Berube', Barney (1992). An Invitation to the Dance: From Dragons to Wolves. Community Education Journal, v19 n4 p20-21 Sum. Multicultural education occurs in environments that consciously recognize the existence of racism, celebrate all cultures, infuse diversity in the curriculum, make it a continuous spiraling process, encourage critical thinking, and seek reform and change. (SK)…

Colton, Helen (1970). Adults Need Sex Education Too. This volume examines attitudes toward sexual behavior, the cost of sexual ignorance, the need for research in the area of the relationship between sex and mental health, the new emerging holistic sexual philosophy, changing attitudes toward selected sexual behaviors, the meaning of sexual maturity, the role of the parent as sex educator, the relationship between sex and politics, the relationship between sex and racism, and the impact on sexual behavior and future technological developments. The complex of sexual attitudes underlying racism is given the term segrophobia. New and more open attitudes toward sex education and behavior are urged and it is argued that adults need sex education just as much as young people. (DM)…

Turner, Michelle R. (2010). Embracing Resistance at the Margins: First-Generation Latino Students' Testimonios on Dual/Concurrent Enrollment High School Programs. ProQuest LLC, Ph.D. Dissertation, University of Denver. Despite moderate gains in equal educational opportunities over the past 60 years, low-income students of color continue to lag behind their middle-class, White peers. This is particularly true for first-generation Latina/o students who: (a) have the highest K-12 drop-out rate than any other ethnic group in U.S. schools; (b) are underrepresented in high quality, rigorous secondary curricular tracks; and (c) continue to be overrepresented in two-year institutions and postsecondary vocational schools. Using a conceptual framework comprised of critical race theory (CRT), social theory, and community cultural wealth theory it was clear that the U.S. education system is still plagued by systemic and endemic racism. Contrary to the predominate neoliberal discourse that emerged in the education field after the "Brown v. Board of Education" ruling, it is clear that meritocracy is a myth and students continue to face disproportionate opportunities to learn. One of the current school… [Direct]

Male, George A. (1986). England. Education and Urban Society, v18 n4 p477-86 Aug. Presents the historical background of the recognition of racism as a factor in low achievement of nonwhite students in England. Discusses reactions of various education groups towards offical reports on the education of minority children. Concludes with comparison of England's policies with United States' policies toward the education of minorities. (SA)…

Jones, Terry (1980). Miseducation of the Black Child: Societal and Institutional Failures. Western Journal of Black Studies, v4 n2 p105-13 Sum. To understand the kind of education that Black young people are receiving, it is necessary to examine schooling in the context of racism and economic exploitation within the larger society. Because economic and business interests in education are so enormous, Black community control of education is particularly difficult. (Author/GC)…

Cremin, Hilary; Warwick, Paul (2008). Multiculturalism Is Dead: Long Live Community Cohesion? A Case Study of an Educational Methodology to Empower Young People as Global Citizens. Research in Comparative and International Education, v3 n1 p36-49. This article explores the theme of the "two faces of education" by reviewing new policy directives in the United Kingdom to strengthen community cohesion in schools and their communities. These directives have resulted from growing disaffection with the aims and outcomes of multiculturalism. This article will investigate the ways in which this disaffection has resulted in both "quick fix" politicised solutions, and in more genuine attempts to support young people to develop positive relationships with people from different ethnic backgrounds. It will suggest that whilst inequalities of educational outcome for different ethnic groups persist, schools will continue to be part of the problem, hence the second link with the theme of two (or more?) faces of education. In order to become part of the solution, schools internationally will need to adopt much more creative and complex approaches to the reduction of racism and inequality than those currently being proposed… [Direct]

Gillborn, David; Kirton, Alison; Youdell, Deborah (1999). Government Policy and School Effects: Racism and Social Justice in Policy and Practice. MCT–Multicultural Teaching, v17 n3 p11-17 Sum. Criticizes social justice policies of the Labour government in the United Kingdom because they promote formal equality in the schools without working for substantive equity in outcomes of education. Naive multiculturalism is an inadequate policy response to the institutionalized racism that pervades the contemporary education system. (SLD)…

