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The late great James Hal Cone (1938–2018) challenged white Christians to confront the sin of white supremacy. This article contends that white Catholic theologians collectively have yet to accept Cone's righteous challenge. A scrutiny of the programming of the annual meetings of the Catholic Theological Society of America and publications in Theological Studies provides the evidence. Having made the case that white US Catholic theologians have not adequately processed Cone's challenge, the article argues that an important reason for this failure is fear and proposes specific, concrete action steps for professional societies and scholars. [ABSTRACT FROM AUTHOR]

This article argues that an attitude of whiteness characterizes conventional methodological approaches in the fields of theology and religion. Using examples drawn from the discipline of Christian theology, I contend that scholars have a responsibility to address white supremacy; I describe whiteness as an attitude and expose it in theological method by deploying the concept of racist thinking to analyze Terrence W. Tilley's argument in The Disciples' Jesus ; and I compare M. Shawn Copeland's Enfleshing Freedom as a work that exhibits antiracist thinking. Positing that the problem of whiteness pervades the disciplines of theology and religious studies generally, I conclude that, to construct adequate and relevant arguments, we must critically engage whiteness. [ABSTRACT FROM AUTHOR]

“New Black theologians” Brian Bantum, J. Kameron Carter and Willie James Jennings aim to move theology beyond racialization. Their conceptual linkage of this modern problem to the ancient Christian attitude of supersessionism opens up promising possibilities for both Christian self-understanding and the history of racism. I maintain, however, that as currently articulated, the “new Black theology” is unlikely to accomplish its goal of post-racialization. I contend that in order to have a chance of bringing the still mostly White theological academy along on their post-racializing journey, the “new Black theologians” should consider refining at least three elements of their theories: their use of conventional theological methodology, their approach to Judaism, and their treatment of gender. In conclusion, I reflect on the continuing relevance for White theologians of traditional Black and womanist theologies. [ABSTRACT FROM PUBLISHER]

Given the risk for less optimal developmental attainment in children born to adolescent and young mothers, this study examined associations among child characteristics, parenting stress, and child risk for developmental delay from birth to age five years in mother-child dyads who attended a free-of-cost teen parenting program. Participants were 133 mothers and their target child classified in five age groups; mothers self-reported on the Parenting Stress Index-Short Form. While 68 % of children showed typical development across age groups, 32 % showed increased risk of developmental delay in five areas and overall using the Ages and Stages Questionnaire (ASQ-3). Maternal age did not increase the odds of child's developmental delay. Multivariate analyses showed that the adjusted odds ratio of delay was higher among boys (vs girls), in Personal-social (aOR = 6.2) and Overall (aOR = 2.7). Compared to baseline age group (1-9 months), the odds of delay were higher in age 10-18 months for Personal-social (aOR = 5.3); in age 19-31 months for Communication (aOR = 13.5) and Overall (aOR = 6.3); and in age 32-44 months for Communication (aOR = 7.0). The odds of a delay were higher in children of mothers with higher parenting stress in three of the five developmental areas (Fine Motor, Problem Solving, Personal-social) and Overall. Children's ages 3-4 and boys were associated with increased odds of delay in language and personal-social areas. Beyond screening for child developmental delay, surveillance for highly stressed mothers may be important to broaden risk reduction efforts among adolescent and young mother-child dyads served in primary care settings. [ABSTRACT FROM AUTHOR]

The consequences of living in single-parent households on children's wellbeing are well documented, but less is known about the impact of living in single-mother households among children with high familial risk for depression. Utilizing data from an ongoing three-generation study of high-risk families, this preliminary study examined a sample of 161 grandchildren of probands diagnosed with major depressive disorder, comparing those in single-parent households to those in dual-parent households with household status defined as the full-time presence of a resident male in the home. High-risk children were compared across households in terms of psychiatric diagnoses (measured by Schedule for Affective Disorders and Schizophrenia for School-Age Children; K-SADS-PL) and global functioning (assessed by Global Assessment Scale, child version; C-GAS). Results indicated that high-risk children in single-parent households had 4.7 times greater odds for developing a mood disorder and had significantly lower mean C-GAS scores ( p = 0.01) compared to those in dual-parent households. Differences remained significant when controlling for household income, child's age, and either parent's depression status. There were no significant differences between high-risk children across households when household status was instead defined as legal marital status. This study has several limitations: sample size was small, probands were recruited from a clinical population, and participants had not passed completely through the period of risk for adult psychiatric disorders. These findings point towards the importance of identifying and closely monitoring children at risk for depression, particularly if they reside in households without a resident father figure. [ABSTRACT FROM AUTHOR]

This article maintains that knowledge of the literature on multicultural education and social justice pedagogy is indispensable for white college professors who desire to teach effectively about racial justice concerns. In exploring this literature, I have noticed that many publications either articulate theory or reflect on concrete classroom strategies, while relatively few deploy theory to evaluate specific attempts at teaching for justice. This seems to me a gap worth filling. Speaking as a white, conventionally trained, Catholic theologian, I begin by explaining why I deem it appropriate to employ antiracist pedagogy. I then demonstrate that the literature on multicultural education and social justice pedagogy is essential to this effort by utilizing both types of literature, theoretical and practical, to analyze my own strategies and goals to date. Throughout, I discuss white antiracist theological pedagogy not as an accomplished fact, but as an emerging endeavor. See a companion essay in this issue of the journal (Anna Floerke Scheid and Elisabeth T. Vasko, 'Teaching Race: Pedagogical Challenges in Predominantly White Undergraduate Theology Classrooms'), and responses by the authors of both essays, also published in this issue of the journal ('Responses: Toward an Antiracist Pedagogy'). [ABSTRACT FROM AUTHOR]

The authors respond here to each other's essays published in this issue of the journal. In 'Holding Us Accountable,' Anna Floerke Scheid and Elisabeth T. Vasko respond to Karen Teel's essay, 'Getting Out of the Left Lane.' In 'Challenges and Convergences,' Karen Teel responds to the essay 'Teaching Race' by Anna Floerke Scheid and Elisabeth T. Vasko. [ABSTRACT FROM AUTHOR]

A literary criticism of the book "Look a White! Philosophical Essays on Whiteness" by George Yancy is presented. It emphasizes Yancy's appeal to whites for their analysis and supremacy of whites in contexts such as social, historical and existential. It explores Yancy's views regarding white students and describes the different concepts of racists among the whites and appreciates the personal experience used in the book.

Discusses how through data collected during bimonthly classroom visits and monthly meetings with other program graduates, the story of teacher Leslie Minarik's learning to teach Aaron, an African-American second-grader, illustrates important influences upon her learning to teach. Method; Leslie's socialization to literacy; Student teaching environments; Curricular emphasis; Peer support; Children's responses; Ethical responsibility to diversity; More.