(1993). Preventing Prejudice. A Guide for Counselors and Educators. Multicultural Aspects of Counseling Series 2. A model and a mechanism are presented for improving interracial and multiethnic relations. The need for multicultural awareness programs to be preventive, developmental, and long-term is emphasized. A comprehensive theoretical context of racial and ethnic identity serves as the foundation for planning and directing multicultural programs. Part 1, \Understanding Prejudice and Racism,\ includes three chapters that provide the background needed to understand prejudice and racism. In Part 2, \Racial/Ethnic Identity Development,\ two chapters provide the theoretical basis for work in multicultural awareness and prejudice prevention. A pragmatic approach is the focus of Parts 3 and 4. Part 3 outlines intervention roles for counselors and educators, with a series of developmentally sequenced exercises. Part 4 contains an overview of the leading assessment instruments and resources for use in multicultural education. Appendixes contain the Social Attitudes Scale and the Multicultural…
(1980). The Changing Black Teacher and Diminishing Opportunities for Black Teachers. Racism remains a distinct factor in problems faced by black teachers and teacher educators. The number of black teachers in the public schools is diminishing, especially in the southern states, where the black student population is the highest. The higher education environment has been undergoing drastic changes in faculty and student body populations. Complex and interrelated factors which impinge upon opportunities for entry into teaching and survival on the job for African-American teachers include: (1) insufficient knowledge of black history for use as background for data interpretation; (2) racism in the regulation of teacher selection and evaluation processes; (3) invalidity of standardized testing; (4) insufficient descriptive data on black employment trends and patterns; (5) inadequate concept of a \quality education;\ (6) educational neglect in the public schools for black children; (7) the neglect of student learning as a competency criterion; (8) culturally limited…
(1976). Male Control and Female Oppression. Fact Sheets on Institutional Racism. Following sections that define sexism, that give examples of individual, cultural, and institutional sexism, and that provide random thoughts on sexism and racism, statistics are listed for women and their relationship to various areas such as the economy, education, sports, the government, the media, and housing. Specific topics subsumed under these areas provide statistics on the following: women who work, what women earn, the effect of racism on income and occupation, education and its effect on income, union membership and control, places where women are employed, unemployment rates, what women's work is, women in fields such as medicine, libraries, banking, insurance, securities, retail trade, engineering, law enforcement, percent of women who are employed, women truck drivers, vocational training, college entrance, college graduation, special college enrollments, college degrees, job slots and pay, rate of women involved in elementary education, women on school boards, college…
(1997). Te Pikaunga-Mahi Me Te Kohukihuki (Workload and Stress)=A National Survey of Maori Aste Te Hau Takitini O Aotearoa Members. In 1996 a national survey was undertaken of 24 Maori members of the Association of Staff in Tertiary Education in New Zealand. It followed an earlier study and sought to investigate further the workloads of Maori staff members and related issues. The research process gave fundamental priority to ensuring culturally appropriate research practices. Analysis of survey responses identified three major themes: institutional racism, work environment, and time and tasks. Section 1 presents the study's five recommendations, such as official acknowledgment by senior management in polytechnics, schools/colleges of education, and rural adult education programs, that Maori staff perform additional duties specific to the cultural values and beliefs of their group. Section 2 examines the aims and aspirations of Maori in institutions, and personal aims and aspirations for Maori education. Section 3 presents key findings concerning issues of cultural and institutional racism, work environment, and… [PDF]
(2004). Ethical Challenges for the \Outside\ Researcher in Community-Based Participatory Research. Health Education & Behavior, v31 n6 p684-697. Although community-based participatory research (CBPR) shares many of the core values of health education and related fields, the outside researcher embracing this approach to inquiry frequently is confronted with thorny ethical challenges. Following a brief review of the conceptual and historical roots of CBPR, Kelly's ecological principles for community-based research and Jones's three-tiered framework for understanding racism are introduced as useful frameworks for helping explore several key challenges. These are (a) achieving a true \community-driven\ agenda; (b) insider-outsider tensions; (c) real and perceived racism; (d) the limitations of \participation;\ and (e) issues involving the sharing, ownership, and use of findings for action. Case studies are used in an initial exploration of these topics. Green et al.'s guidelines for appraising CBPR projects then are highlighted as an important tool for helping CBPR partners better address the challenging ethical issues often… [Direct]
(1996). Helping Students Teach in a Diverse World: A Rationale and Course. On the basis of a belief in the legitimacy of alternative learning styles, the importance of intercultural broadening, and the global nature of international education, the Department of Secondary Education and Foundations at Eastern Illinois University developed a new course, called "Diversity of Schools and Societies." Course objectives were: promoting better understanding of the theoretical foundations of multicultural education, culture, and cultural differences; strengthening critical thinking skills and helping students integrate fair-minded critical thinking, justice, and social action; making students more sensitive and responsive to prejudice, stereotypes, racism and their impact; building competence in incorporating multiculturalism in curriculum; and cultivating awareness of cultural diversity in global perspectives. The course included: a section on cultural analysis; a portion devoted to sharpening students' critical thinking skills; a theoretical analysis of… [PDF]
(1998). Paradoxical Attitudes among a College of Education Faculty towards Ethnic Diversity. This study investigated conflicting attitudes toward diversity among college of education faculty at one metropolitan, southwestern university, focusing on their personal attitudes toward ethnic diversity. The study looked at whether they could simultaneously hold progressive and traditional values, egalitarian and individualistic attitudes. This coexistence is referred to as "aversive racism." Participants were 104 full-time faculty. Their ethnic makeup was predominantly Caucasian, with some African Americans and Native Americans and some of mixed ethnic makeup. A total of 51 percent completed a survey instrument that provided prompts reflecting the dual attitudes of individualism (traditionalism) and egalitarianism (progressivism). The study attempted to determine whether individuals who responded more agreeably to the progressive/liberal statements would also respond in agreement with the more traditionalist/conservative statements. Data analysis indicated that faculty… [PDF]