Goulet, Linda (1998). Culturally Relevant Teacher Education: A Saskatchewan First Nations Case. This paper examines culturally relevant teacher education for First Nations undergraduate students, offered by the Department of Indian Education at the University of Regina-affiliated Saskatchewan Indian Federated College. As graduates may want to challenge dominant epistemologies of the schools in which they teach, the program responds to students' needs for connection to traditional cultural knowledge in order to overcome personal and cultural dislocation and racism. All students take classes in Indian languages, studies, and art. In a class affirming cultural identity, Elders are used as teachers in an outdoor education setting that includes ceremonies, traditional activities, and storytelling. Tools to deconstruct racist ideology and practices are given in a third-year class in human justice that focuses on institutional racism, particularly on an analysis of curriculum. The concepts of race, text, identity, stereotyping, bias, and ethnocentrism are used to analyze the impact… [PDF]

Tidwell, Billy J. (1990). The Price: A Study of the Costs of Racism in America. America cannot afford to continue to pay the sociopsychological, sociopolitical, and economic costs of racism. The economic and psychosocial benefits of racism to the majority population during the slavery era are obvious. Similar interests motivated the discriminatory treatment of African Americans during the Jim Crow period, when Whites still believed that excluding African Americans from full social, economic, and political participation and exploiting them for economic gain was part of the natural order. Since the 1954 Supreme Court decsision, "Brown v. Board of Education," White Americans have continued to enjoy material and psychosocial advantages based on past racially exclusionary practices and present institutionalized discrimination. However, this long history of racism has created social costs in terms of social instability, loss of economic productivity, and constraints on the United States' world role as a purveyor of democracy. African Americans bear the…

Lloyd, Gil B. (1981). Summary Statement: An Agenda for the Future: Problems, Prospects, and Requirements for the 1980's and Beyond. Negro Educational Review, v32 n1 p120-25 Jan. Asserts that the "Brown" decision did little to redress the racism that keeps Blacks from obtaining equal education. Outlines strategies that the Black community might develop in order to achieve educational goals. (GC)…

Figueroa, Peter (1995). Multicultural Education in the United Kingdom: Historical Development and Current Status. This chapter provides a historical review of the development of education for a multicultural society in postwar Britain, particularly in England. It is based on existing literature but makes no claims to be comprehensive in coverage. Britain has long been culturally diverse and characterized both racism and by antiracist forces and democratic ideals. As with social issues of any significance, there is scarcely an issue of any importance related to the education of a multicultural society that has not been contested, as a review of the historical developments in multicultural education demonstrates. Among the many opponents of multicultural education have been antiracists who have condemned the failures of multicultural education to attack racism directly. There is no inherent conflict between the two approaches, and one of the objectives of future educational strategies should be integrating the two approaches to educational reform. (Contains 208 references.) (SLD)…

Pacino, Mario A. (2007). The Sting of Prejudice and Schooling. Multicultural Perspectives, v9 n2 p51-52 Jun. In this article, the author shares some of the prejudices faced by her daughter in her school and in their community. As an immigrant mother and educator who believed that democratic schooling meant inclusive education, it was painful for the author to watch her daughter negotiate the biases of her school experiences in a Midwestern town not always understanding of cultural differences. She relates how it was difficult to explain racism to her daughter when the concept of race has no solid foundation or meaning in today's studies about culture. The author presents this narrative as an appeal to all educators to find/develop meaningful ways of affirming students' sense of identity and to ensure that all classrooms are caring places which foster the teaching and modeling of respect, understanding, and appreciation for cultural differences in a pluralistic democracy…. [Direct]

Watson, Jamal (2008). When Diversity Training Goes Awry. Diverse: Issues in Higher Education, v24 n25 p11-13 Jan. Initially, Courtney Halligan, a first-year student at the University of Delaware (UD), was not opposed to attending a diversity training session that was required of all incoming freshmen. In fact, the 18-year-old New Jersey native assumed that the experience would be an opportunity for her to learn more about students from different backgrounds. In one-on-one and group sessions conducted in the dormitories by resident assistants, Halligan and dozens of other White students complained that they were made to feel like racists. She adds that they were blamed for the legacy of racism that Blacks and other minority groups have endured through the years. In response to complaints by students like Halligan, and pressure from the Foundation for Individual Rights in Education (FIRE), a Philadelphia-based civil liberties advocacy group that monitors freedom of speech issues on campuses across the country, the university decided last semester to suspend the controversial program. The debacle… [Direct]

