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

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