(1997). CICERO Project. Community Initiatives for Citizenship Education Regionally Organised. This report outlines the European Union's Community Initiatives for Citizenship Education Regionally Organized (CICERO) pilot project, its results, and suggestions for further action. It describes the participants from seven different groups at their first meeting in Barnsley, England, and each group's definition of what it would like European citizenship to mean in practical terms. Then, the opinions of two participants in the project are presented. Profiles of the groups from Liverpool, Dearne Valley, Belfast, Leeds, Castleford, Birmingham, and Oxford are then provided. The program for the 3-day intensive workshop in Brussels, November 26-28, 1996, is described. The following activities on day 1 are summarized: an introduction (Nick Blow) on the European Union and what citizenship means; an overview of the SOCRATES program (Angela Vegliante); presentation on education/training in Denmark (Inken Meinertz, Sven Solvig); visit to Conseil des Communautes Africaine en Europe; and… [PDF]
(1994). Race Relations in Western Nebraska. This report is derived from a community forum held in Scottsbluff (Nebraska) on April 28-29, 1993, by the Nebraska Advisory Committee to the United States Commission on Civil Rights. Views on race relations in selected areas of western Nebraska were expressed by concerned citizens; community leaders; government officials (federal, state, and local); educators; law enforcement officials; and persons from the business community. They reported that steps were being taken to improve race relations in western Nebraska, but that these were insufficient. Main sections of the report address the following: (1) background information on the area and its population, minority groups, and poverty; (2) race relations in general, especially pertaining to Hispanics and Native Americans; (3) reported harassment and racism in the public schools, minority dropout rates, lack of minority group teachers, teacher insensitivity, multicultural and outreach activities, and minority student recruitment at… [PDF]
(1989). Implementing Race and Ethnocultural Equity Policy in Ontario School Boards. This report presents the findings of a survey of all school boards in Ontario (Canada) concerning the status of policies to ensure racial and ethnic equality. Of the 124 boards surveyed, 100 responded. The following major findings are presented: (1) 39 boards have policies in place, three other boards have completed draft policies, and 22 boards have begun policy development; (2) the size, structure, content, and format of the policies vary widely; (3) boards with policies in place usually have related policies on multiculturalism, heritage, language, employment equity, racial harassment, and curriculum guidelines; (4) a small number of northern rural boards have used limited resources to develop policies, but most boards that have developed policies tend to be larger southern boards with greater resources; (5) the key factors to successful policy development and implementation were senior administrator support, the desire to eradicate racism, adequate resources, community… [PDF]
(1987). The Influence of Peer Culture on College Student Values. Common problems of establishing independence, making friends, and mastering a new environment draw college students together and create a strong social cohesion which has considerable influence on students' attitudes and values. In many institutions the peer culture is estranged from the academic life of the campus. If student affairs professionals want to have a significant impact on the values of college students they must be able to influence the peer culture. In order to influence the peer culture it is necessary to understand the culture by conducting research on the students and by systematically using data from such research. Student culture must be clearly established as a domain for student development intervention by making formal connections among the curriculum, teaching, and student life. Finally, student affairs professionals must identify and confront those value issues in the peer culture which conflict with educational objectives and have the greatest impact on… [PDF]
(1976). Educating for Peace and Justice: A Manual for Teachers. Fifth Edition. Background reading resource materials and teaching units for elementary and secondary teachers interested in teaching about peace and justice are presented in this resource manual. The units are designed to help students learn that nonviolent conflict resolution is possible and that war is not inevitable; realize that sharing our resources, helping the poor, and living more sparingly and responsibly is a matter of justice and not charity; and appreciate the differences in cultures around the world. Students view films, read books and journal articles, and are involved in role playing situations, library research, brainstorming, and classroom discussions. The manual contains an introductory essay which discusses goals of educating for peace and justice. The major portion of the publication consists of resource units on major issue areas including conflict, violence, and nonviolent conflict resolution; institutional violence; peace, justice, and law; racism; poverty in the United… [PDF]
