SOUTHERN CONNECTICUT STATE UNIVERSITY

EDF 520 (04), (03)

The Child in the American Culture

Spring 2004

Dr. Jacque Ensign Class meetings: Mon., Wed. 5-7:30

Office: Davis 210G Room: DA 124

Phone: 392-6442 Fax: 392-5927

E-mail: ensign@southernct.edu (preferable way to reach me and get a response). When you e-mail me, on subject line put your name, EDF520 (3) or (4), and subject of message.

http://www.southernct.edu/~ensign/ has course information and links for your assignments.

Office Hours:(by appointment as sometimes I meet outside my office due to space problems)

CREDIT HOURS: 3 PREREQUISITES: None

COURSE DESCRIPTION

This course examines children's needs as they relate to cultural, familial, and community patterns and trends in American [sic- should be U.S.] society today. The school is examined as one of many agencies and institutions helping children.

COURSE'S CONTRIBUTION: The course provides a foundational understanding of social, cultural, historical, and economic influences on children in the United States and particularly in Connecticut.

COURSE OBJECTIVES

Students will

Ä Further their understanding of the influence of culture on the lives of children by identifying how concepts of human development, appreciation for individual differences/diversity, and the relation of academic learning to real-life experiences are integrally connected to cultural conceptions

Ä Explore the varieties of families in which children live

Ä Focus on contemporary cultural issues affecting children

Ä Explore the diversity of children and means of supporting their growth while affirming their uniqueness

Ä Relate current research to issues discussed in class

READINGS REQUIRED:

Canada, Geoffrey. (1995). Fist Stick Knife Gun. Boston: Beacon Press.

Delpit, Lisa. (1995). Other Peopleπs Children: Cultural Conflict in the Classroom. New York: The New Press.

Coontz, Stephanie. (1998). The Way We Really Are: Coming to Terms with America's Changing Families. New York: Harper.

a choice of two of the following:

Cisneros, Sandra. (1984). The House on Mango Street. New York: Vintage. (Latino girl growing up)

Davis, Sampson, George Jenkins & Rameck Hunt. (2002). The Pact: Three Young Men Make a Promise and Fulfill a Dream. New York: Riverhead. (true story, poverty, drugs, gangs, education)

Katz, Jon. (2000). Geeks: How Two Lost Boys Rode the Internet out of Idaho. New York: Random House. (true story)

Spinelli, Jerry. (1990). Maniac Magee. New York: Harper. (Newbury winner book, stereotypes, home, belonging)

Wittlinger, Ellen. (1999). Tough Love. New York: Aladdin. (adolescence in suburbia, sexual orientation)

Woodson, Jacqueline. (1995). I Hadnπt Meant to Tell You This. Mass Market. (sexual abuse)

MODES OF INSTRUCTION

Course activities include discussion of readings, mini-lectures, films, Internet sessions, oral presentations, and outside projects. Course participants are expected to substantially participate in class discussions, make oral reports on their work for the course, and team-lead one class session during the term.

ATTENDANCE AND SUBMISSION OF ASSIGNMENTS POLICY

Unless there are extenuating circumstances, students are expected to be at every class for the entire two and a half hours. Being late or missing more than one class may seriously affect your grade. Assignments are to be typed, single-spaced, and be turned in on the day due. Late assignments are unacceptable since they are an integral part of that week's class discussion. If you have to miss a class, you may mail, fax, or e-mail the assignment so that it is in my hands by the beginning of class.

If class is canceled for any reason, please come to the next class prepared for both that class and the canceled one.

REQUIREMENTS AND EVALUATION CRITERIA

Assessment will be an integral part of weekly course work. Students will be evaluated on the basis of:

1) submission of one page reflective papers (single spaced) to class readings (see course schedule for due dates) John Dewey defined reflective thought as "Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends." (How We Think 6) Remember, we have all read the same assigned readings. Reflective papers are not summaries, nor are they literary criticisms. Reflect on some aspect of the reading so I can see how you are adding to the discussion. The reflection should relate the reading to this course: to class discussions, lectures, films, and other readings. A reflective paper shows critical thinking about the implications of what you read. Reflective papers will be given: full credit if reflective/ related to class topic; 0% if both not present or assignment not completed on time. Note: attention to critical and creative reflection on content as well as to written mechanics will both be considered seriously in grading papers. 7% for each of 6 reflection papers for total of 42

*optional substitute for one reflective paper & one photocopy before April 15: attendance at a relevant conference & submit a copy of your notes from a session, OR read one book from bibliography of related books & submit a copy of your notes from that book (2 pages). Must clear with Jacque first.