Villenas, Sofia (2001). Latina Mothers and Small-Town Racisms: Creating Narratives of Dignity and Moral Education in North Carolina. Anthropology & Education Quarterly, v32 n1 p3-28 Mar. Highlights Hispanic mothers' discussions about moral family education. Narratives involved claiming the home space in the midst of the English-speaking community's attempts to define their families and childrearing practices as "problematic." Uses a race-based feminist perspective to examine how mothers' counternarratives helped contest their deficit framing, produce educated identities, and create community in the rural south. (Contains references.) (SM)…

Fuentes, Luis (1981). The Neighborhood School Concept: A Real History. Integrated Education, v19 n3-6 p64-67 May-Dec. Equates the fight for busing, equal education, and school integration with the general struggle against racism. Briefly discusses the history of busing and school desegregation in the Ocean Hill-Brownsville, New York public schools. (Author/GC)…

Marmor, Margie (1995). The Holocaust: A Personal Encounter. Canadian Social Studies, v29 n4 p150-53 Sum. Maintains that story is a powerful tool in teaching antiracist education. Presents the personal story of a World War II concentration camp survivor. Discusses the use of Holocaust literature to explore anti-Semitism and racism. (CFR)…

Flannery, Daniele D. (1994). Changing Dominant Understandings of Adults as Learners. New Directions for Adult and Continuing Education, n61 p17-26 Spr. "Universal" theories imply that a single group represents everyone. Universality in adult education theories about motivation and adult learning perpetuates racism and sexism and should be challenged through alternative perspectives for knowledge building. (SK)…

Applebaum, Barbara (2007). White Complicity and Social Justice Education: Can One Be Culpable without Being Liable?. Educational Theory, v57 n4 p453-467 Nov. In part of an ongoing study of white complicity, moral responsibility, and moral agency in social justice education, Barbara Applebaum asks in this essay what model or models of moral responsibility can help white students recognize their white complicity and which models of moral responsibility obscure such acknowledgment. To address this question, she explores the concept of white complicity and its relation to racism and raises some compelling conceptual and pedagogical questions. Then she reviews a recent analysis of the concept of "complicity" and shows it to be inadequate as a foundation for white complicity. Finally, Applebaum describes Iris Marion Young's conception of a Social Connection Model of Responsibility and shows it to be capable not only of elucidating white complicity but also, when incorporated in social justice pedagogy, of diminishing denials of white complicity by white students…. [Direct]

Boyle, Ellexis; Millington, Brad; Vertinsky, Patricia; Wilson, Brian (2008). Making Chinese-Canadian Masculinities in Vancouver's Physical Education Curriculum. Sport, Education and Society, v13 n2 p195-214 May. Our paper illustrates how males of Chinese descent in British Columbia (BC) have historically been victims of overt and subtle forms of discrimination, and describes how racism is and was integrally linked to notions of class, gender and the body. Highlighted in our historical overview are issues around race and masculinity for Chinese males as they existed (and still exist) in the BC educational system, especially in sport-related and physical education (PE) contexts. We examine how some of these issues continue to impact Vancouver's schools through Millington's (2006) study of masculinities in secondary PE which showed how that environment, while offering the potential for various masculinities to flourish, tended to promote hegemonic gender identities as "normal". In particular, we show how Chinese-Canadian boys, both Canadian born as well as more recent immigrants from Hong Kong, Taiwan and mainland China, continue to be subject to subtle racist understandings of… [Direct]

Beswick, Richard (1990). Racism in America's Schools. ERIC Digest Series, Number EA 49. Schools play an important role in combatting racism, which, despite a quarter century of desegregation, may be increasing. Possible solutions offered in this report are: public declarations of repugnance for racism; multicultural educational programs; use of teachers as role-models; and effective use of tolerance-generating resources. Several other motivational and confrontational strategies used by educators to change racist behavior are discussed. Schools can preserve ethnic identity without sacrificing social integration by offering programs that recognize the distinction between the meanings of culture and ethnicity. Multicultural education must distinguish between culture and ethnicity if it is to preserve ethnic identity while facilitating social integration. Multicultural education offers excellent ways to uncover prejudice and to stimulate appreciation for racial and ethnic differences. (12 references) (LMI)… [PDF]

