References
- Asamen, J. K., & Berry, G. L. (1987). Self-concept, alienation, and perceived prejudice: Implications for counseling Asian Americans. Journal of Multicultural Counseling and Development, 15, 146–159.
- Cartledge, G., Frew, T. W, & Zaharias, J. (1985). Social skill needs of mainstreamed students: Peer and teacher perceptions. Learning Disability Quarterly, 8, 132–140.
- Cartledge, G., & Milburn, J. F. (1995). Teaching social skills to children and youth. Boston: Allyn and Bacon.
- Chen, X., Rubin, K. H., & Sun, Y. (1992). Social reputation and peer relationships in Chinese and Canadian children: A cross-cultural study. Child Development, 63, 1336–1343.
- Dao, M. (1991). Designing assessment procedures for educationally at-risk Southeast Asian-American students. Journal of Learning Disabilities, 24, 594–601; 629.
- Feng, H., & Cartledge, G. (1994). Influences and implications for assessing the social skills of Asian-American students. Unpublished manuscript, The Ohio State University.
- Forness, S. R. (1988). Planning for the needs of children with serious emotional disturbance: The national special education and mental coalition. Behavioral Disorders, 13, 127–139.
- Gresham, F. M., & Elliott, S. N. (1990). Social skill rating scale. Circle Pines, MN: American Guidance Services.
- Hymel, S., & Asher, S. (1977, March). Assessment and training of isolated children's social skills. Bethesda, MD: National Institute of Child Health and Human Development (NIH).
- Irvine, J. J. (1990). Black students and school failure. New York: Greenwood Press.
- Kauffman, J. M. (1993). Characteristics of emotional and behavioral disorders of children and youth (5th ed.). New York: Merrill.
- Leung, E. K. (1988). Cultural and acculturational commonalities and diversities among Asian-Americans: Identification and programming consideration. In A. A. Ortiz & B. Ramirez (Eds.), Schools and the culturally diverse exceptional students (pp. 86–95). Reston, VA: The Council for Exceptional Children.
- McLoyd, V. C. (1990). The impact of economic hardship on Black families and children: Psychological distress, parenting, and socioemotional development. Child Development, 61, 311–346.
- Reglin, G. L., & Adams, D. R. (1990). Why Asian American high school students have higher grade point averages and SAT scores than other high school students. High School Journal, 73, 143–149.
- Schneider, B., & Lee, Y. (1990). A model for academic success: The school and home environment of East Asian students. Anthropology & Education Quarterly, 21, 358–377.
- Schofield, J. W., & Whitley, B. E. (1983). Peer nomination vs. rating scale measurement of children's peer preference. Social Psychology Quarterly, 46, 242–251.
- Sue, D. W. (1981). Counseling the culturally different: Theory and practice. New York: John Wiley & Sons.
- Sue, D. W., & Frank, A. C. (1973). A typological approach to the psychological study of Chinese and Japanese American college males, Journal of Social Issues, 29, 129–148.
- Taylor, R. L. (1988/89). African-American inner city youth and the subculture of disengagement. Urban League Review, 12, 15–24.
- U.S. Bureau of the Census. (1993). Statistical Abstract of the United States: 1993 (113th edition). Washington, DC: Author.
- Wagner, D. A., & Stevenson, H. W. (1982). Preface. In D. A. Wagner & H. W. Stevenson (Eds.), Cultural perspectives on child development (pp. vii–xi). San Francisco, CA: W. H. Freeman and Company.