2) submission of photocopies of current articles from the popular press (newspapers or magazines) or professional journals, and for each a 2-3 paragraph summary which notes how the article relates to the topic to be discussed in class that week (see course schedule for due dates). These summaries are to be factual rather than personal opinions. At the top of each summary, please type the following: whether this is a journal or popular press submission, and the complete citation for the article. For example:

Your name

Journal # 2 (or Popular Press #1)

Brenner, Mary. ≥Adding Cognition to the Formula for Culturally Relevant Instruction in Mathematics.≤ Anthropology and Education Quarterly, 1998, 214-244.

To be considered current, popular press articles should have been published during the last year and scholarly journal articles should be within the last four years. By the end of the course, there shall be at least two articles from professional journals and one article from the popular press. Summaries of articles will be given: full credit if relationship to class topic is noted and article is summarized; 0% if both not present or assignment not completed on time. Staple, no paperclips. 7% for each of 4 submissions for total of 28%

3) project based on one of the topics in the course. This will be a team effort involving outside research (in addition to the Internet!) for relevant information as well as leading a session that includes presentation of content and class discussion. Each person is to pick a facet of the topic to research in depth (such as grandparents as parents for topic of Families). Each personπs report is not to exceed 10 minutes. Limit the use of videos to no more than 5-10 minutes for the entire team report. The team presentation should show each participant's in-depth research and also allow for half an hour for the class members to share the articles they summarized and to discuss the topic and readings. For full credit, an individual will show good synthesis from 4 or more sources of which at least 2 are from scholarly-professional sources (submit a final bibliography at time of presentation). 30%
Rubric for project presentation:

30 Synthesized and reflected on the research

Conveyed substantial knowledge from research

Presentation is persuasive, summed up in a clear manner, mindful of the audience

Effective use is made of visuals, audiovisuals, etc.

4 or more sources, at least 2 scholarly-professional sources

25 Conveyed substantial knowledge from research

Presentation not very persuasive, clear, mindful of audience

4 or more sources, at least 2 scholarly-professional sources

20 Presentation shows no clear sense of what to highlight for the listener

OR Conveyed some knowledge from research

OR less than 4 sources, or not 2 scholarly-professional sources

5-10 presented but not much, just a ramble and surface, looks slapdash

Evaluation Criteria

I expect quality. Don't mistake my flexibility as meaning I accept half-done work. Papers are to be thoughtful, well-organized, and polished mechanically. Working hard is expected- it is not grounds for a higher grade. I use the following guides for final grades:

A = Exemplary completion of all assignments. Excellent class participation. For an A, I especially look for a student's synthesis and critical thinking of topics in the course, which tend to show especially in the final paper, in class discussions, and in the final presentation. Approximately 90-100 pts.

B = All assignments completed but not as thoughtful and thorough as for A.

Few errors in written mechanics. Good class participation. Approximately 80-89 pts.

C = Most assignments completed or all completed but notable problems. More than two absences except extenuating circumstances. Minimal class participation. Approximately 70-79 pts.

D = Partial assignments completed or all completed but major problems.

Alive but not kicking much. Approximately 60-69 pts.

F= Unsatisfactory

JOURNALS AND WWW ADDRESSES RELEVANT TO THIS COURSE

A journal differs from a magazine in the way articles are reviewed, and in the level of scholarship of the articles. Journals are usually peer-reviewed, rather than using only the editor. Journal articles tend to be more research-based, more theoretically-based, and hence more difficult to read! To be considered a journal article, it must include research, a substantial bibliography, and show that it is part of a reputable publication. BE VERY CAREFUL OF WHAT YOU USE ON THE WEB! One source of on-line journal articles is Ebsco. To reach this, use http://csulib.ctstateu.edu/, then go into Databases, then click the Southern icon (not word), then on third toggle that says General Databases toggle to Ebsco and press GO, then Academic Search Premier, then limit the search to Peer Reviewed and Full Text.

http://wwwsouthernct.edu/~cheng/spring04.htm has current information on library help for http://www.southernct.edu/~cheng/spring04.htm has current information on library help for research.

