(1993). Institute on College Student Values Proceedings (Tallahassee, Florida, February 1993). This document presents articles from the 1993 Institute on College Student Values, an annual seminar sponsored by the Florida State University Division of Student Affairs to provide a forum for discussion of research, educational strategies, and current developments related to the ethical development of students during the college years. The 1993 Institute examined ethical development issues in students' learning and growth during the college years with a special focus on creating community on campus. Included are articles from four major speakers: (1) \The Undergraduate Experience: In Search of Values\ (Ernest Boyer); (2) \Learning From Simon's Rock\ (Helen Horowitz); (3) \Promoting Social Responsibility: A Challenge for Higher Education\ (Alexander Astin); and (4) \Who Is There Big Enough To Love the Whole Planet?\ (William Sloane Coffin). Also included are abstracts from concurrent sessions on creating community on the college campus; student service and the struggle for a public… [PDF]
(2005). Biscuits and Crumbs: Art Education after Brown v. Board of Education. Studies in Art Education: A Journal of Issues and Research in Art Education, v46 n2 p186-190 Win. The question at the heart of this reflection on the Brown v. Board of Education decision is one proposed by the author's former professor at the University of Illinois at Chicago, William Watkins. He asked graduate students to keep their attention on "Who's got the biscuits?" And, by extension, to remember to ask, "Who's getting the crumbs?" It may have seemed clearer at the time of the decision how to answer questions about biscuits and crumbs in relation to education–all black and brown children attended schools that were only shadows of the schools that many, but not all, white children attended, when children of color were allowed to participate in public education at all. Many white students were getting the biscuits, and most children of color were getting the crumbs, in education as in other areas of social life. School desegregation seemed like one potent solution to the larger problem of systemic and pervasive racial inequality. Art education is linked…
(1975). Educating for Freedom: Ideological Origins of Black Education in the South, 1862-1872. Final Report. This historical investigation explores the foundations of black education in the United States. It focuses on the ideology of the northern whites who labored during and after the Civil War to assure that the ex-slaves — the freed men — received proper schooling. The study investigates the role of the Freedman's Bureau, and sets the movement in its economic and social context. It also seeks to provide an accurate narrative history of the freedman's aid movement. One of the major conclusions drawn here is that after a century of dealing with racism and inequality as an educational issue, perhaps it is time to realize those are economic issues utterly beyond the reach of schools. A second conclusion is that liberal educational reformism has, on the one hand, served to drain energy and attention away from basic criticism and analysis of the social and economic determinants; on the other hand, it has victimized, stigmatized, and objectified its clients as extraordinary and needing… [PDF]
(1989). The Future of African-Americans to the Year 2000. Summary Report. This summary report highlights the major features of a comprehensive analysis and forecast of the future of African-Americans. Section 1 discusses the future of the United States. Section 2, "The Past and Present," covers the following topics: (1) "Employment and Economic Development"; (2) "Health"; (3) "Education"; (4) "Community and Family Life"; (5) "Values"; (6) "Political Participation"; and (7) "Conclusion." Section 3, "The Core Future," covers the following topics: (1) "The Economy"; (2) "Inequalities in Health"; (3) "The Challenge of Education"; (4) "The Disintegration of the Black Community"; (5) "Values"; (6) Political Participation"; and (7) "Public Finance and the Politics of the Possible." Section 4, "Pivotal Concerns for the Future," covers the following topics: (1)"The Black Social Class…
(1987). Asian and Pacific Islander Concerns. Report of the Study Committee. This report on the educational concerns of Asian and Pacific Islanders is part of a four-part study of minority education in the United States by the National Education Association (NEA). Data were gathered from 14 site visits to a wide variety of schools and programs and from the testimony of over 50 representatives of community organizations, federal and state agencies that have Asian and Pacific Islander offices, and Asian and Pacific Islander educators and educators of Asian and Pacific Islander children. The following major findings are cited: (1) the stereotype of Asian and Pacific Islander students as the "model minority" obscures their wide diversity of emotional and language needs and fosters resentment among other minority groups; (2) family and community exert great pressure on many Asian students to succeed academically; (3) approaches to education vary greatly between Asian and Pacific Islander groups with regard to competitiveness and sex roles; and (4) Asian… [PDF]
