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SOCIOLOGICAL & ABLE DIVERSITY ADVOCACY
PROFESSIONAL LITERATURE
General Diversity Reference Text
Albrecht, G. L., Seelman K. D., & Bury, M. (Eds.). (2001) Handbook of disability studies. Thousand Oaks, CA: Sage Publications
Adams, M., Bell, A. B., & Griffin, P. (Eds.). (1997). Teaching for diversity and social justice: A source book. New York: Routledge Press.
Adams, M., Blumenfeld, W. J., Castaneda, R., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2000). Readings for diversity and social justice: An anthology on racism, anti-semitism, sexism, heterosexism, ableism, and classism. New York: Routledge Press.
Sociology Peer Reviewed & Disability Community Journals
American Journal of Sociology
American Sociological Review
Basic and Applied Social Psychology
Child Welfare
Family Process
Health and Behavior
Human Relations
International Journal of Sociology of the Family
Journal of Applied Social Psychology
Journal of Cross-Cultural Psychology
Journal of Family History
Journal of Historical Sociology
Journal of Social issues
Mediation Quarterly
Systems Research
Signs
Social Forces
Social Problems Social Problems
Social Research
Social Relations
Social Service Review
Sociological Perspectives
Sociology and Sociological Research
Social Work
Human Rights Advocacy/Able Allyship Development Books
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1997). Women’s ways of knowing (2nd ed.). New York: Basic Books, Perseus Books.
Brown, M. N., & Keeley, S. M. (1998). Asking the right questions: A guide to critical thinking (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Crum, T. F. (1987). The magic of conflict:: Turning a life of work into a work of art. New York: Touchstone, Simon & Schuster, Inc.
Darder, A. (1991). Culture and power in the classroom--A critical foundatioin for bicultural education. Westport, CT: Bergin and Garvey.
Freire, P. (1990). Education for critical consciousness (The Center for the Study of Development and Social Change, Cambridge MA., Trans.). New York: The Continuum Publishing Company.
Kelly, R. (1992). The power of followership. New York: Doubleday.
Greene, R. R. (1994). Human behavioral theory--A diversity framework. New York: Aldine De Gruyter.
Greene, R. R. (Ed.). (2002). Resiliency--An integrated approach to practice, policy, and research. Washington, DC: National Association of Social Workers Press.
Greene, R. R., & Watkins, M. (1998). Serving diverse constituencies--Applying the ecological perspective. New York: Aldine De Gruyter.
Goldberger, N., Tarule, J., Clinchy, B., & Belenky, M. (Eds.). (1996). Knowledge, difference, and power--Essays inspired by women's ways of knowing. New York: Basic Books.
Kozal, J. (1991). Savage inequalities: Children in america’s schools. New York: Harper Collins Publishers.
Lee, S. (2003). Able diversity and ableism--A tridevelopmental model of biosocial identity, status and power. Pacific Oaks College, Pasadena, California.
Lee, S. (2001). ABLETIQUETTE: A Guide the Able DIverse Universe for the Well-Intended Provider. Gridworks Ink at THREHOLD, Salem, Oregon.
Maas, H. S. (1984). People and contexts--Social development from birth to old age. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Mitchell, P. R., & Schoeffel, J. (Eds.). (2002). Understanding power--The indispensable Chomsky. New York: The New Press.
Peck, M. S. (1987). The different drum: Community making & peace. New York: Touchstone, Simon & Schuster.
Ryan, W. (1976). Blaming the victim (Rev. ed.). New York: Vintage Books, Random House.
Schopler, E., & Mesibov, G. B. (Eds.). (1984). The Effects of Autism on the family. New York: Plenum Press.
AUTOBIOGRAPHICIAL & BIOGRAPHICAL BOOKS ON THE LIVES OF PEOPLE WITH AUTISM & OUR FAMILIES
Christopher, W., & Christopher, B. (1989). Mixed blessings. New York: Avon.
Gerlach, E. K. (1999). Just this side of normal: Glimpses into life with autism. Eugene, OR: Four Leaf Press.
Grandin, T. (1989). Emergence: Labeled autistic. Novato, CA: Arena Press.
Grandin, T. (1995). Thinking in pictures: And other reports from my life with autism. New York: Doubleday.Hart, C. (1989).
Hart, C. (1989). Without reason: A family copes with two generations of autism. New York: Signet Books.
McDonnell, J. T. (1993). News from the border: A memoir of a mother of an adult with asperger’s syndrome. Northfield, MN: Black Willow Press.
Sociology/Social Case Management
Potentials for behaviorally humane and socially humanist interpretations of the Autism community’s atypical able conditions, developmental patterns, historical situations, and family experiences exist, but they have not been fully realized by scholar-practitioners. Longitudinal life span research by psychologically-oriented university Autism centers and their developmental model colleagues, who have synthesized person-focused assessment models, family-centered planning strategies, and community-based programs in large population longitudinal studies, (See cites for Drs. E. Schopler, M. Powers, G. Mesibov University of North Carolina/Division TEACCH research projects over the last three decades) which have created strong precedents for just such contextual bio-sociological inquiry. Most likely, they will begin to happen in progressive social science research venues, even if our group is not an included subject of most sociological research. One of the main goals of Threshold's Autism knowledge brokerage work is to encourage sociological studies of our group.
Potentials and needs for functional group studies of able-loss life survivorship are very apparent, because Autism inquiry is readily link-able and translate-able to theory and practice from contextual sociological research related to family survivorship and social diversity. (Maas, 1984) Much like developmental Autism theorists and practitioners, contemporary sociological researchers of human behavioral theory and family practice assess strengths and interests, and weaknesses and vulnerabilities of social groups’ memberships. Such constructs of resilience (Greene, 2002) let us study the impact of positive and negative environmental and cultural systems on diverse biosocial groups, and how the ethical and effective behaviors of individual members and families may be use-able to engage or resist those ecological forces. (Greene & Watkins, 1998) In the study of able groups’ realities, we must account for such asymmetrical social forces, as they interact with the diverse biological conditions and behavioral adapt-abilities, (Greene, 1994) and vary according to the developmental gains and losses of people with and without Autism, within able diversity aware or unaware systems of human services.
Understanding Autism Webbook. Copyright © 2000-03 by Sharone Lee. ALL RIGHTS RESERVED. All names, concepts, methods, materials, products and publications are protected by trademark and copyright, and no part of this text or this web page may be reproduced or distributed in any manner, for any purpose, including educational purposes, without express written consent from: THRESHOLD • SALEM, OREGON • 503-375-9462 • sharone@understandingautism.org.
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