http://www.cyfc.umn.edu/rich site, Children Youth & Family Consortium Electronic Clearinghouse

http://www.search-institute.org/practical research benefiting children & youth

http://www.ed.gov/US Govt. publications, click on Topics A-Z

http://www.ed.gov/pubs/YouthIndicators statistics & details

http://nces.ed.gov/ NCES/ National Center for Education Statistics

http://www-rcf.usc.edu/~cmmr/Center for Multilingual Multicultural Research

http://www.safekids.com/child safety on the information highway

http://www.screenit.com/for reviewing movies and videos before children watch

http://familyfun.go.com/Disney view of today's American families

http://www.familyeducation.com/home/Family Education Network, covers today's issues

http://www.liszt.com/lists on-line discussion groups & how to join

http://www.lsoft.com/lists/list_q.htmlalso lists on-line discussion groups

http://school.discovery.com/schrockquide/great site for connections to topics in education

http://www.aap.org/advocacy/advohome.htmAmerican Academy of Pediatrics advocacy

http://www.childensdefense.org/Children's Defense Fund excellent links for sites & data

http://www.childrennow.org/Children Now excellent site

http://www.connectforkids.org/content1550/content.htmCoalition for America's Children

http://www.familiesusa.org/Families USA healthcare

http://www.movingideas.org/public policy

http://www.handsnet.org/HandsNet their HandsLinks is good source of links

http://www.gse.harvard.edu/~hfrp/Harvard Family Research Project

http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea400.htmmultimedia on teaching diversity

http://www.desoto.k12.la.us/lesson.htmhuge site for lesson plans & teacher resources

http://www.ccebos.org/The Center for Collaborative Education for schools similar to Central Park East

http://iume.tc.columbia.edu/urban education links

http://osiris.colorado.edu/SOC/RES/family.htmlfamily sociology resources

http://www.edchange.org/multicultural/multicultural resources & dialogues

http://info.med.yale.edu/comer/Comerπs School Development Program

http://www.ncoff.gse.upenn.edu/National Center on Fathers and Families

http://www.cehn.org/Childrenπs Environmental Health

http://www.courttv.com/choices/diversitymiddle school lesson plans related to diversity

http://www.nccp.org/National Center for Children in Poverty

for research, writing, & citation help:

http://owl.english.purdue.edu/handouts/index.htmlwriting help, including citing sources

http://owl.english.purdue.edu/handouts/interact/index.htmlpractice your writing & get it checked online

http://www2.widener.edu/Wolfgram-Memorial-Library/webevaluation/inform.htmHow to Recognize an Informational Web Page

as a friend of mine, Kathleen Knight, has said, "Using the Web is often like going to the bathroom wall in a bus-station and trying to discover facts about who loves whom, who's sleeping with whom, etc. ... It's a source, but it ain't verifiable and it ain't reliable." Use the Widener site to be sure your information is more reliable than the bus station.

http://www.apastyle.org/elecgeneral.htmlCiting Online Sources

The following schedule is subject to change. Assigned readings are to be COMPLETED prior to class meetings. If class is canceled for any reason, come to the next class prepared for both that class & the canceled one.

Jan. 26 (28) INTRODUCTION TO THE COURSE.

Feb. 2 (4): CHILD AND CULTURE: Introduction to Brown v Board of Education

assignment due:

Reading from Coontz, The Way We Really Are, Introduction, Chapter 1

Reflective paper due on reading

In class: sign-up for student presentations

Feb. 9 (11): CHILDHOOD TODAY

assignment due:

1-2 min. presentation on facet of topic being researched for final team project

Proposal of facet of topic you are researching for team project and sources

(your name, group topic, your facet, list citations for at least 2 journal articles)

Options: you may submit this on paper in class or electronically so that you can test the system before the required electronic submission: for electronic submission go to http://www.nicenet.org/. Click ≥join a class,≤ enter your key for the class and the screen should say EDF520. Use your full name and make up a password. Enter your e-mail so you get a copy of instructions and your password. In optional: ***enter your full name so you are credited with this assignment. Key into assignments due and submit. *Print a copy of your submission and turn in to be sure you are credited.

