Using real cases, narratives, and biographical material, this text examines issues related to the mental health intersect with race and ethnicity. It draws on the experiences of ethnic minority therapists.

A collection of scenes and monologues by African American playwrights.

Beginning in the late 1960s, women's studies scholars worked to introduce courses on the history, literature, and philosophies of women. While these initial efforts were rather general, women's studies programs have started to give increasing amounts of attention to the special concerns of women of color. The topic itself is politically charged, and there is growing awareness that the issues facing women of color are diverse and complex. Expert contributors offer chapters on the major concerns facing women of color in the modern world, particularly in the United States and Latin America. Each chapter treats one or more groups of women who have been underrepresented in women's studies scholarship or have had their experiences misinterpreted, including African Americans, Latina Americans, Asian Americans, and Native Americans. Women of Color includes chapters on theories related to race, gender, and identity. One section provides discussions of literature by women of color, including works by such authors as Toni Morrison and Maxine Hong Kingston. The book also focuses on the place of women of color in higher education, including chapters on women of color and the women's studies curriculum, and the role of librarians in shaping women's studies programs.

This book is about what teachers need to know before they teach history to students of color. It is a book about the ‘inside feel’ of these students and what they think and say history is for, based on research in the United States with reflections on the United Kingdom. It gives history teachers a better understanding of why culturally relevant pedagogy, inclusion and issues surrounding diversity are of crucial importance if we are to reach these students. We live in a world where many multicultural students think they have little connection with the histories, traditions and values in which they have grown up, some look toward groups who promise them a sense of belonging and ownership of created histories which clash with and threaten democratic societies. This book begins with the belief that it is important to understand how a subject, history, makes non-White students think and feel about themselves. At its center are assertions made by students of color who think learning history that is rich in aspects they can connect with culturally and personally, is important and necessary in gaining and holding their attention. Then I make suggestions of how we best communicate and set high expectations for these students, how as history teachers we use strategies to better engage these students, and redirect the unengaged. We need to make sure history educators provide necessary and appropriate scaffolding for students of colour to better process what they learn in history lessons, making sure they are engaged in higher-order thinking in an equitable safe environment where they see and know that their diversities are respected and valued.

In eighteenth-century New Orleans, the legal testimony of some 150 enslaved women and men--like the testimony of free colonists--was meticulously recorded and preserved. Questioned in criminal trials as defendants, victims, and witnesses about attacks, murders, robberies, and escapes, they answered with stories about themselves, stories that rebutted the premise on which slavery was founded. Focusing on four especially dramatic court cases, Voices of the Enslaved draws us into Louisiana's courtrooms, prisons, courtyards, plantations, bayous, and convents to understand how the enslaved viewed and experienced their worlds. As they testified, these individuals charted their movement between West African, indigenous, and colonial cultures; they pronounced their moral and religious values; and they registered their responses to labor, to violence, and, above all, to the intimate romantic and familial bonds they sought to create and protect. Their words--punctuated by the cadences of Creole and rich with metaphor--produced riveting autobiographical narratives as they veered from the questions posed by interrogators. Carefully assessing what we can discover, what we might guess, and what has been lost forever, Sophie White offers both a richly textured account of slavery in French Louisiana and a powerful meditation on the limits and possibilities of the archive.

Here in their own words are Frederick Douglass, George Jackson, Chief Joseph, Martin Luther King Jr., Plough Jogger, Sacco and Vanzetti, Patti Smith, Bruce Springsteen, Mark Twain, and Malcolm X, to name just a few of the hundreds of voices that appear in Voices of a People's History of the United States, edited by Howard Zinn and Anthony Arnove. Paralleling the twenty-four chapters of Zinn's A People's History of the United States, Voices of a People’s History is the long-awaited companion volume to the national bestseller. For Voices, Zinn and Arnove have selected testimonies to living history—speeches, letters, poems, songs—left by the people who make history happen but who usually are left out of history books—women, workers, nonwhites. Zinn has written short introductions to the texts, which range in length from letters or poems of less than a page to entire speeches and essays that run several pages. Voices of a People’s History is a symphony of our nation’s original voices, rich in ideas and actions, the embodiment of the power of civil disobedience and dissent wherein lies our nation’s true spirit of defiance and resilience.

A wide-ranging collection of essays by Christian women of color serving in urban poor contexts.

In the tradition of the bestselling Ophelia Speaks, a collection of provocative essays by teenage girls of color My Sisters' Voices is a passionate and poignant collection of writings from teenage girls of African American, Hispanic, Asian American, Native American, and biracial backgrounds. With candor and grace, they speak out on topics that are relevant not only to themselves and their peers but to anyone who is raising, teaching, or nurturing young women of color. As adolescents, women, and minorities, these young authors represent a demographic that has had no voice of its own, a group often spoken for but rarely given the opportunity to be heard. Now these young women have a chance to stand up and be counted, to present their own unique perspectives in fresh and astonishing ways. Here you'll find a Native American girl writing about the bumps in her relationship with her best friend, who's white; a Korean American girl who wishes she could help her mother understand that it's okay to socialize with boys as well as girls; and a biracial girl who feels she must be the designated spokesperson for blacks when she's around whites, for whites when she's around blacks, and for biracial people around everyone. These personal and inspiring stories about family, friendship, sex, love, poverty, loss, and oppression make My Sisters' Voices essential reading for young women of all backgrounds.

This book provides a compelling and informative look into the experiences of women of colour in academia. Using personal and scholarly narrative the women in the book convey a poignant and richly descriptive account of the challenges they faced, the strategies they employed for survival and thriving, and the contributions they made to transform their institutions. From the seasoned faculty member and academic administrator to the entering graduate student, it is a must read book for women of colour in academia. They will resonate to the voices of the women in the book, and hear their needs articulated in perceptive and practical ways. In the tradition of critical race theory, this book also fulfils the purpose of providing White professionals and students a new perspective of the personal and professional world of women of colour in academia as represented through their eyes and realities.