(2001). "Can't You Lighten Up a Bit?" Black Women Administrators in the Academy. This narrative describes a study that examined the stories of black women administrators in traditionally white colleges, identifying coping strategies, patterns, and themes relating to their success. Participants completed interviews that examined such issues as the role of family in preparation for their current leadership positions, current job satisfaction, communication and management styles, support systems, and rejuvenation techniques. Overall, participants believed that they had something to offer to the institution. They were learned, well-read scholars who were passionate about education and published in mainstream journals within the areas of their expertise. They worked hard to remain emotionally balanced, spiritually centered, and academically focused. Most often, God and family were at the center of their lives. They embraced their roles as leaders and understood the relationship of their individual positions to the overall university. Participants had accepted the… [PDF]
(1998). Common Sense about Uncommon Knowledge: The Knowledge Bases for Diversity. This book explains knowledge bases for teaching diverse student populations. An introduction displays one first-year teacher's experiences with diverse students in a high school classroom in San Angelo, Texas in 1961. The 15 chapters are: (1) "Toward Defining Culturally Responsible and Responsive Teacher Education"; (2) "Knowledge Base 1: Foundations of Multicultural Education"; (3) "Knowledge Base 2: Sociocultural Contexts of Human Growth and Psychological Development in Marginalized Ethnic and Racial Cultures"; (4) "Knowledge Base 3: Cultural and Cognitive Learning Style Theory and Research"; (5) "Knowledge Base 4: Language, Communication and Interactional Styles of Marginalized Cultures"; (6) "Knowledge Base 5: Essential Elements of Culture"; (7) "Knowledge Base 6: Principles of Culturally Responsive Teaching and Culturally Responsive Curriculum Development"; (8) "Knowledge Base 7: Effective Strategies for… [PDF]
(1999). Chicano Educational Achievement: Comparing Escuela Tlatelolco, a Chicanocentric School, and a Public High School. Latino Communities: Emerging Voices–Political, Social, Cultural, and Legal Issues–A Garland Series. Building on the theorem that a positive self-identity is fundamental to completion of an education, a study was conducted to learn how schools with differing backgrounds affected the ethnic identity of students. Two schools in Denver (Colorado) were selected for this case study. "Broderick High School" is a large public school whose enrollment was mostly Anglo until the mid-1960s, when a large number of Chicanos began attending. Escuela Tlatelolco, is a small, private, Chicanocentric high school founded in 1970 to serve Chicano students. Interviews with 20 Chicano graduates of the two schools as well as interviews and observations of school staff and students examined the methods each school used to transmit a sense of ethnic identity and pride, encourage academic achievement, and counsel Chicano students concerning pursuit of higher education and employment. Six themes emerged: low academic expectations from teachers and counselors were often overcome through intervention…
(1989). Remarks by President Augusta Souza Kappner at the 1989 AACJC Convention Forum, "Leadership toward Empowerment: The National Agenda for Blacks in the 21st Century.". A comprehensive national plan is needed to reverse the declining enrollment and employment of blacks in higher education. Over the last decade, government policies such as cuts in financial aid and the erosion of Head Start, child care, and other programs that benefit the poor have contributed to the negatives trends in minority enrollment. In addition, the inhospitable climate of many college campuses, the small number of black faculty members, and the eurocentric focus of curricula have contributed to the flight of blacks from college. To counteract these trends and conditions, seven issues must be addressed: access to higher education, cultural diversity, racism, research, systematized networking, the effects of institutional policies, and leadership and mentoring. The Borough of Manhattan Community College (BMCC) has been acting upon these issues in a number of ways: (1) the college works with city, state, and community organizations to address a diverse array of community needs…
(1977). The Theory of Incompatibilities: A Conceptual Framework for Responding to the Educational Needs of Mexican American Children. According to the Cardenas-Cardenas Theory of Incompatibilities, Black, Mexican American, and economically disadvantaged children have not enjoyed the same success in school as that of the typical middle-class American because of a lack of compatibility between the characteristics of minority children and the characteristics of a typical instruction program. Over forty incompatibilities have been identified and grouped into five broad areas: poverty, culture, language, mobility, and societal perceptions. The interrelatedness and interdependence of any programs to address these incompatibilities and the inherent racism in the concept of having minority children adapt to typical programs must be considered prior to the development of an educational plan. A comprehensive education plan aimed at eliminating the incomptibilities between the school and minority children must consider a wide array of change and incorporate the following elements of school activity: educational philosophies,…
