Black Children Need Permanent Homes

1978 ◽  
Vol 23 (8) ◽  
pp. 567-567
Author(s):  
CLARA VALIENTE BARKSDALE
Keyword(s):  
Black Children

The Development and Socialization of Black Children

1986 ◽  
Vol 31 (12) ◽  
pp. 956-958
Author(s):  
Bernadette Gray-Little
Keyword(s):  
Black Children

Do Racial Stereotypes Contribute to Medical Misdiagnosis of Child Abuse?

2020 ◽  
Vol 1 (2) ◽  
pp. 153-180
Author(s):  
Cynthia J. Najdowski ◽  
Kimberly M. Bernstein ◽  
Katherine S. Wahrer
Keyword(s):  
Decision Making ◽  
Child Abuse ◽  
Empirical Work ◽  
Black Children ◽  
Medical Community ◽  
Protective Services ◽  
Wrongful Convictions ◽  
Race Bias ◽  
Potential Child ◽  
Black Infant

Despite growing recognition that misdiagnoses of child abuse can lead to wrongful convictions, little empirical work has examined how the medical community may contribute to these errors. Previous research has documented the existence and content of stereotypes that associate race with child abuse. The current study examines whether emergency medical professionals rely on this stereotype to fill in gaps in ambiguous cases involving Black children, thereby increasing the potential for misdiagnoses of child abuse. Specifically, we tested whether the race-abuse stereotype led participants to attend to more abuse-related details than infection-related details when an infant patient was Black versus White. We also tested whether this heuristic decision-making would be affected by contextual case facts; specifically, we examined whether race bias would be exacerbated or mitigated by a family’s involvement with child protective services (CPS). Results showed that participants did exhibit some biased information processing in response to the experimental manipulations. Even so, the race-abuse stereotype and heuristic decision-making did not cause participants to diagnose a Black infant patient with abuse more often than a White infant patient, regardless of his family’s involvement with CPS. These findings help illuminate how race may lead to different outcomes in cases of potential child abuse, while also demonstrating potential pathways through which racial disparities in misdiagnosis of abuse and subsequent wrongful convictions can be prevented.

Book Reviews

2019 ◽  
Vol 12 (1) ◽  
pp. 97-112
Author(s):  
Erica Morales ◽  
Alex Blower ◽  
Samantha White ◽  
Angelica Puzio ◽  
Matthew Zbaracki
Keyword(s):  
North Carolina ◽  
Young Adult ◽  
Justice System ◽  
Juvenile Justice System ◽  
Black Children ◽  
Educational Success ◽  
Urban Schooling ◽  
Chapel Hill ◽  
John Gray

Ingram, Nicola. 2018. Working-Class Boys and Educational Success: Teenage Identities, Masculinities, and Urban Schooling. London: Palgrave Macmillan.Pinkett, Matt, and Mark Roberts. 2019. Boys Don’t Try? Rethinking Masculinity in Schools. London: Routledge.Agyepong, Tera Eva. 2018. The Criminalization of Black Children: Race, Gender, and Delinquency in Chicago’s Juvenile Justice System, 1899–1945. Chapel Hill: University of North Carolina Press.Farrell, Warren, and John Gray. 2018. The Boy Crisis. Dallas, TX: BenBella Books.Potter, Troy. 2018. Books for Boys: Manipulating Genre in Contemporary Australian Young Adult Fiction.Wissenschaftlicher Verlag Trier.

Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley
Keyword(s):  
Black Women ◽  
School Leadership ◽  
School Leaders ◽  
Black Children ◽  
The United States ◽  
Black Girls ◽  
Racial Biases ◽  
Black Girlhood ◽  
Patricia Hill Collins ◽  
Educational Advocacy

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

scholarly journals “Subtle, vicious effects”: Lillian Steele Proctor's Pioneering Investigation of Gifted African American Children in Washington, DC

2021 ◽  
Vol 61 (3) ◽  
pp. 351-371
Author(s):  
Sevan G. Terzian
Keyword(s):  
African American ◽  
African American Youth ◽  
Black Children ◽  
Gifted Children ◽  
Washington Dc ◽  
Cultural Resources ◽  
Systemic Racism ◽  
Master's Thesis ◽  
American Children ◽  
Intellectual Potential

AbstractThis essay examines the first detailed study of gifted African American youth: Lillian Steele Proctor's master's thesis from the late 1920s on Black children in Washington, DC. Unlike formative research on gifted children by educational psychologists, Proctor's investigation emphasized children's experiences at school, home, and community in determining their abilities, opportunities, and accomplishments. Proctor's work also anticipated African American intellectuals’ critiques of racist claims about intelligence and giftedness that would flourish in the 1930s. In focusing on the nation's capital, her investigation drew from a municipality with a high proportion of African American residents that was segregated by law. Proctor pointed directly to systemic racism as both contributing to the relative invisibility of gifted African American youth and in thwarting opportunities to realize their intellectual potential. In an environment of racial subordination and segregation, these gifted children found themselves excluded from cultural resources and educational opportunities.

Racial Disproportionality and Disparities in the Child Welfare System: Why Do They Exist, and What Can Be Done to Address Them?

2020 ◽  
Vol 692 (1) ◽  
pp. 253-274
Author(s):  
Alan J. Dettlaff ◽  
Reiko Boyd
Keyword(s):  
Child Welfare ◽  
Black Children ◽  
Child Welfare System ◽  
Welfare System ◽  
Children And Families ◽  
Children Of Color ◽  
Racial Disproportionality ◽  
Welfare Systems ◽  
External Causes ◽  
Child Welfare Systems

Children of color are overrepresented in the child welfare system, and Black children have been most significantly impacted by this racial disproportionality. Racial disproportionality in child welfare exists because of influences that are both external to child welfare systems and part of the child welfare system. We summarize the causes of racial disproportionality, arguing that internal and external causes of disproportional involvement originate from a common underlying factor: structural and institutional racism that is both within child welfare systems and part of society at large. Further, we review options for addressing racial disproportionality, arguing that it needs to be rectified because of the harm it causes Black children and families and that forcible separation of children from their parents can no longer be viewed as an acceptable form of intervention for families in need.

Social gradient predicts survival disadvantage of African Americans/Black children with lymphoma

2021 ◽  
Author(s):  
Laurens Holmes ◽  
Malik A. Williams ◽  
Daniel R. Halloran ◽  
Jacqueline A. Benson ◽  
Nastocia T. Bafford ◽  
...  
Keyword(s):  
African Americans ◽  
Black Children ◽  
Social Gradient
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