(2006). Tackling Underachievement of Learners from Ethnic Minorities: A Comparison of Recent Policies of School Improvement in Germany, England and Switzerland. Current Issues in Comparative Education, v9 n1 p46-59 Dec. Over the past few decades, in many western countries with large immigrant populations, inequalities in education relating to ethnic background have increased. Interventions traditionally consist of selective compensatory arrangements that focus on instruction in the second language–especially in early stages of schooling–and the treatment of issues of difference, equality and racism within the curriculum. This article discusses recent educational policies that attempt to systematically integrate aspects of linguistic and cultural diversity and equity targets within broader policies of school effectiveness and school improvement. The paper presents the author's findings in an international comparative study of school-improvement strategies that tackle ethnic inequalities in education in Germany, Switzerland and England. Using theories of institutional discrimination and organizational action, strengths and weaknesses of these strategies in their specific political context,… [PDF]
(2001). Shattering the Denial: Protocols for the Classroom and Beyond. This book examines how to address and reduce racist practices in the schools, featuring an antiracist education teacher study that provided baseline figures on teacher perceptions of racism and demonstrated how teachers can successfully implement antiracist concepts in their classrooms. The book explains how teacher involvement can make a difference in student acceptance and attitudes and uncovers difficulties teachers have with understanding the realities of racism. There are nine chapters in three parts. Part 1, "Shattering the Denial: A Geographical Antiracist Education Interdisciplinary Curriculum Development and Implementation Study with K-12 Teachers," includes (1) "A Description"; (2) "Teacher Race Awareness Survey"; (3) "Antiracist Curriculum Development Work with Teachers"; (4) "Antiracist Education Implementation and a Few Courageous Teachers"; and (5) "Successful Re-Education for Teachers Makes a Difference for…
(2007). Teaching Children of Catastrophe. Multicultural Education, v15 n2 p55-61 Win. Teaching children who are victims of Katrina is not a multicultural education issue per se. However, there are some intersections between the victims of Katrina and the educational responses to them, and some of the primary constituent groups and issues that multicultural education represents and intends to serve. These are children of color and poverty who are marginalized in schools relative to resource allocation, learning opportunity, and academic achievement. Unfortunately, the lessons learned from the educational responses prompted by the aftermath of Katrina are not nearly as positive as one would hope, nor are they the kinds of attitudes and actions that are most desirable or should be pursued in the long run if educators expect to produce positive effects for the children of Katrina beyond immediate reactions. Several of these lessons learned are suggested in this article for critical analysis, reflection, and reconstruction to generate better educational opportunities and… [PDF] [Direct]
(2003). What Then Are We to Say about These Things?. Religious Education, v98 n2 p260-268. In this article, the authors discuss Karen Cross's critique on LiFE (Living in Faith Everyday) curriculum. Cross's critique focuses on the following issues: (1) racism; (2) sexism; (3) classism; (4) suburbanism; (5) Reformed theology; and (6) method. To respond to Cross's critique is an invitation for everyone to examine not only one particular Christian education curriculum, but the whole expression of the Christian faith in North America. For questions of racism and sexism and classism, are questions not unique to LiFE curriculum, but reality checks for every North American Christian Church in existence today. Cross's challenge to the creators of LiFE curriculum first "to enter into relationships grounded in integrity and mutuality…in which the voices of all racial/ethnic communities are heard and valued" is a challenge to the whole church–Reformed, to be sure, but also Lutheran and Baptist and Pentecostal alike, and a challenge to all of their curriculums as well…. [Direct]
(2002). Seeing through Race, Gender and Socioeconomic Status. This paper discusses the history of discrimination in the United States and the length of time it took to abolish the legal support of racism. The paper then discusses the problems of diversity in the United States. Acknowledging and accepting U.S. diversity in terms of race, ethnicity, gender, religious background, and national origin would enable the United States to treasure the concept of cultural pluralism. The paper asserts that racism is the main obstacle to peace and tranquility, one that cripples the development of a prosperous society. The United States should focus on education and strive to develop better curricula to reduce discrimination and encourage students from all backgrounds to appreciate the opportunities available in the United States and exercise more respect toward other cultures that have contributed to the United states' multicultural society. A model of racial, ethnic, and gender healing is presented. (Contains 1 figure and 46 references.) (SLD)… [PDF]
(1978). Parents, The Real Teachers. In this pamphlet, advice is provided for Pacific Asian American parents about how they can work to help their children to develop positive self-images and to deal with racism and other social problems. The importance of parent-child communication, strong ethnic identity, education, and a sense of self-worth as methods of preventing drug abuse and other self-destructive behavior is emphasized. (WI)… [PDF]
(1970). The Troubled World: Mandate for Change in the Troubled Campus. Among the problems facing the United States, the following are most outstanding: (1) the population explosion; (2) pollution; (3) the war in Vietnam; (4) racism and inequality; (5) violence symptomatic of internal disorder; and (6) drug abuse. If institutionalized education wishes to develop human character and to perpetuate social ideals, administrators, educators, and students must unite to propose solutions to these sources of distress. (AF)… [PDF]
(1969). \Powerlessness Corrupts.\. This is a report on the general nature of student concerns and activities as reflected by the 1969 National Student Association Congress. The author interprets past and present trends and occurrences rather than summarizing the activities of the congress. The topics covered include: student power (governance structures); legal rights; confrontation politics; militarism in American life and education; black issues and anti-racism; and educational reform. (Author/CS)… [PDF]