Synopses & Reviews
Guidelines for Closing the Black-White Cultural Gap
"Reading this book is like talking with a trusted friend about serious and sensitive issues.Dr. Thompson has provided a real service for teachers and everyone else who cares about the success of African American students."
—Diane F. Halpern, director, Berger Institute for Work, Family, and Children andprofessor of psychology, Claremont McKenna College
"For those teachers, administrators, and researchers who deal with culturally sensitive issues, Through Ebony Eyes is a powerful tool. Gail Thompson writes with passion and authority on teachers' beliefs and attitudes regarding African American students, and how these affect their instructional practices and achievement. Her research and observations are insightful, and her recommendations essential."
—James P. Comer, M.D., Maurice Falk Professor of Child Psychiatry, Yale Child Study Center, associate dean, School of Medicine
"Thompson does not tiptoe around issues that are sensitive for most educators, such as the controversy over Ebonics versus Standard English, and the continued controversy surrounding the use of the 'N word' by African-American students . . . . For those teachers, researchers, and administrators who want to deal with culturally sensitive issues, this is a very important tool."
"By effectively melding theory and practice, this book offers professionals and parents a guide toward understanding African American cultures and background. Thompson is an effective cultural translator; her research and knowledge base rely on a triangulation of effective theory, proven practices, and common sense. Highly recommended."
In this book, Gail L. Thompson takes on the volatile topic of the role of race in education and explores the black-white achievement gap and the cultural divide that exists between some teachers and African American students. Solidly based on research conducted with 175 educators, Through Ebony Eyes provides information and strategies that will help teachers increase their effectiveness with African American students. Written in conversational language, Through Ebony Eyes offers a wealth of examples and personal stories that clearly demonstrate the cultural differences that exist in the schools and offers a three-part, long-term professional development plan that will help teachers become more effective.
Taking on the volatile topic of the role of race in education, this work explores the black-white achievement gap and the cultural divide that exists between some teachers and African American students. It provides information and strategies that will help teachers increase their effectiveness with African-American students.
About the Author
Gail L. Thompson is associate professor of education at Claremont Graduate University. Her research has focused on the schooling experiences of students of color. She is the author of African American Teens Discuss Their Schooling Experiences, What African American Parents Want Educators to Know, and Up Where We Belong, as well as numerous journal articles.
Table of Contents
List of Tables.
Introduction: Persistent Problems.
Part One: The Basics.
1. If African American Kids Aren’t Dumb or Lazy, Why Are They Still Underachieving? Related Theories.
2. Effective Instructional Practices.
3. Effective Classroom Management.
Part Two: What Teachers Want to Know But Are Afraid to Ask.
4. How Can Teachers Reach African American Students from Challenging Backgrounds?
5. Standard English or Ebonics: Should We Force Them to Speak “Correctly”?
6. Can They Call Each Other the “N” Word?
7. What Should I Do When African American Students Accuse Me of Being Racist?
8. Why Do African American Students Need a Culturally Relevant Education?
9. Other Controversial Issues.
Conclusion: Can Beliefs Be Changed?
Appendix A: The Time Line Project.
Appendix B: The All About Me Project.
Appendix C: The Cultural Awareness Project.
Appendix D: The Community Problem-Solving Project.
Appendix E: Writing About Music, Writing to Music.
Appendix F: Using Writing Assignments and Student Artwork to Create a Class Anthology.
Appendix G: Using “Quotes of the Week” for Writing Assignments and to Improve Critical Thinking Skills.
Appendix H: Vocabulary Building Strategies.
Appendix I: The Six-Hour Inservice and the Four Schools.