Cultural Compatibility Reading List

Compiled by
Clifford R. O’Donnell

Bernheimer, L. P., Gallimore, R., & Weisner, T. S. (1990). Ecocultural theory as a context for the Individual Family Service Plan. Special Issue: Families. Journal of Early Intervention, 14, 219-233.

Bernheimer, L. P., & Keogh, B. K. (1995). Weaving interventions into the  fabric of everyday life: An approach to family assessment. Topics in Early Childhood Special Education, 15, 415-433.

Biglan, A. (1995). Changing cultural practices: A contextualist framework for intervention research, Reno, NV: Context Press.

Contos, N. The Pinjarra massacre site project: From doctoral student to  community consultant. In C. R. O’Donnell and J. R. Ferrari, (Eds.). Employment in community psychology: The diversity of opportunity. New York: Haworth Press, in press.

Cooper, C., & Denner, J.  (1998). Theories linking culture and psychology: Universal and community-specific processes. Annual Review of Psychology, 49, 559-584.

Cross, T. L., Bazron, B. J., Dennis, K. W., & Isaacs, M. R. (1989). Towards a culturally competent system of care. Washington, DC: CASSP Technical Assistance Center, Georgetown University Child Development Center.

D'Amato, J. (1988). "Acting": Hawaiian children's resistance to teachers. Elementary School
Journal, 88, 529-544.

Dumas, J. E., Rollock, D., Prinz, R. J., Hops, H., & Blechman, E. A. (1999). Cultural  sensitivity: Problems and solutions in applied and preventive intervention.  Applied & Preventive Psychology, 8, 176-196.

Forman, E. A., & McCormick, D. E. (1995). Discourse analysis: A  sociocultural perspective. Remedial and Special Education, 16,  150- 158.

Gallimore, R. (1996). Classrooms are just another cultural activity. In D. L.  Speece and B. K. Keogh (Eds.), Research on classroom ecologies:  Implications for inclusion of children with learning disabilities  (pp. 229-250). Mahwah, NJ: Lawrence Erlbaum.

Gallimore, R., & Goldenberg, C. N. (1993). Activity settings of early  literacy: Home and school factors in children’s emergent literacy.  In E. A. Forman, N. Minck, & C. Stone (Eds.), Contexts for learning:  Sociocultural dynamics in children’s development (pp. 315-335). NY:  Oxford University Press.

Gallimore, R., Goldenberg, C. N., & Weisner, T. S. (1993). The social  construction and subjective reality of activity settings. American  Journal of Community Psychology, 21, 537-559.

Greenfield, P. M., & Cocking, R. R. (Eds.) (1994). Cross-cultural roots of  minority child development. Hillsdale, NJ: Lawrence Erlbaum.

Hoagwood, K., & Jensen, P. S. (Eds.) (1997). The fusion of cultural horizons:  Cultural influences on the assessment of psychopathology in  children and adolescents. Applied  Developmental Science, Special  Issue, 1, (3).

Kaplan, B., & Johnson, D. (1964). The social meaning of Navajo psychopathology and psychotherapy. In A. Kiev (Ed.), Magic, faith, and healing (pp. 203-229), New York: Free Press.

LaFromboise, T. D., Trimble, J. E., & Mohatt, G. V. (1990). Counseling intervention and American Indian tradition: An integrative approach.  Counseling Psychologist, 18, 628-654.

Manson, S. M. (Ed.) (1982). New directions in prevention among American Indian and Alaska native communities. Portland, OR: Oregon Health Sciences University.

Marsella, A. J. Culture and psychpathology. In S. Choi & U. Kim (Eds.), Man, machine, and environment in the twenty-first century. Seoul, Korea: Hana Medical Publishers, in press.

Marsella, A. J., Levi, L., & Ekblad, S. (1997). The importance of including quality-of-life indices in international social and economic development activities. Applied & Preventive Psychology, 6, 55-67.

Maton, K., Teti, D. M., Corns, K. M., Vieira-Baker, C. C., Lavine, J. R., Gouze, K. R., & Keating, D. P. (1996). Cultural specificity of support sources, correlates and contexts: Three studies of African-American and Caucasian youth. American Journal of Community Psychology, 24, 551-587.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge  for teaching: Using a qualitative approach to connect homes and  classrooms. Theory Into Practice, 31, 132-141.