Feb. 16 (18): OTHER PEOPLE'S CHILDREN

film: ≥Linking Communities, Families, and Schools: The School of the 21st Century≤

assignment due:

Reading from Delpit, Other People's Children, Introductory section and "Skills and other Dilemmas," ix - 20

Feb. 23 (25): OTHER PEOPLE'S CHILDREN

films: "How We Feel: Hispanic Students Speak Out"

≥University of Puerto Rico Elementary Laboratory School≤

assignment due:

Reading from Delpit, Other People's Children, "The Silenced Dialogue," "Language, Diversity, and Learning," 21-69

Photocopied submission due

March 1 (3): OTHER PEOPLE'S CHILDREN

film: ≥In Our Classroom≤

assignment due:

Reading from Delpit, Other People's Children, ≥The Politics of Teaching Literate Discourse,≤ "Education in a Multicultural Society," 152-183

March 8 (10): STUDENT PRESENTATIONS: SUPPORT SERVICES FOR CHILDREN (health, mental health, including for divorce and death...)

assignment due:

Reading from The Way We Really Are, chapter 8

Photocopied submission due

March 15 (17): This is a virtual class session: GROWING UP IN AMERICA: A VIEW THROUGH YOUNG ADULT LITERATURE

assignment due:

Read one young adult novel on required list.

Electronic Papers due on one young adult novel on required list in which you note the grade level and list 5 lead questions you would use in a discussion with a school class about this book to focus on cultural issues, and a paragraph detailing one activity you could do to increase students' understanding of the culture portrayed in this book. 2nd: respond to someone elseπs submission. (counts as a reflective paper)

assignment due on electronic submission athttp://www.nicenet.org/. Click ≥join a class,≤ enter your key for the class and the screen should say EDF520. Use your full name and make up a password. In optional: ***enter your full name so you are credited with this assignment. Also enter your e-mail so you get a copy of instructions and your password. Key into assignments due and submit. Before March 20, respond to at least one other studentπs submission, giving constructive feedback. Print a copy of your submissions to turn in at the next class.

no class March 22 Spring break

March 29 (31) STUDENT PRESENTATIONS: ENVIRONMENTAL INFLUENCES: GEOGRAPHY, NATURE, URBANIZATION, AESTHETICS, SOUND, SIGHT, SPACE

assignment due:

Photocopied submission due

April 5 (7): STUDENT PRESENTATIONS: THE STIGMA OF DIFFERENCES AND THE PRICE OF NORMALCY (Peer pressure, gangs...)

assignment due:

Reading from David Elkind, ≥Unhurried Parenting," Tuftonia, Summer 1997, 13-16

April 12 (14): No class session, to allow you to attend special lecture. GROWING UP IN AMERICA: Fifty Years After Brown v Board of Education

assignment due:

Reading of one young adult novel on required list

Attendance at special university guest lecture on 50 Years After Brown v Board of Education (date to be announced in class)

Reflection paper on relation of Brown v Bd of Ed to issues in young adult novel.

NEW!!! There will be no lecture so instead, go to this link for readings and directions of how to do this assignment. WEBQUEST LINK

April 19 (21): VIOLENCE IN AMERICA

films: ≥Kids in the Crossfire,≤ ≥Yale Child Study Center-New Haven Police Initiative≤

assignment due:

Reading from Geoffrey Canada, Fist Stick Knife Gun , ix-34, 51-56, 137-146

April 26 (28) UNITED STATES FAMILIES (variations on a theme?: gay & lesbian headed families, single father families, youth as parents, homeless families...)

films: "Both of my Moms' Names are Judy," ≥First Place≤

assignment due:

Reading from The Way We Really Are chapters 6,9

Photocopied submission due

May 3 (5): STUDENT PRESENTATIONS: CHILDREN AS CONSUMERS

assignment due:

Reading from The Way We Really Are chapter 7

May 10 (12): course wrap-up

assignment due:

Final reflective paper (counts as 3 reflective papers, 3-5 pages) in which you reflect on one theme of the course, showing what you learned about that theme through reference to the relevant readings, lectures, discussions, films, presentations. This is NOT to be a self-disclosure of your life but rather of what you learned in this course.

BIBLIOGRAPHY of Related Books

Aries, Philippe. Centuries of Childhood: A Social History of Family Life. London: Pimlico, 1996.

Banks, James. Handbook of Research on Multicultural Education. New York: Macmillan, 1995.

Canada, Geoffrey. Fist Stick Knife Gun. Boston: Beacon Press, 1995.

Canada, G. Reaching Up For Manhood: Transforming The Lives of Boys in America. Boston: Beacon, 1998.

Cole, Robert, ed. Educating Everybodyπs Children: Diverse Teaching Strategies for Diverse Learners. ASCD, 1995.

Comer, James P., Norris Haynes, Edward Joyner, Michael Ben-Avie. Rallying the Whole Village: The Comer Process for Reforming Education. New York: Teachers College Press, 1996.

