Meeting the Psychoeducational Needs of Minority Students - Evidence-Based Guidelines for School Psychologists and Other School Personnel

Meeting the Psychoeducational Needs of Minority Students

Copyright

Contents

Acknowledgments

1: Why the Need for This Book?

Scripted Knowledge

What This Book Is Not

Chapter Content

2: The Problem of Quack Multiculturalism

What is Multiculturalism?

Types of Superficial Multiculturalism

Boutique Multiculturalism

Kumbayah Multiculturalism

Light-and-Fluffy Multiculturalism

Bean-Counting Multiculturalism

What Multiculturalism Is Not

Multiculturalism Is Not a Science

Multiculturalism Is Not (Necessarily) "Best Practice"

The Distinguishing Features of Sociopolitical Ideologies

An Ideology Must Exaggerate Its Own Importance in Order to Motivate Followers

An Ideology Must Oversimplify Life's Complexities

Ideologies Have Their Own Unique Lexicon

Ideologies Must Enforce Conformity

Six Essential Doctrines That Constitute Multiculturalism Ideology

The Group Identity Doctrine

The Difference Doctrine

The Equity Doctrine

The Inclusion Doctrine

The Sensitivity Doctrine

The Sovereignty Doctrine

Models of Multicultural Advocacy Within Professional Training

The Moral Model

How Does the Moral Model Philosophy Respond to Its Critics?

Fatal Flaws of the Moral Model

The Culture Model

How Does the Culture Model Respond to Its Critics?

Fatal Flaws of the Culture Model

The Social Engineering Model

How Does the Social Engineering Model Respond to Its Critics?

The Fatal Flaws of the Social Engineering Model

What Is Quack Multiculturalism, and Why Is It Problematic?

Quack Multiculturalism Is Logically Incoherent

Quack Multiculturalism Is Empirically Inadequate

Quack Multiculturalism Is Experientially Invalid

Quack Multiculturalism Is an Elaborately Built Castle With Its Foundation Firmly Planted in Midair

Quack Multiculturalism Is Big Business

Quack Multiculturalism Is a Protest Movement

Quack Multiculturalism Encourages Intellectual Laziness

Quack Multiculturalism Requires a Belief in Magic

In Quack Multiculturalism, There Are No Consequences for Being Wrong

Quack Multiculturalism and Red Herrings

Quack Multiculturalism's Artificial Preservatives

Purpose of Remaining Chapters

Additional Resources

Supplemental Readings

3: Home and Family

Settlement Patterns of U.S. Racial/Ethnic Groups

African Americans

Hispanic Americans

Asian Americans

Native Americans

What is Tribal Sovereignty?

Tribal Government

Tribal Identity

Indian Education

The Influence of Socioeconomic Status

What Is Social Class?

Correlates of Social Class Status

Social Class and Neighborhood Climate

Marriage, Out-of-Wedlock Births, and Single Parenthood

Child-Rearing/Parenting Behaviors

A Brief Comment on the Role of Genetics

The Impact of Crime on Neighborhoods and Families

Children's Exposure to Crime

Effects of Parental Incarceration

Immigration Status

Requirements for American Citizenship

Illegal Status

Longitudinal Immigrant Student Adaptation (LISA) Study

Factors That Influence English-Language Learning

Immigrant Students Want to Learn English

Varieties of Bilingualism

Factors That Shape the Development of English Learning

Parenting Interventions

Brand-Name Interventions

Nurse Family Partnership

Functional Family Therapy

Multidimensional Treatment Foster Care

Multisystemic Therapy

The Incredible Years

Additional Resources

Supplemental Readings

Films

Contact Information for Brand-Name Intervention Programs

4: Contexts for School Learning

School Type

Public Schools

Charter Schools

Private/Parochial Schools

Cultural Immersion Schools

Homeschooling

Varieties of Bilingual Education

Variables That Distinguish Bilingual Education Programs

Dual-Language Programs/Schools

Two-Way Bilingual Education

Maintenance Bilingual Education

Transitional Bilingual Education

ESL (English as a Second Language) Programs

Structured Immersion Programs

Urban, Suburban, and Rural Schooling

Teach for America

Urban/Suburban School Psychology Practice

Levels of School Racial/Ethnic Integration

The Dissimilarity Index

School Climate

School Fighting

School Violence

Racial/Ethnic Conflicts

Fear of "Acting White"

How School Districts Handle Disproportionalities

Principal Leadership

Final Thoughts

Additional Resources

Supplemental Reading

Films

Websites

5: General Cognitive Ability, Learning, and Instruction

Academic Characteristics of Students Within Different IQ Ranges

IQs Lower Than 70

IQs Between 70–85

IQs Between 90–110

IQs Between 115–130

IQs Higher Than 130

Practical Implications of Large IQ Differences in Schools

Practical Implications for Achievement Test Performance

Practical Implications for the Complexity of Content to Be Learned

Two Days Absolutely Free!