Moll, L. C., & Gonzalez, N. (1994). Lessons from research with language  minority children. Journal of Reading Behavior, 26, 439-456.

Moll, L. C., Tania, J, & Whitmore, K. F. (1993). Living knowledge: The social  distribution of cultural resources for thinking. In G. Salomon (Ed.),  Distributed cognitions: Psychological and educational considerations  (pp. 139-163). NY: Cambridge University Press.

O'Donnell, C. R. (1995). The right to a family environment in Pacific Island  cultures. The International Journal of Children’s Rights, 3, 87- 99.

Rios, F. A. (Ed.) (1996). Teacher thinking in cultural contexts. Albany: State  University of New York Press.

Roberts, R. N. (1990). Developing culturally competent programs for  families of children with special needs. Washington, DC:  Georgetown University Child Development Center.

Roberts, R. N. (1993). Early education as community intervention:  Assisting an ethnic minority to be ready for school. American  Journal of Community Psychology, 21, 521-535.

Rosado, J. W. Jr. (1987). Toward an interfacing of Hispanic cultural variables with school psychology service delivery systems. Professional Psychology: Research and Practice, 17, 191-199.

Rueda, R., & Moll, L. C. (1994). A sociocultural perspective on motivation.  In H. F. O’Neil Jr., and M. Drillings (Eds.), Motivation: Theory and  research (pp. 117-137). Hillsdale, NJ: Lawrence Erlbaum.

Seidman, E., Hughes, D., & Williams, N. (Eds.) (1993). Culturally anchored  methodology. American Journal of Community Psychology, Special  Issue, 21 (6).

Shwalb, D. W., & Shwalb, B. J. (Eds.) (1996). Japanese childrearing: Two  generations of scholarship, culture, and human development. NY:  Guilford Press.

Super, C. M., & Harkness, S. (1997). The cultural structuring of child  development. In J. W. Berry,  P. R. Dasen, and T. S. Saraswathi (Eds.),  Handbook of Cross-Cultural  Psychology, Vol. 2, (pp. 1-39). Boston:  Allyn & Bacon.

Tabachnick, B. R., & Bloch, M. N. (1995). Learning in and out of school:  Critical perspectives on the theory of cultural compatibility. In B.  B. Swadenar and S. Lubeck (Eds.), Children and families “at  promise”: Deconstructing the discourse of risk (pp. 187-209).  Albany: State University of New York Press.

Tharp, R. G., (1989). Psychocultural variables and constants: Effects on  teaching and learning in schools. American Psychologist, 44, 349- 359.

Tharp, R.G., (1991). Cultural diversity and treatment of children. Special  Section: Clinical child  psychology: Perspectives on child and  adolescent therapy. Journal of Consulting and  Clinical Psychology,  59, 799-812.

Tharp, R.G., (1994). Research knowledge and policy issues in cultural  diversity and education. In B. McLeod (Ed.), Language and learning:  Educating linguistically diverse students (pp.  129-167). Albany, NY:  State University of New York Press.

Tharp, R. G. & Gallimore, R. (l988). Rousing minds to life: Teaching and learning in social context. New York: Cambridge University Press.

Tharp, R. G., Lewis, H., Hilberg, R., Bird, C., Epaloose, G., Dalton, S. S., Youpa, D. G., Rivera, H., Riding In-Feathers, M., & Eriacho, W. (1999). Seven more mountains and a map: Overcoming obstacles to reform in Native American schools. Journal of Education For Students Placed At Risk, 4, 5-25.

Weisner, T. S. (1993). Ethnographic and ecocultural perspectives on sibling  relationships. In Z. Stoneman and P. Waldman-Berman (Eds.), The  effects of mental retardation, disability, and illness on sibling  relationships: Research issues and challenges (pp. 51-83). Baltimore:  Paul H. Brookes.

Williams, M. D. (1981). Observations in Pittsburgh ghetto schools.  Anthropology & Education Quarterly, 12, 211-220.