McClain, Shirla; Spencer, Norma L. (1978). Racism and Sexism in America: The Black Woman's Dilemma. The black American female's social and economic status, family life and contributions to society have all suffered under the effects of racism and sexism. Racism in particular has had the greatest disabling effects on the status and progress of black women. The black woman has had to cope with problems dating back to slavery, the continuing emasculation of black males, and unique problems in childrearing. Myths about the black family and economic racism adversely affect the quality of life which she is able to provide for herself and for her family. From slavery until contemporary times the black female could make only limited contributions to society at large because of educational limitations and inadequate recognition from a dominant society. Even improving educational status has not insured social mobility. The unique set of circumstances surrounding the black woman's problems in American society demand that educators acquire certain knowledge, skills and attitudes for the…

Hohelpa, Margie; Jenkins, Kuni (1996). Te Ao Tuhi–Maori Literacy: A Consequence of Racism?. Nga Kete Korero: Journal of the Adult Reading & Learning Assistance Federation, n4-5 p5-11. Institutional racism has been justified by disdaining non-Western cultures such as the Maori as illiterate. Maori education is focusing on biliteracy, developing literacy in both Maori and English within contemporary Maori cultural values and practices. (SK)…

Macias, Jose (1996). Resurgence of Ethnic Nationalism in California and Germany: The Impact on Recent Progress in Education. Anthropology & Education Quarterly, v27 n2 p232-52 Jun. A comparative study examines ethnic group conflict in California, with its Proposition 187, and in Germany, with its hostility toward foreign residents. Historical and ethnographic studies reveal a connection between historically constructed ethnic ideology, intergroup experience, and education. Education is key to finding new ways of combating racism. (MMU)…

Jett, Christopher Charlie (2009). African American Men and College Mathematics: Gaining Access and Attaining Success. ProQuest LLC, Ph.D. Dissertation, Georgia State University. The research literature regarding African American male college students reports that they often experience difficulties with mathematics (Stage & Kloosterman, 1995; Treisman, 1992). It is also reported that many African American students enter college seeking to complete their degrees in mathematics and science, but few of these students successfully complete the core requirements (Hrabowski, Maton, & Greif, 1998; Treisman, 1992). In spite of these reported trends, there are some African American male students who, indeed, achieve in college mathematics. The purpose of this study was to analyze how being African American and male might play out in the college mathematics experiences of high-achieving African American men. Employing qualitative research methodology, specifically, multiple case study research (Bogdan & Biklen, 2007; Merriam, 1998) situated in critical race theory (CRT; Bell, 1992; Tate, 1997), I administered a survey instrument, conducted three interviews, and… [Direct]

Ford, Nick Aaron (1969). The English Department and the Challenge of Racism. ADE Bulletin, n20 p16-22 Jan. Racism, the ways in which it is manifested in higher education, and the effectiveness of its manifestations are discussed. The following proposals suggesting how English departments can contribute to the diminution of racism were made: (1) that single academic standards be required for black and white students in freshman English classes, (2) that works by black authors be included in freshman English courses, (3) that black authors be added to the reading list in all American literature of drama courses, (4) that a reasonable number of the faculty do special studies of black literature, and (5) that at least one member of the English faculty be black. (CW)… [PDF]

Weinstein, Matthew (2008). Captain America, Tuskegee, Belmont, and Righteous Guinea Pigs: Considering Scientific Ethics through Official and Subaltern Perspectives. Science & Education, v17 n8-9 p961-975 Sep. With an eye towards a potential scientific ethics curriculum, this paper examines four contrasting discourses regarding the ethics of using human subjects in science. The first two represent official statements regarding ethics. These include the U.S.'s National Science Education Standards, that identify ethics with a professional code, and the Belmont Report, that conceptualizes ethics in three principles to guide research oversight boards. Contrasting this view of ethics as decorum and practice in line with a "priori" principles is the conception of ethics from unofficial sources representing populations who have been human subjects. The first counter-discourse examined comes from "Guinea Pig Zero", an underground magazine for professional human subjects. Here ethics emerges as a question of politics over principle. The good behavior of the doctors and researchers is an effect of the politics and agency of the communities that supply science with subjects. The… [Direct]