(1982). Primary Prevention Approaches to the Development of Mental Health Services for Ethnic Minorities: A Challenge to Social Work Education and Practice. This monograph contains articles on mental health needs, experiences, and preventive social work programs in ethnic minority communities. An overview by Gwenelle Styles O'Neal reviews factors that influence the mental health of ethnic minorities and explores family and community support networks for alleviating stress. Susan Bellinger examines mental health programs and preventive activities in the workplace and discusses efforts to evaluate these programs. June Brown considers whether primary prevention, which relies on examination of social conditions and environmental intervention, can improve the design of family and child social services. Samuel O. Miller and Rita Cates discuss distinctions and linkages between physical and mental health prevention approaches, consider prevention specifically for ethnic minorities, and discuss potentials for developing and implementing preventive programs. James Leigh examines preventive programs in the educational setting, and stresses the… [PDF]
(1979). A Dallas Story. The East Oak Cliff Subdistrict in Dallas has sought to improve its educational program through a commitment to making the pluralistic setting of the urban school an asset. The major goals of the district are to create a school and community climate which affirms education and multicultural experiences; to implement a more effective delivery system to ensure mastery of basic academic and social skills; to develop a community outreach and involvement program which maximizes the home-school partnership; and to reach accountability. To facilitate these goals the district uses a governance system in which the administration, in conjunction with the staff, sets building goals. There is a regular assessment of building needs, and a leadership team meets with the associate superintendent. To prepare administrators for making changes, a leadership program has been developed. Community involvement is obtained through such methods as a community convocation and lecture series and cooperation…
(1976). Attitudes and Characteristics of Black Graduate Students. A random sample of 170 black graduate students at the University of Maryland, College Park was sent an anonymous questionnaire concerning their characteristics and attitudes towards academic and nonacademic variables. They tended to agree most strongly that they were certain of their vocational goal, that there was at least one person in their department they could talk to regularly, that black students usually take longer to get their degrees than white students, that black faculty seem interested in black students, and that the racial climate on campus is generally tense. They tended to disagree most strongly with statements that students have ample opportunity to participate in policy making, that channels for expressing student complaints are readily available, that social life for black students on campus is good, that most administrators act like they really care about students, and that there is good communication between black students and the administration. Students… [PDF]
(2000). Preservice Teachers' Changing Perceptions of Professional Ethics as They Experience Increased Time in the Schools. This study investigated changes in student teachers' attitudes concerning professional ethics as they progressed through teacher education programs. Participants were university students who moved through a series of classes that required increased hours in the classroom with children. They were at 6 levels of educational experience, ranging from freshmen to graduates with at least 2 years teaching experience. Participants completed questionnaires about what they believed the word ethics means, who determines a school's ethics, and the most serious ethical concern faced by educators. About half of each group defined ethics as relating to values, morals, and beliefs. The definition remained consistent as students were exposed to increased hours in the schools. The second largest percentage of definitions fell within the theme of standards and rules. A third major theme was ethics as behavior. Students varied greatly in who they believed determined school ethics. Common themes emerged…
(1992). Education for the 21st Century: Infusing Cultural Diversity into Policy and Practice. Community college education can be seen as a racist institution to the extent that it does not ensure access to services, access to learning and, ultimately, the completion of a degree program for students of color. Racism and intolerance for diversity restrict democracy in American society. Faculty and administrators at community colleges, however, have a critical role in ushering diversity into democracy. Among students of higher education, community colleges enroll 55% of Latino students, 54% of Native American students, and 43% of African American students. However, many of these students do not persist to graduation. Two-year college educators and administrators have a special opportunity and a special responsibility for the education of students of color. Diversity is not about the numbers of diverse groups represented; rather, it is about creating an environment in which each individual, without regard to ethnicity, gender, physical ability, or age can learn up to his or her… [PDF]