This study correlated socioeconomic status as measured by parents' education and material prosperity, with academic achievement and self-confidence scores in 2293 Ugandan students. Self confidence did not correlate to socioeconomic status, as it has been found to do in industrialized societies. Possible reasons for this difference are considered.…

Describes the village announcers of various Nigerian communities and suggests that their role in the communication of rural change be recognized by the broadcast industry. The key to successful broadcasting in these areas is recognition of the essentially community-oriented nature of African countries. (JMF)

The environmental awareness of village and rural children in Ghana differed from that of urban children. This study explores the knowledge of some Ghanaian children about water and full resources and their relationship to local development issues. (Author/RE)

Informs helping professionals about the unique history and challenges of African families to guide them toward providing ethnically sensitive psychological services to African immigrant families in need. African families undergo great stress when faced with the alienation of being Black and African in a Euro-American culture. (SLD)

The Sea Islands off the coast of South Carolina, Georgia, and Northern Florida retain almost every element of African culture, including language, oral tradition, folklore, and aesthetics. Examines the African influence in the lifestyle of the Gullah people of the Sea Islands, especially in terms of their concept of time. (AF)

Describes dancer Katherine Dunham's philosophical system and her application of the "Dunham technique" in the Children's Workshop of the Katherine Dunham Museum in East St. Louis (Illinois). Contends that Dunham incorporates rites of passage to transform the lives of participants through intense involvement in art as a way of life. (AF)

Responds to two opening articles by Parham ("Cycles of Psychological Nigrescence") and Helms ("Considering Some Methodological Issues in Racial Identity Counseling Research"). The epistemological foundations of the (Non-African-based) source model of Black identity are examined from an Afrocentric perspective. (TE)

Observation of the social interaction and activity patterns of young children from two San (or Bushman) groups (Sekele and Kwengo) who lived with their families in identical settlements on the same military base revealed marked intergroup differences, especially in patterns of social interaction among girls. Discusses influences of cultural…

Literature is reviewed on the topic of blindisms and their possible causes. Studies indicate that the lack of blindisms among Black African blind children is related to the close mother-child contact and the interaction among the extended family unit. Strategies for preventing blindisms are offered. (Author/JDD)

Sets forth three calls to education: (1) "Education begins when people are seeking to be whole"; (2) "Education must use memory and her/history as crucial sites of resistance"; (3) "Education must serve to name and to voice." Various strategies for educational change and social empowerment are given. (BF)

Reviews issues surrounding African-American cultural identity in cultural discourse about the arts, especially literature. Identifies positions in the current debate, critiques some positions being argued, and focuses on the work of Henry Louis Gates, Jr., in his book, "The Signifying Monkey: A Theory of Afro-American Literacy…

Describes a modest afterschool rites-of-passage program for District of Columbia ninth graders that provides doses of African culture, practical skills, adult guidance, and community service opportunities. The program is reinforced by a cross-cultural junior high curriculum drawing from traditional African wisdom and modern pragmatism. (MLH)

Examines the degree to which the effects of apartheid on specific aspects of childhood can be better understood through a historical perspective on Black South African childhood. Historical viewpoints may shed new light on the image of Black children and on the current status of developmental psychology as it is practiced and researched in South…

Argues that early African civilizations should be taught to ameliorate the problem of many African-American students first encountering related peoples in discussions of colonialism and slavery. Observes that the absence of materials for middle grade teachers reinforces this tendency. Promotes the authors' teaching packs on the ancient African…

Explores folktales from China, Africa, and Russia suggesting ways to utilize them in the social studies classroom as a means to teaching children about other cultures. Warns that when using folktales it is important to explain that the folktales do not bear a one-to-one relationship with present-day societies. (CMK)