Marsden, W. E. (1990). Rooting Racism into the Educational Experience of Childhood and Youth in the Nineteenth- and Twentieth-Centuries. History of Education, v19 n4 p333-53 Dec. Analyzes religious, environmental, and imperialistic rationalizations for racism throughout history. Examines how racist doctrines, stereotypes, and racial prejudice were instilled in the British education system through school textbooks and children's literature. Suggests this process of socialization created implicit, deeply rooted prejudices that still infiltrate British education, posing significant challenges for antiracist education. (CH)…

Lengwati, Makkies David (1995). The Politics of Environmental Destruction and the Use of Nature as Teacher and Site of Learning. Convergence, v28 n4 p99-105. Lack of education, low environmental awareness, and environmental racism (for example, siting toxic waste dumps in certain communities) contribute to the degradation of the environment in South Africa. Educational initiatives include learning from nature and fostering political action. (SK)…

Poon, Oi Yan Anita (2010). "More Complicated than a Numbers Game": A Critical Race Theory Examination of Asian Americans and Campus Racial Climate. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. In the Grutter and Gratz Supreme Court decision, proponents of affirmative action claimed that a critical mass of minority students could effectively counter racial marginalization often experienced by students of color due to their racial status. On some campuses, Asian Americans as a pan-ethnic population enjoy a critical mass in undergraduate enrollments, and therefore present an opportunity for scholars to explore the relationship between critical mass, racial marginalization, and racial power within campus racial climate. Using UCLA as a case study of a campus environment with a critical mass of Asian Americans and controversies over racial disparities in college access, I conducted in-depth interviews of 25 randomly selected Asian American UCLA undergraduates, who represent a diversity of ethnicities, genders, academic majors, and socio-economic class. My dissertation explores ways in which Asian American college students continue to be racially marginalized, based on their… [Direct]

Kilgour, David (1994). Whither Racism. The Front Line. Canadian Social Studies, v29 n1 p6-7 Fall. Contends that governments around the world are working to eliminate racism and racial discrimination. Maintains that Canadian education has problems resulting from racial differences and immigration. Concludes that Canadians must move forward in racial and cultural harmony. (CFR)…

Jones-Quartey, Theo S. (1993). The Academic Library's Role in the Effort to Improve Ethnic Minority Retention. Educational Forum, v57 n3 p277-81 Spr. Financial need, inadequate preparation, racism, and lack of support groups contribute to low minority retention in higher education. Academic libraries can empower minority students with research and information skills, reflect diversity in their collections, and train staff in multicultural sensitivity. (SK)…

Thompson, Jepkorir Rose-Chepyator; And Others (1994). Multicultural Education: Culturally Responsive Teaching. Journal of Physical Education, Recreation and Dance, v65 n9 p31-36,61-74 Nov-Dec. Teachers must understand their personal biases, their own cultures, and the biases and cultures of their students to help students develop the sensitivities to function in a diverse world. Four articles examine multicultural education, ethnicity, racism, and the development of culturally relevant pedagogy for teachers, highlighting physical education. (SM)…

Hustler, David; Robinson, John (1995). Celebrating Naivety: The Role of Black Artists in Multicultural and Anti-Racist Education. Curriculum Studies, v3 n1 p61-77. Britain's Arts Education for a Multicultural Society project was designed to raise the status and visibility of black artists. An external evaluation by one local education agency suggested that participants found the project enjoyable, and it raised their awareness of the nature of inequalities founded in racism. (SM)…

Cappello, Michael; Tupper, Jennifer A. (2008). Teaching Treaties as (Un)Usual Narratives: Disrupting the Curricular Commonsense. Curriculum Inquiry, v38 n5 p559-578 Dec. This article examines the importance of treaty education for students living in a province entirely ceded through treaty. Specifically, we ask and attempt to answer the questions "Why teach treaties?" and "What is the effect of teaching treaties?" We build on research that explores teachers' use of a treaty resource kit, commissioned by the Office of the Treaty Commissioner in Saskatchewan. Working with six classrooms representing a mix of rural, urban and First Nations settings, the research attempts to make sense of what students understand, know and feel about treaties, about First Nations peoples and about the relationships between First Nations and non-First Nations peoples in Saskatchewan. It is revealing that initially students are unable to make sense of their province through the lens of treaty given the commonsense story of settlement they learn through mandated curricula. We offer a critique of the curricular approach in Saskatchewan which separates… [Direct]