Coontz, Stephanie. The Way We Really Are: Coming to Terms with Americaπs Changing Families. New York: Basic Books, 1997.

Darder, Antonia, Rodolfo D. Torres, & Henry Gutierrez. Latinos and Education. New York: Routledge, 1997.

Delpit, Lisa. Other Peopleπs Children: Cultural Conflict in the Classroom.. New York: The New Press, 1995.

Dewey, John. Experience and Education. New York: Macmillan, 1938.

Dewey, John. School and Society. 1900 in Dworkin, Martin. Dewey on Education: Selections. New York: Teachers College, 1959.

Elkind, David. The Hurried Child: Growing Up Too Fast Too Soon. Menlo Park: Addison-Wesley, 1981.

Elkind, David. Ties That Stress: The New Family Imbalance. Cambridge, MA: Harvard University Press, 1994.

Fadiman, Anne. The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. New York: Farrar, Straus & Giroux, 1997.

Franklin, Barry. From ≥Backwardness≤ to ≥At Risk≤: Childhood Learning Difficulties and the Contradictions of School Reform. Albany, NY: SUNY Press, 1994.

Greenleaf, Barbara Kaye. Children Through the Ages: A History of Childhood. New York: McGraw-Hill, 1978.

Heath, Shirley Brice. Ways With Words. Cambridge: Cambridge University Press, 1992.

Hersch, Pat. A Tribe Apart: A Journey into the Heart of American Adolescence. Ballantine Books, 1999.

Hewlett, Sylvia Ann and Cornel West. The War Against Parents: What We Can Do for Americaπs Beleaguered Moms and Dads . Boston: Houghton Mifflin, 1998.

Hodgson, Lucia. Raised in Captivity: Why Does America Fail its Children? St. Paul, MN: Graywolf Press, 1997.

Hwang, C. Philip, Michael Lamb, Irving Sigel, ed. Images of Childhood. Mahwah, NJ: Lawrence Erbaum Assoc., 1996.

Jackson, Beverly Roberson. ≥Creating a Climate for Healing in a Violent Society,≤ Young Children, November 1997, 68-70.

Kotlowitz, Alex. There Are No Children Here. New York: Anchor Books, 1992.

Kozol, Jonathan. Savage Inequalities. New York: Crown, 1991.

MacLeod, Jay. Ainπt No Makinπ It (2nd ed). Westview Press, Boulder, Colorado, 1995.

Maeroff, Gene. Altered Destinies: Making Life Better for Children in Need New York: St. Martinπs,

Meier, Deborah. The Power of Their Ideas. Boston: Beacon Press, 1995.

Middleton, John. From Child to Adult: Studies in the Anthropology of Education. Garden City, NY: Natural History Press, 1970.

Miller, Alice. For Your Own Good: Hidden Cruelty in Child-Rearing and the Roots of Violence. (3rd edition) New York: Noonday Press, 1990.

Miller, Ron. What Are Schools For?: Holistic Education in American Culture. Brandon, VT: Holistic Education Press, 1992.

Montegu, Ashley. ≥Child Rearing and the Roots of Violence,≤ Mothering Magazine. Winter 1984, 17-21.

Nabhan, Gary. Geography of Childhood: Why Children Need Wild Places. Boston: Beacon, 1994.

OπHearn, Claudine Chiawei, ed. Half and Half: Writers on Growing Up Biracial and Bicultural. New York: Pantheon, 1998.

Peshkin, Alan. The Color of Strangers, The Color of Friends: the Play of Ethnicity in School and Community. Chicago: University of Chicago Press, 1991.

Phelan, Patricia and Ann Locke Davidson. Adolescentsπ Worlds: Negotiating Family, Peers, and Schools. New York: Teachers College Press, 1997.

Pipher, Mary. The Shelter of Each Other: Rebuilding Our Families. New York: G.P.Putnam, 1996.

Polakow, . Lives on the Edge: Single Mothers and Their Children in the Other America. Chicago: University of Chicago Press, 1993.

Pope, Denise Clark. ≥Doing School≤: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students. New Haven, CT: Yale University Press, 2001.

Rapson, Richard L. The Cult of Youth in Middle-Class America. Lexington, MA: D.C.Heath and Co., 1971.

Rodriguez, Richard. Hunger of Memory: the Education of Richard Rodriguez. Boston: D.R. Godine, 1982.

Rodriguez, Richard. Days of Obligation: Arguments with my Mexican Father, New York: Viking, 1992.

