(1988). Student Personnel Professionals in Academic Roles: A Multicultural Example. Research Report #2-88. This document examines the relationship between the student affairs and academic functions in higher education and presents three major reasons why student affairs personnel should be involved in academic functions: (1) to contribute to the academic mission and life of the campus; (2) to show that student affairs operates from a body of knowledge which has rigor; and (3) to further contribute to the growth and development of students. Teaching courses is described as one area where student affairs staff directly contribute to the academic mission. While there are many subject areas that could be taught by student affairs personnel, some particularly relevant ones are considered, such as courses dealing with college students, leadership, training, community development, higher education, and finance and administration. This report elaborates and illustrates the role of student affairs personnel in academic functions by discussing the teaching of a course entitled \Education and… [PDF]
(1998). The African American Student's Guide to Surviving Graduate School. Graduate Survival Skills, Volume 5. This book offers African American graduate students practical advice concerning all aspects of graduate study. It is organized into 11 chapters which address the following topics: (1) what graduate school is, advanced degrees, and the importance for African Americans of obtaining graduate degrees; (2) choosing a graduate school and financing graduate education; (3) developing a master plan and the need to set goals and plan a program of study; (4) "staying in the game" (the value of mentorship; support from other students, family and friends; managing finances; and maintaining personal health); (5) "knowing when to leave the party," loving oneself, social life, alcohol and drugs, and love relationships; (6) effective strategies for good study tactics, writing papers, making connections, and the comprehensive examination; (7) selecting and managing one's major professor and advisory committee; (8) the thesis or dissertation (common fears, the dissertation format…
(2000). Cultural Diversity in the Teaching Profession: A Case Study. A two-part study examined the gap in Australian research about teachers of different ethnic groups. The first part of the study examined demographics of the population of diverse secondary teachers who work in government secondary schools and are born overseas, educated overseas, and are non-native speakers of English. The information comes from a survey of 308 government secondary schools. The second part of the study was a qualitative case study of eight teachers from Victoria who completed interviews that investigated the nature of their teaching experiences. Results suggest that greater numbers of diverse teachers must be recruited into the teaching profession. Teachers felt marginalized and invisible as professionals. They often felt that their expectations and views about teaching were out of step with those of their colleagues, and this helped define their difference. The teachers felt singled out for redundancy and believed their authority was undermined in front of… [PDF]
(1994). Multicultural Education. Inclusion of All. Chapters in this book reflect the issues in multicultural education that affect the teaching and learning of mathematics and science. They are grouped into sections on teacher education, learning and instruction, assessment, and family and society and include: (1) \Multicultural Teacher Education Programs in America: A Friendly Confrontation\ (James Boyer and Kelly A. Radzik-Marsh); (2) \Equity and the Teaching of Mathematics\ (Walter Secada); (3) \Moving Towards Culture-Inclusive Mathematics Education\ (Patricia Wilson and Julio Mosquera Padron); (4) \A Comprehensive Multicultural Teacher Education Program: An Idea Whose Time Has Come\ (H. Prentice Baptiste); (5) \Examining Teaching Styles and Student Learning Styles in Science and Math Classrooms\ (James Anderson); (6) \A Comparative Study between Italian and Korean Students' Methods for Solving Word Problems\ (Woo Hyung Whang); (7) \Interrelationships between Gender, Affect, and Retention in Science Classrooms: A Theoretical… [PDF]
(1991). Indian Nations At Risk Task Force: Listen to the People. The Indian Nations At Risk Task Force commissioned 20 papers to review current conditions in Native American education and set forth rationale, plans, and strategies for action. This introduction to the commissioned papers describes the work of the Task Force. Comprised of 14 individuals, the Task Force met 5 times between May 1990 and May 1991 to exchange views, develop guiding principles, establish Native education goals, plan regional hearings and issues sessions, and draft the final report. The Task Force obtained public contributions of information and opinion through several means. Over 200 documents were received in response to a call for papers issued in the Federal Register. Hundreds of individuals presented testimony at regional hearings held in Juneau, Billings, Seattle, Phoenix, Oklahoma City, St. Paul, and Cherokee. Over 550 persons participated in 32 special issues sessions held during the 1990 National Indian Education Association Conference. Task Force members… [PDF]