Fuertes, Jairo N.; Sedlacek, William E. (1993). Barriers to the Leadership Development of Hispanics in Higher Education. NASPA Journal, v30 n4 p277-83 Sum. Identifies institutional racism, encouraged assimilation, and ignorance of Hispanic values as barriers to the leadership development of Hispanics in higher education. Considers role of student personnel workers in promoting leadership development programs and activities for Hispanic college students. (Author/NB)…

Brooks, Clifford; Pritscher, Conrad (1992). Reducing Racial Tensions in the Classroom. Negro Educational Review, v43 n3-4 p4-14 Jul-Oct. The goal of good education is to have each student decide for himself or herself what will secure or endanger his or her freedom. Ways in which education has socialized people to fit into a racist society are discussed, and suggestions are given for reducing racism in the classroom. (SLD)…

Swartz, Ellen (1992). Emancipatory Narratives: Rewriting the Master Script in the School Curriculum. Journal of Negro Education, v61 n3 p341-55 Sum. Early efforts at multicultural education have largely been compensatory attempts to address inequities in cultural representation. What is needed is a rewriting of the entire master script of curriculum to eliminate implicit racism, classism, and sexism. Examples from U.S. history illustrate the scope of revision needed in education. (SLD)…

Ambler, Marjane (1997). Without Racism: Indian Students could Be both Indian and Students. Tribal College, v8 n4 p8-11 Spr. Emphasizes the integral role of tribal colleges in providing a safe environment for Native American students to obtain both academic and cultural education. Documents instances of racism that previously have acted as barriers to Indian students' academic success. (YKH)…

Barnes, Philip (2006). The Misrepresentation of Religion in Modern British (Religious) Education. British Journal of Educational Studies, v54 n4 p395-411 Dec. The purpose of this paper is to articulate a new perspective on British multi-faith religious education that both complements and, in part, subsumes existing critiques. My argument, while controversial, is straightforward: it is that British religious education has misrepresented the nature of religion in efforts to commend itself as contributing to the social aims of education, as these are typically framed in liberal democratic societies. Contemporary multi-faith religious education is placed in context and its underlying theological and philosophical commitments identified and criticised. It is concluded that current representations of religion in British religious education are limited in their capacity to challenge racism and religious intolerance, chiefly because they are conceptually ill equipped to develop respect for difference…. [Direct]

Brooks, Glenwood C., Jr.; Sedlacek, William E. (1973). A Procedure for Eliminating Racism in our Schools. This procedural model includes progressive stages which must be worked through by an individual or institution in the process of change. These are: (1) Cultural and Racial Differences; (2) Racism and How It Operates; (3) Examining Racial Attitudes; (4) Sources of Racial Attitudes; (5) Behavior; What Should Be Done?; and (6) Behavior; How Should It Be Done? Examples of racism from elementary, secondary and higher education are presented and discussed. The article emphasizes methods for the change agent and raises several points: (1) Anytime a strategy becomes a goal we sow the seeds of institutional discrimination; (2) Goals are temporal and must be adjusted to the context of the times; and (3) The greatest effort should be expended on those goals which most clearly work against racism rather than attempting a \fight to the death\ on all issues. Suggested roles for minority and majority group members in fighting racism are made. Questions put to change agents such as \Why are you… [PDF]

Tehranian, Majid, Ed. (1991). Restructuring for Ethnic Peace: A Public Debate at the University of Hawaii. This volume represents the outcome of a series of seven public forums held at the University of Hawaii on problems of ethnic peace. The papers included cover such topics as academic freedom and responsibility; affirmative action and grievances; legacies of colonialism and racism; dynamics of class, ethnicity, culture, and education; and finally the search for ethnic peace in Hawaii. Panelist presentations are as follows: "Remarks on the Limits of Academic Freedom" (Kenneth Kipnis); "The Politics of Academic Freedom as the Politics of White Racism" (Haunani-Kay Trask); "Discursive Politics" (Kathy E. Ferguson); "The Responsibilities of the Academic" (Peter Manicas); "Native Hawaiian Students and the Role of the University" (Kaleimomi'olani Decker); "Sexual Harassment and the University's Responsibility" (Susan Hippensteele); "The University's Attitude Toward Students" (Robert Wisotzkey); "The Legacy of Racism… [PDF]