Schorsch, Anita. Images of Childhood: An Illustrated Social History. New York: Mayflower Books, 1979.

Simmons, R. Odd GirlOut: The Hidden Aggression of Girls. Harvest, 2003.

Sharff, Jagna Wojcicka. King Kong on 4th Street. Boulder: Westview Press, 1997.

Spindler, George D. Education and Cultural Process: Anthropological Approaches (2nd ed). Prospect Heights, IL, 1987.

Steinberg, Shirley and Joe Kincheloe, ed. Kinderculture: The Corporate Construction of Childhood. Boulder: Westview Press, 1997.

Tobin, Joseph, David Wu and Dana H. Davidson. Preschool in Three Cultures: Japan, China, and the United States. New Haven, CT: Yale University Press, 1989.

Tozer, Steven, Paul Violas, Guy Senese. School and Society: Educational Practice as Social Expression. New York: McGraw-Hill, 1993.

Trentacosta, Janet and Margaret Kenney. Multicultural and Gender Equity in the Mathematics Classroom: The Gift of Diversity. Reston, Va: National Council of Teachers of Mathematics, 1997.

Willie, Charles, Antoine Garibaldi, Wornie Reed. The Education of African-Americans. New York: Auburn, 1991.

Willis, Paul. Learning to Labor: How Working-Class Kids Get Working-Class Jobs. New York: Columbia University Press, 1981.

Wortham, Sue C. Childhood 1892-1992. Wheaton, MD: Association for Childhood Education International, 1992.

BOOKS FOR YOUNG ADULTS ABOUT GROWING UP IN THE U.S.

Avi. Nothing But the Truth. New York: Avon,1991. (pressures on a high school student)

Avi. Blue Heron. New York: Avon, 1992. (divorce)

Bauer, Marion Dane. Am I Blue? New York: HarperTrophy, 1995. (short stories on gay/lesbian identity)

Cisneros, Sandra. The House on Mango Street.. New York: Vintage, 1984.

(Latino girl growing up in Chicago)

Danziger, Paula. The Divorce Express. New York: Delacourt Press, 1982.

(middle-class divorce)

Fenner, Carol. Yolandaπs Genius. New York: Aladdin, 1995. (talent, urban, surburban)

Gray, Mary L. In Your Face: Stories from the Lives of Queer Youth. New York: Harrington Park Press, 1999.

Heron, Ann. Two Teenagers in Twenty: Writings by Gay and Lesbian Youth. Boston: Alyson Publications.

Irwin, Hadley. Abby, My Love. New York: Atheneum, 1985. (sexual abuse)

Klein, Norma. Now That I Know. New York: Bantam, 1988. (adolescent & parent relationships, gay, divorce, remarriage)

Lee, Marie G. Finding My Voice. Boston: Houghton Mifflin, 1992.

(Asian, ethnic discrimination, high school)

Mastoon, Adam. The Shared Heart: Portraits and Stories Celebrating Lesbian, Gay, and Bisexual Young People. New York: William Morrow & Co., 1997.

Myers, Walter Dean. Scorpions. New York: Harper, 1988. (inner city boys growing up)

Nam, Vickie. Yell-oh Girls! New York: Harper Collins, 2001. (Asian girlsπ in the U.S.)

Paterson, Katherine. The Great Gilly Hopkins. New York: Harper Trophy, 1978.

(Newbury winner book, growing up, foster child)

Paterson, Katherine. Flip-Flop Girl. New York: Lodestar Books, 1994.

(moving, change of family parenting)

Paulson, Gary. Sisters/ Hermanas . San Diego: Harcourt Brace, 1993. (written in both English and Spanish, price of beauty and youth for adolescent girls)

Shannon, George. Unlived Affections. New York: Harper and Row, 1989.

(learning about parentsπ past lives)

Smith, Cynthia Leitich. Rain is Not my Indian Name. New York: HarperCollins, 2001. (Native American)

Spinelli, Jerry. Maniac Magee. New York: Harper, 1990.

(Newbury winner book, stereotypes, home, belonging)

Thomas, Joyce Carol. A Gathering of Flowers: Stories About Being Young in America . New York: Harper Collins, 1990. (Mexican, Chippewa, Black, Latino, Anglo, Korean, Japanese, Chinese)

Woodson, Jacqueline. From the Notebooks of Melanin Sun. New York: Scholastic, 1995. (adolescent coming to terms with sexual orientation and race in his family & friends)