(1990). Beyond Higher Education. A Survey and Analysis of the Experience of Access Students Proceeding through the Polytechnic of North London and into Employment. Access to Learning for Adults (ALFA) links education providers and organizations in collaborative work to extend and improve access to education opportunities for adults underrepresented in the system. A survey followed the progress, performance, and experiences of 86 former ALFA students, aged 25 to 49, in London, England, in their seeking of employment. Seventy-one students had successfully completed courses at the Polytechnic of North London. The interviews examined employment outcomes; relevance of education as preparation for work; student and teacher expectations; the reasons for withdrawal of the nine who did not complete courses; issues such as finances, child care, confidence, and prejudice; and academic, personal, and other gains from completing courses. The vast majority felt that ALFA was worthwhile. For those who succeeded, support from peers, family, and the college was significant. Problems were cited in the size and atmosphere of the college, low expectations of…
(1989). The Care and Education of Young Children: Expanding Contexts, Sharpening Focus. This collection of essays by child advocates explores three interconnected facets of the child care and education field: the broad sociocultural contexts influencing the development of young children and their families, the evolution of specific settings or programs where care and education occur, and the emerging consciousness of early childhood educators and care providers toward their responsibility for refinement of practice. Following an introduction (Frances O'Connell Rust and Leslie R. Williams) noting the convergence of what were generally separate fields-care and education-the essays and their authors are: (1) \Welfare Reform: Serving America's Children\ (Daniel Patrick Moynihan); (2) \Economic Issues Related to Child Care and Early Childhood Education\ (Marian Wright Edelman); (3) \Racism and the Education of Young Children\ (James P. Comer); (4) \Early Interventions to Reduce Intergenerational Disadvantage: The New Policy Context\ (Lisbeth B. Schorr); (5) \Is the Young…
(2022). Rebuilding Solidarity through Advocacy Leadership: Principals Building Coalitions to Fight Exclusion and Displacement in Gentrifying Communities. Educational Studies: Journal of the American Educational Studies Association, v58 n3 p386-403. Background: School leader decision making can be complicated by the enrollment of affluent, and often white families in educational spaces that have served low-income, Black, and Brown families post-Brown. Principals' behaviors influence whose power is coalesced and wielded to make school-wide curricular, budgetary, and personnel decisions. Methods: This collaborative study used interviews as the primary method to capture two elementary, two middle, and two high school principals' attempts to build coalitions with low-income families of color in their schools. Data was drawn from two separate studies analyzing school gentrification in the Mid-Atlantic region of the United States. Using micropolitical theories and drawing on studies promoting a more community-centric approach to school leadership, the data was coded and organized into broad themes. These themes relate to coalition-building's power in resisting the exclusion and marginalization of families most impacted by inequity in… [Direct]
(1988). Multicultural Education among Seniors in the College of Education at Ohio State University. The Ohio State University College of Education, in response to the discovery that its multicultural education program did not meet the standard of the National Council for Accreditation of Teacher Education, conducted a survey of student teachers in 1985-86 to assess students' opinions and knowledge of multicultural education. Four survey instruments were developed and distributed randomly. Total response rate exceeded 90% (n=614), and each of the four surveys was completed by one-fourth of the respondents. The results of the analysis of two of the four surveys are presented here. Based on the results, the following conclusions were drawn about 30% to 40% of the student teachers and the preparation they had received: students showed a lack of empathy with minority problems in regard to institutional racism; students demonstrated a lack of knowledge about indirect, non-proximate causes for human actions; and students expressed a lack of confidence in education and politics as sources…
(1991). International Initiatives and Education of Indigenous Peoples: Teaching and Learning to \Dance in Two Worlds.\. This paper discusses international initiatives concerning the rights of indigenous people, particularly the education of American Indians. Select United Nations and other international organizations continue to demonstrate genuine concern for the survival, growth and development of indigenous peoples. Many international efforts are in preparation for the United Nations designated \Year of Indigenous Peoples\ in 1993. Education is high on the list of challenges faced by indigenous peoples. Education extends awareness and appreciation of the culture among its members and prepares indigenous peoples for productive and effective roles in the dominant economy. Recent studies of American Indian education contend that the integration of American Indian language and culture into the regular school curriculum is critical to improving student achievement. College faculty members can play a crucial role in the cultural awareness and retention of Indian college students. Helpful guidelines for…
