Scholarly Sources:  (Sample Document) HDFS 295

1.  Branscombe, N.R., Jetten, J., Spears, R. & Schmitt, M.T. (2001).  Rebels with a cause: group identification as a response to perceived discrimination from the mainstream.  Personality and Social Psychology Bulletin, 27(9).  1204-1213

A. Abstract: Customers (32 men, 41 women, mean age 22 years) at a local body piercing shop in New York City were recruited to participate in a questionnaire study about group identification and perceived discrimination.  Two studies were conducted, one based on group identification and the other concentrating on self-esteem.

B. Findings: The first study confirms that perceived discrimination can strengthen intergroup differentiation, building bonds within groups to further separate themselves from the "mainstream".  Body piercings as a whole are most in conflict with our culture's standards of beauty.  The second study, it was found that the greater the perceived discrimination was, the more negative self esteem was for each individual.  However, the greater the group identification the participants had, the greater the chance of increased self-esteem.

            C. I wanted to use this article to get a general idea of how people can identify as groups outside of the racial paradigm.  I wanted to compare and contrast how these participants felt about discrimination to how children in middle schools feel towards racial discrimination, and see if there were any differences.  This study provides a baseline for the terms I'm using in my project. 

2.  Brown, P.C. & Tatum, D (1998).  Breaking the silence: talking about race in schools.  Knowledge Quest, 27(2).  12-16

A.  Abstract: This is an overview of the Carnegie Corporation demonstration project, in which open discussion about race in schools is shown to improve youth relationships and understanding of equality.  This study includes theories about the onset of ethnic identity formation and policy reformation proposals.  Testimonials from students about their understanding of race are included.

B.  Findings: there are three components to the intervention: a semester-long professional development course for teachers, a cultural identity group (CIG) program for middle-school students for 16 weeks, and a series of parent meetings to provide information about identity formation in middle school.  Pre- and post-test measurements questionnaires were conducted to distinguish change in beliefs for teachers.  The results were overwhelmingly positive, as many teachers had not realized the influence of biased behavior.  The Multiethnic Identity Measure (MEIM) was issued to the middle school students to assess identity.  Within four months, there was a significant change in positive ethnic identity.  Many students in ethnic minority status were interested in learning more about their own culture.  The results for the parent measure were less consistent, but were mostly positive and consistent with the other components in its degree in success with racial attitude change.

C.  This article is of value to my project because it demonstrates clearly how a short intervention, centered on education, can really begin to change people's beliefs.  It provides evidence for my case that preadolescence and middle school is an essential time when many attitudes relevant to identity are formed, and thus a crucial period when education about race is a must.  I appreciated how open the teachers in the study were to admitting their own setbacks and misconceptions about racism.

3.  Cardo, L.M. (1994).  Development of an instrument measuring valence of ethnicity and perception of discrimination.  Journal of Multicultural Counseling and Devlopment, 22.  49-59

A.  Abstract: Selected students (120 female, 45 male) who are economically and educationally disadvantaged when accepted into a public university were recruited for a study to test the reliability of a scale measuring perceived discrimination.  In the sample, 51 students were African Americans, 46 students were West Indian, and the others were Hispanic or have mixed heritage.

B.  Findings: Of the Scale for the Effects of Ethnicity and Discrimination (SEED), The PD (Perception of Discrimination) scale and the VES (Valence of Ethnicity) subscale were found to have high levels of reliability in a multicultural population, which says much about the similar feelings that minority groups face, regardless of their race.  The VEO (Valence of Ethnicity for Others) subscale was shown to have mixed results, therefore not resulting in any reliable findings.  At a college level, it is clear that there is a strong sense of perceived discrimination as well as a strong basis of group identification. 

C.  This article helps me understand the different questions to ask when measuring something as unclear and subjective as discrimination.  Keeping this in mind when reading recent news articles and reports is important because I have a concrete way of thinking about why and how some students perceive discrimination more than others. 

4 Other sources

1.  Borg, L. (May 17. 2004).  Revolutionary ruling: School desegregation.  The Providence Journal.

            A.  Abstract: A further update on the implications of Brown v. Board of Education, which banned school segregation.  A historical overview of how Brown v. Board came to be in the 60's, was specified with considerations of busing in the 70's, and continues to be improved upon.

            B.  Findings: Despite desegregation efforts, there continues to be an achievement gap between minority students and white students.  By the time they reach eighth grade, "minority students nationwide are about three years behind other students."  This is consistent with high school graduation rates.  Providence, Rhode Island is experiencing increases in the Hispanic population without any change in administration.

            C.  This current article opened my eyes in that making a law doesn't mean things will change automatically.  It is evident that we are in the middle of a gain in minority populations and that schools and institutions need to do something to support it.  Perhaps more bilingual teachers are needed.

Other news articles I have found, to be investigated for further information on current affairs:

6.  Cheney, K.B.  (February 1999).  Racial harassment in Vermont public schools.  Vermont Advisory Committee to the United States Commission on Civil Rights.  3-139.

 7.  Knox, R.F. (1996).  Changing the schools' climate to reduce student violence.  U.S. Department of Education.  2-13. 

8.  Magiera, M.A.  (July 17, 2003).  Schools to teach tolerance, Wachusett acts to deter future fights, ethnic slurs.  Worchester Telegram & Gazette.

9.  Pazzanese, C. (February 27, 2005).  A head start in the battle against bias.  The Boston Globe.

10.  Reis, J. (May 31, 2002).  Two eighth graders suspended for telling a racist joke.  Worchester Telegram & Gazette.

11.  Uzzell, L. (1987).  Running the rights scam at DOE.  National Review, 39(3).  Page 39.

12.  Whitmire, R. (June 16, 2000).  "Zero tolerance" rules used unfairly, right officials charge.  The Times Union.

13.  Wilmsen, S.  (May 22, 2002).  Outward bound challenged school accused of allowing hostility to black students.  The Boston Globe.

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