(1987). The Heart of Excellence: Equal Opportunities and Educational Reform. PEER Report Number 6. The demographics of American schools are changing. While the actual number of school children has declined, the proportion of minority students, poor students, and students from one parent families has grown steadily. Education must be reformed to address these populations with equity. Strategies which have been adopted, such as more student testing and more teacher evaluation, are not solutions which will help low-achieving students. Concern for female students has waned since the passage of Title IX, but girls and young women are still victims of sex stereotyping, which negatively affects their academic achievement. Recommendations for equity reforms are the following; (1) pass state laws which protect the rights of minorities and guarantee equal opportunities in education; (2) bring community social service agencies, health centers, and recreational programs into the schools; (3) provide on-site day care for parenting students; (4) develop a school-to-work transition for low… [PDF]
(1999). Contemporary Issues Education: Rural Risks, Obstacles and Resources. Youth with disabilities are particularly susceptible to dangerous outcomes associated with contemporary issues such as teenage pregnancy, substance abuse, and domestic violence. Several studies document the high degree of social, medical, and legal risk to which youth with disabilities are exposed. The extent to which public schools provide risk reduction for students through prevention and protection programs varies across communities. In addition, special education students may be excluded from the programs that are offered. A survey of 509 teachers (primarily special education teachers) in Missouri and Arizona examined the extent to which they addressed 45 contemporary issues with their students. Respondents included rural and urban teachers of students with mental retardation, learning disabilities, and behavioral and emotional disorders, as well as typical students. For all teachers, the most frequently discussed issues were attitudes toward disabilities, drug and alcohol… [PDF]
(1993). Hate Prejudice and Racism. This book provides a comprehensive overview of the problems created by prejudiced attitudes, racist beliefs, and acts of discrimination from the casual racial or ethnic joke to the unrestrained violence of a lynch mob. It addresses such topics as the nature of ethnicity, stereotyping, aggression, and hate groups and individuals who promote ethnic and racial hatred. Traced is the history of race as a scientific concept and its use as a social concept designed to stigmatize and subordinate members of minority racial and ethnic groups. Chapters on prejudice, stereotyping, and discrimination scapegoating provide a foundation for the chapter on hate groups and haters, which includes in-depth descriptions of beliefs and activities of white supremacist groups and individuals who promote racism and anti-Semitism. Throughout the book most case studies and examples focus on the black and Jewish experience. The final chapter concerns the teacher's role in teaching about hate prejudice and…
(2001). Strategies for Improving the Educational Outcomes of Latinas. ERIC Digest. Latinas' educational experiences are affected by the interaction of many factors, including poverty, racism, sexual harassment, and lack of English language proficiency. With guidance from educators, Latina adolescents can make fulfilling educational choices. This digest presents a range of strategies that schools can employ to promote Latinas' academic achievement. Schools must communicate that Hispanic culture is valued and integrate it into programs and services that help ameliorate differences between school and home. Schools also must individually tailor support for Latinas and their families to accommodate their diverse needs and perspectives. School staff must communicate that all students are expected to graduate and to succeed academically, helping Latinas understand that they can value familial interdependence without subverting personal goals. Schools can facilitate Latinas' learning and increase their engagement in the school community by providing educational services… [PDF]
(2001). Pedagogies and Life Histories of Non-Heterosexual Physical Educators. This paper draws on recent poststructural, psychoanalytic, feminist, and queer theorizing to analyze progressive pedagogies described by homosexual physical educators and professors. It is based on two life history projects conducted with physical educators. The overall purpose of the research was to examine the social construction of female sexualities within the physical education profession. The teachers' personal narratives described how their identities (whether they were racial, gendered, or sexual) shaped their pedagogies. One teacher came out as a lesbian to her students each year in a planned manner, then formally used her lesbian identity to illustrate the classroom management principle of pride as an element of respect. Another teacher made explicit the link between her lesbian desire and her ethical response as a teacher, though that link was only articulated in non-teaching conversations and was not part of a formal anti-homophobic pedagogy. Two other teachers'… [PDF]
