Slaughter-Defoe, Diana
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Publication Parental Education Choice: Some African American Dilemmas(1991-06-01) Slaughter-Defoe, DianaThe research literature on families and educational achievement as it addresses African American populations is uniquely characterized by attention to educational failure rather than educational success (Slaughter, Nakagawa, et al., 1990). This orientation originated over 40 years ago with the "culture-as-social-class" conceptual model, which attempts to explain the behavior of lower income African American children and families in encounters with traditional schools (e.g., Davis, 1948). Even the most progressive of contemporary models addressing families and schooling in relation to this population such as those of Ogbu (1974, 1988), Brice-Heath (1988), and Clark (1983) have been compelled to account for the educational failures of urban African American children.Publication Young African American and Latino Children in High-Poverty Urban Schools: How They Perceive School Climate(1996-12-01) Slaughter-Defoe, Diana; Glinert-Carson, KarenThis article reports findings of a study of third-graders' perceptions of school climate, a key variable of the Comer School Development Program. A self-report survey was individually administered to 1,000 African American and 260 Latino children participating in an evaluation of the Comer process; data were factor-analyzed. African American children viewed teacher-child relations as the most important dimension of school climate. For them, besides acknowledging best efforts, caring teachers listened to children and were available to comfort and help with school and personal problems. Latino children stressed teacher fairness, caring, and praise for effort as well as the importance of moral order. Both groups emphasized following school rules and performing well, values consistent with the Comer process.