Professor Barry Checkoway is an internationally-recognized scholar and practitioner on youth empowerment, neighborhood development, and community change. His projects and publications draw on work with grassroots groups, community agencies, and government programs in the South Bronx, Detroit, Mississippi Delta, central Appalachia; and in South America, Europe, Africa, and the Middle East, with support from the World Health Organization, Ford Foundation, Kellogg Foundation and other institutions.
He worked with the White House in 1990 to launch AmeriCorps, then served as founding director of the Michigan Neighborhood AmeriCorps Program, Edward Ginsberg Center for Community Service and Learning, Michigan Youth and Community Program, and Youth Dialogues on Race and Ethnicity.
Community organization, community development, neighborhood development, community-based policy advocacy, participatory research, youth empowerment, evaluation
|(734) 763-5960||(734) firstname.lastname@example.org||3840 SSWB||University of Michigan|
School of Social Work
1080 S. University
Ann Arbor, MI 48109
|1977||PhD||History||University of Pennsylvania, Philadelphia|
|1971||MA||History||University of Pennsylvania, Philadelphia|
|1969||BA||Wesleyan University, Middletown, CT|
|Youth and Community|
Checkoway, B., Lipa, T., Vivyan, E., & Zurvalec, S. (2016). Engaging suburban students in dialogues on diversity in a segregated metropolitan area. Education and Urban Society, 28(2016), 1-15.
Checkoway, B., Aldana, A., & Richards-Schuster, K. (2016). Dialogic pedagogy for youth participatory action research: Facilitation of an Intergroup Empowerment Program. Journal of Social Work with Groups, 39(2016), 339-358.
Checkoway, B. (2013). Scholarship of civic-mindedness. In J. Reich (Ed.), Civic Engagement and Higher Education. Washington: Association of American Colleges and Universities.
Aldana, A., Rowley, S., Checkoway, B., & Richards-Schuster, K. (2012). Raising ethnic-racial consciousness: The relationships between intergroup dialogues and adolescents' ethnic-racial identity and racism awareness. Equity and Excellence in Education, 45(1), 120-137.
Richards-Schuster, K., Checkoway, B., & Christian, B. (2012). Youth leadership in generation with promise. Report to Generation With Promise-Michigan Department of Community Health, Office of Surgeon General. Ann Arbor: Michigan Youth and Community Program, University of Michigan.
Checkoway, B., Guarasci, R., & Levine, P. (2011). Renewing the civic purpose of liberal education. In D. Harward (Ed.), Transforming Undergraduate Education: Theory That Compels and Practices That Succeed. Lanham: Rowman and Littlefield Publishers.
Checkoway, B., & Richards-Schuster, K. (2011). Youth participation in community research for racial justice. In P. Nyden (Ed.), Public Sociology: Research, Action, and Change. Newbury Park: Pine Forge Press.
Checkoway, B. (2011). Education: Theory That Compels and Practices That Succeed. Lanham: Rowman and Littlefield Publishers.
Checkoway, B., Fisher, R., Maxwell, K. E., Nagda, B. A., & Thompson, M. C. (2011). Intergroup Dialogue Facilitation for Youth Empowerment and Community Change. Herndon: Stylus Publishing.
Checkoway, B., & Fisher, R. (2010). Facilitation of intergroup dialogues for youth empowerment and community change. In K. Maxwell, R. Nagda, & M. Thompson (Eds.), Intergroup Dialogue Facilitation: Bridging Differences, Catalyzing Change. Herndon: Stylus Publishing.
Checkoway, B., Figueroa, L., & Richards-Schuster, K. (2008). Youth force in the south Bronx. In D. Brotheron & M. Flynn (Eds.), Globalizing the Streets: Cross-cultural Perspective on Youth, Social Control and Empowerment. New York: Columbia University Press.