Interventions for Vulnerable Learners

Academic Achievement

Opportunity to Learn

Ability to Understand Instruction

Quality of Instructional Events

Perseverance

Ability: Time Needed for Learning

Conclusion

Additional Resources

Supplemental Readings

Web Sites

6: Testing and Assessment

Improving Standardized Large-Scale Testing for English-Language Learners

What Are Test Accommodations?

How Is ELL Eligibility for Test Accommodations Determined?

Presentation Accommodations

Background

Reading Passage

Test Items

Accommodation Requests/Responses

Response Accommodations

Setting Accommodations

Timing/Scheduling Accommodations

How Is Eligibility for ELL Test Accommodations Determined in a Local School?

Test Preparation/Test Anxiety Reduction

Study Skills

Do Cultural Minority Students Experience Higher levels of Test Anxiety Compared to Other Students?

What Can Teachers Do to Address the TA of Students?

Interventions using Curriculum-Based Assessment

Curriculum-Based Assessment for Instructional Design (CBA-ID)

Criterion-Referenced Curriculum-Based Assessment (CR-CBA)

Curriculum-Based Evaluation (CBE)

Additional Resources

Supplemental Readings

Websites

7: School Discipline and Behavior Management

Discipline as a Fundamental Priority That Supports Academics

The PATHS Program

The Rise of Paternalistic Schools

Habits of Highly Effective Paternalistic Schools

Inculcate a Strong Work Ethic

Surround Students With Structure, Structure, and More Structure

Build a School Culture of Achievement

Tell Students Exactly How to Behave and Tolerate No Disorder

Provide Character Education and Social Skills Training

Enjoy Freedom/Autonomy From Bureaucratic Regulations

Reject "Street Culture," and Keep It Out of Schools

Embody Teacher/Administrator Devotion to Students

Additional Resources

Supplemental Reading

Films

Contact Information

8: Crime, Delinquency, and Gangs

Contexts for Crime

Neighborhood Characteristics Associated With Crime

School Crime

Crime Prevention in School Settings

Preventative School Design Features

School Resource Officers (SROs)

Threat Assessment

Federal Initiatives to Help Schools

Juvenile Delinquency

Risk Factors

A General Theory of Juvenile Crime

The Developmental Trajectory of Criminality

Adolescent-Limited versus Life-Course-Persistent Offenders

Criminal Thinking Patterns

Responses to Juvenile Delinquency

The Juvenile Justice System

Brand-Name Intervention Programs

Brand-Name Intervention Programs for Crime-Involved Youth

Adolescent Diversion Project

Aggression Replacement Training

Life Skills Training (LST)

Project Toward No Drug Abuse

Big Brothers/Big Sisters Mentoring

Olweus Bullying Prevention Program

GANGS

What Are Gangs?

How Many Youth Are Members of Gangs?

Characteristics of Nonwhite Gangs

Where Do Gangs Proliferate?

What Are Risk Factors for Joining Gangs?

Gang Impact on Schools

Recognizing Gang Presence/Activity in Schools

Gang Intervention

Subgroup 1 (General Student Population)

Subgroup 2 (At-Risk Non-Gang-Involved Youth)

Subgroup 3 (Gang-Involved Youth)

Subgroup 4 (Hard-Core Gang-Involved Youth)

Additional Resources

Supplemental Readings

Websites

Films

Contact Information

9: School District Resources

Greater School Psychology Role Differentiation in Large Districts

Memphis City Schools Mental Health Center

MCSMHC Innovative School Team

Crisis Response Services

Prevention Services and Training

Summer Programs

General Prevention Services

Resources for Addressing Social Problems Impacting Large School Districts

Teenage Pregnancy

Drug Abuse

Gangs and Violence

Other Innovative Counseling/Therapy Services

High School Graduation

School District Services for Immigrant Students

Immigrants Are Not Monolithic, But Extremely Heterogeneous

Educational Strengths of Non-English Language and Immigrant Status

Educational Challenges of Non-English Language and Immigrant Status

School District Responses to Educational Challenges of Non-English Language and Immigrant Status

Federal Support

Welcome Centers and Newcomer Programs

National Surveys of Newcomer Programs

How Can School Psychologists Help School Districts Serve Immigrant Students/Families?

Direct Services

Indirect Services

Additional Resources

Websites

10: Where Do We Go From Here?

The Current State of Affairs Vis-À-Vis Multicultural Issues

National/State Professional Organizations

School Psychology Training Programs

Students

Local School-Based Practice

Future Directions

School Psychologists Can Become More Discriminating Consumers of Multicultural Content in Coursework

The Application of Critical Thinking Skills

Students Are Exposed to More Accurate and Higher-Quality Information in Training

High-Quality Research Is Advertised More Efficiently to School Psychologists and Schools Serving Minority Children

School Psychology Audiences Are Exposed to Real-World Examples of Effective Schools for Minority Children

Glossary

References

Author Index

Subject Index

EULA