higher risk for negative functional outcomes than more affluent African American and Caucasian children. Both factors external to these families, as well as parental and other family factors, have been implicated as risk factors. Two studies are reviewed that (1) identify which parental and family risk and protective factors are the best predictors of problem behaviors in these children, and (2) identify which of these risk and protective factors distinguish resilient versus vulnerable African American children. Results identify maternal psychological distress, high family stress burden, use of coercive parenting practices, and reliance on reframing and active help-seeking as associated with more problem behaviors. The families of resilient children shared many of these risk factors except to a lesser degree. Longitudinal studies on larger, more representative samples are needed to clarify and confirm these results.

INTRODUCTION: A recent study has shown that the national-scale difference in immunization coverage between non-Hispanic white (abbreviated "white") and non-Hispanic African-American (abbreviated "African-American") children aged 19-35 months in the United States has increased by about 1 percentage point annually. We examined how this widening gap differs with geography and income. METHODS: We used data from the National Immunization Survey, 1998-2003, a national telephone survey. We examined differences between white and African-American children in immunization coverage within income groups (at or above versus below the federal poverty level) for each census region (northeast, south, midwest and west). We tested the hypothesis of constant disparity over time. RESULTS: Among households at or above the federal poverty level in the northeast census region, disparity is widening (white coverage minus African-American coverage was -0.5 in 1998 but 15.5 in 2003). Among household at or above the federal poverty level in the midwest census region, disparity is narrowing (white coverage minus African-American coverage was 13.9 in 1998 but 2.5 in 2003). We found no significant evidence of a trend in other groups. CONCLUSIONS: Widening national-level disparity in immunization coverage is primarily attributable to trends in the northeast census region. Addressing the widening disparity in coverage requires new strategies that consider current social and economic contexts.

Cover -- Title -- Copyright -- Dedication -- Contents -- Acknowledgements -- List of Tables -- List of Figures -- The Role of Neighborhood Characteristics in Child Development -- Neighborhood Context and Child Development -- Findings and Limitations of Available Studies -- Studying Neighborhood Influences in Context -- The Social Ecology of Poor Neighborhoods -- Development of the Perceived Neighborhood Scale -- Method -- Hypotheses -- Data and Sample -- Measures -- Data Analyses -- Results -- Analysis of the Perceived Neighborhood Scale -- Hypothesis Testing -- Discussion

The purpose of this study is to examine the discourses that emerged among third- and fourth-grade African American students and their teachers as they read stories about the Underground Railroad and complete a computer module. The study is framed by emergent, sociocultural, and critical race perspectives. Qualitative methods are used to determine the amount and quality of science discourse that emerged in three urban classrooms. Results show culturally relevant texts engage students and teachers in high levels of classroom discourse that is rich in science content. Students are also successful on the science section of a computer-based assessment, suggesting culturally relevant multimedia is effective in science instruction. Findings also reveal the use of culturally relevant multimedia supports science inquiry and changes the social norms and discourse dynamics in classrooms when issues of racial injustice are addressed.