(1998). The Universities Today. Scholarship, Self-Interest, and Politics for Concerned Citizens, Students, Parents, Alumni, Officials, Educational Administrators, Academicians. This book examines issues facing higher education today, especially the need to reverse the frequently adversarial relationship between the academy and the larger society. Chapter 1 addresses common criticisms of the university. Chapter 2 considers issues of freedom and order, the role of trustees, alumni, and university administration and organization. Chapter 3 is about faculty work, including the professorial role, tenure and promotion, faculty compensation, teaching, research, and accountability. Chapter 4 discusses the dilemma of faculty politics, including such issues as female/minority faculty, free speech, racism, and multicultural education. Chapter 5 considers the politics of violence and harassment, and analyzes several specific cases. Chapter 6 discusses student-related issues, including gender differences in learning, choosing an undergraduate college, grade inflation, athletics, graduation, and some student-related university dilemmas. Student learning and politics,…
(1980). Needed Systems Supports for Achieving Higher Education Equity for Black Americans. Six support systems for black higher education that are needed to achieve educational equity for black Americans are assessed, and recommendations for national program objectives are offered. The six support systems are: federal policy toward black colleges, a research base, a human resource system support, dealing with socioeconomic and sociopolitical issues; higher education planning; and monitoring and evaluation. Analysis of the literature, surveys of programs, and interviews of program staff and experts were undertaken. Information was obtained on federal bureaucrats' perceptions of policy, formal and informal policy development processes, the question of who makes policy in the federal government, and the question of what policy initiatives in the federal government have implications for black higher education. For various federal agencies and programs, information is presented on policies specific to higher education and to black higher education. The data needs of black… [PDF]
(1996). The Hispanic Outlook in Higher Education, 1995-96. Hispanic Outlook in Higher Education, v6 n1-26 1995-96. This document consists of all of volume 6 (26 issues) of the serial "The Hispanic Outlook in Higher Education," a biweekly journal which addresses issues in higher education for Hispanic Americans. Each issue presents four feature articles, a policy update called "Outlook on Washington" and several opinion pieces. Feature articles address the following topics: political activism, racial harassment, the freshman year experience, the status of minorities 40 years after the Brown decision, Latino leaders, Hispanic education, Hispanic colleges, bilingualism, race-based scholarships, Black-Latino coalitions, affirmative action, recruitment/retention of minority students, the Latino immigrant, Latino political organization, Columbus Day controversy, Latino businesses, diversity education at the elementary level, racism and tenure denial, African influence in Latino culture, the Hispanic Association of Colleges and Universities, the Scholastic Assessment Test, gifted… [PDF]
(2005). Tools of Exclusion: Race, Disability, and (Re)segregated Education. Teachers College Record, v107 n3 p453-474 Mar. In this article we explore the dynamic interplay between racism and ableism or discrimination against someone based on perceived ability in the resistance to school desegregation and inclusion of students with disabilities in general education. In attending to the workings of power that connect these two histories, we show how racialized notions of ability functioned to uphold segregated schooling and justify the use of special education as a tool of racial resegregation. Moreover, we locate the current problem of overrepresentation of Black students (and other students of color) in segregated special education classrooms to the connected discourses of segregation and exclusion. Recent efforts to challenge exclusionary practices in special education through the increased inclusion of students with disabilities in regular classrooms have resulted in resistance similar to that expressed in response to school desegregation shortly after Brown. In this article we first provide an… [Direct]
(2004). Reproducing Racism: Schooling and Race in Highland Bolivia. Race, Ethnicity and Education, v7 n2 p185-204 Jul. Bolivia is one of the few Latin American nations with a majority indian population. Strong assimilationist policies over the past fifty years have meant indians have been discriminated against in many areas of social life. Rural schools have been a principal tool in assimilation. Over the past decade political and education reform have shifted policy away from an assimilationist model to a multicultural one. Of great significance is the requirement for use of indigenous languages in school and, as a consequence, large numbers of teachers who themselves come from indian communities. Despite these policies, schoolteachers are still a major source of assimilationist cultural ideology and are principal agents in reproducing hegemonic racism in indian communities. It cannot be assumed that indian teachers will be positive models for indian children in a racist society; indeed, the ambiguous racial and cultural position of the indian teacher may mean quite the opposite. This paper, based… [Direct]