(2002). Estrategias para mejorar los resultados academicos para las latinas (Strategies for Improving the Educational Outcomes of Latinas). ERIC Digest. The educational experiences of Latinas are affected by the interaction of many factors, including poverty, racism, sexual harassment, and lack of English language proficiency. This Spanish-language digest presents a range of strategies that schools can employ to promote the academic achievement of Latinas. Schools should communicate that Hispanic culture is valued and integrate it into programs and services that help mitigate differences between school and home. Schools should also individually tailor support for Latinas and their families to accommodate their diverse needs and perspectives. School staff should communicate that all students are expected to graduate and to succeed academically, helping Latinas understand that they can value familial interdependence without subverting personal goals. Schools can facilitate learning for Latinas and increase their engagement in the school community by providing educational services needed to ensure their educational preparedness and by… [PDF]
(1989). Center for Minority and Women's Studies. This paper discusses the Center for Minority and Women's Studies at the State University of New York (SUNY) College at Cortland. Changing demographics combined with a resurgent racism and continuing inequality for women pose significant challenges to higher education. The SUNY College at Cortland is meeting these challenges through the inauguration of a comprehensive set of new initiatives to transform the curriculum, support faculty development, add richness and diversity to the cultural life of the college community, improve recruitment and retention of minority and women faculty and minority students, and confront aspects of campus life which tend to produce an inhospitable climate for minorities and women. The Center coordinates large numbers of activities, such as developing new minors in Womens Studies, Hispanic Studies, and Jewish Studies, requiring that all students take a course dealing with issues of prejudice and discrimination, and showcasing the talents and… [PDF]
(2005). Diversity and Difference in Early Childhood Education: Issues for Theory and Practice. Open University Press Early childhood professionals are often required to work with children and families from a range of diverse backgrounds. This book goes beyond simplistic definitions of diversity, encouraging a much broader understanding and helping early childhood educators develop a critical disposition towards assumptions about children and childhood in relation to diversity, difference and social justice. As well as drawing on research, the book gives an overview of relevant contemporary social theories, including poststructuralism, cultural studies, postcolonialism, feminist perspectives and queer theory. Each chapter interrogates practice and explores opportunities and strategies for creating a more equitable environment. The book covers a number of issues impacting on children's lives, including globalization, new racisms, immigration, refugees, homophobia, heterosexism and constructions of childhood. Each chapter provides an overview of the area of discussion, a focus on the implications for… [Direct]
(1989). Education, Justice and Unity: Prerequisites for Peace. The absence of peace is one of the greatest threats to the continued existence of life on this planet. This paper uses the definition of peace given by the General Conference of UNESCO at its 18th session, whereby peace is seen as a process, not an event. Education is vital to eliminating prejudice, which is the foundation of injustice, disunity, and war. The four main causes of prejudice/injustice/disunity/war are: (1) self-centeredness, (2) passion, (3) lack of morals, and (4) blind imitation. These lead to five prejudices/injustices/disunities that are the most potent causes of war: (1) racism, (2) sexism, (3) nationalism, (4) classism, and (5) religionism. Education is the primary and most effective means for eliminating prejudice, injustice, and disunity. Teachers must first recognize and attempt to eliminate their own personal prejudices, then introduce the scientific knowledge that presently exists to support the concept of the oneness and nonviolent nature of humankind. They… [PDF]
(1984). The Black Experience. Proceedings of the Symposium on Racial Justice and Education toward Excellence: Education, Race and Justice (Albany, New York, February 1, 1984). Provided in this document are the proceedings of a symposium for educators, legislators, and religious leaders who met to share views on racial justice and education. Included are these presentations: (1) Willard A. Genrich, Chancellor of the New York State Board of Regents, proposing a discussion of what the agenda of racial justice in the 1980s ought to be; (2) Dr. Alonzo A. Crim, Superintendant of the Atlanta Public Schools, discussing his city's programs for involving businesses, churches, and other community members in the education process; (3) Bishop Howard J. Hubbard, of Albany, New York, describing the Catholic Church's efforts to increase black enrollment in its schools, and its advocacy against racism in the public forum; (4) H. Carl McCall, Commissioner of New York State Division of Human Rights, citing increased effectiveness of the public school system as a vehicle for the upward mobility of blacks and calling for more public spending to be targeted at black education;…