Staples, Robert (1978). Land of Promise, Cities of Despair: Blacks in Urban America. Black Scholar, v10 n2 p2-11 Oct 1978, Oct78. This article discusses the current effect on Blacks of unequal political and economic power in American cities. Some of the issues examined include: Black migration; employment status; education; socioeconomic status; Black suicide; Black political power; housing; health; and racism. (EB)…

Keeter, Larry (1987). Minority Students at Risk: An Interview with Professor Shirley Chisholm. Journal of Developmental Education, v10 n3 p14-17 Jan. Professor Shirley Chisholm responds to questions concerning the decline in minority higher education enrollments, student financial aid considerations, ways of fostering a climate of support for minority students, faculty behaviors, racism on campus, and family pressures on minority students. (DMM)…

Auerbach, Arnold J. (1972). Quotas in Schools of Social Work. Social Work, 17, 2, 102-105, Mar 72. The author contends that quota systems can be used to increase minority group numbers in graduate schools of social work, thus providing an effective means of breaking down the institutional racism and contributing toward making social work education more relevant. (Author)…

Nettles, Saundra Murray; Scott-Jones, Diane (1987). The Role of Sexuality and Sex Equity in the Education of Minority Adolescents. Peabody Journal of Education, v64 n4 p183-97 Sum. This article discusses the intersection of sexism and racism in three aspects of minority students' educational experiences: the role of myths and stereotypes about minority student sexuality, adolescent pregnancy, and AIDS education among minority and non-minority adolescent populations. (IAH)…

Greenberg, Polly (1989). Ideas that Work With Young Children: Parents as Partners in Young Children's Development and Education: A New American Fad? Why Does It Matter?. Young Children, v44 n4 p61-75 May. Focuses on factors that thwart true school-parent partnerships in the development and education of children. Factors include a family's socioeconomic status, democratic issues, the creation of school systems, gender bias against women, teacher priorities, racism, and classism. (Author/BB)…

Hansford, Susan (2003). Gifted or Not Gifted–Is That the Question?. Understanding Our Gifted, v15 n3 p12-15 Spr. This article discusses the underrepresentation of children from minority backgrounds in gifted education and the ultimate goal of gifted education to make children's lives better. Barriers to appropriate gifted identification are discussed and include state/local requirements and inadequate identification procedures, stereotypes and racism, and pragmatics. (Contains 3 references.) (CR)…

Adams, Maurianne; Marchesani, Linda S. (1992). Curricular Innovations: Social Diversity as Course Content. New Directions for Teaching and Learning, n52 p85-98 Win. A sophomore- or junior-level education course on social diversity in education is described, and techniques used to teach it are discussed. Content includes five subject areas: gender and sexism, race and racism, religious culture and anti-Semitism, sexual orientation and heterosexism, and physical or mental ability and ableism. (MSE)…

Sleeter, Christine (1994). White Racism. Multicultural Education, v1 n4 p5-8,39 Spr. Discusses the tendency of whites to deflect attention from racism, which is the main problem underlying the need for multicultural education, and suggests a role for whites in examining their own generally unrecognized white racial bonding. To mitigate effects of white racial bonding, advocates of multicultural education must recognize them. (SLD)…

Four Arrows (2024). The Coloniality of Learning Platforms in Higher Education. Taboo: The Journal of Culture and Education, v22 n3 p83-86. As an Indigenous scholar engaged in the decolonization of education for forty years, Four Arrows has worked to challenge an over-emphasis on standardization, efficiency, control, corporatizing, power dynamics, Euro-centrism, neoliberalism, and anti-Indianism (Four Arrows, 2006). Instead, he emphasizes diverse, critical, creative, and culturally grounded forms of knowledge production, prioritizing the nature-based worldview precepts that guided humanity well for most of human history. He also attempts to minimize technological interventions if they interfere with more natural ones. This article offers his first attempt to write about the coloniality of online courses and learning platforms. He proposes that learning platforms in higher education reflect a significant degree of coloniality and managerialism (Rodriguez, 2020). They generally emphasize a standardization that fits conventional academic frameworks such as fragmented segments, deadlines, pre-determined syllabi, and… [Direct]

Grant, Carl A. (1981). Education that Is Multicultural and Teacher Preparation: An Examination from the Perspectives of Preservice Students. Journal of Educational Research, v75 n2 p95-101 Nov-Dec. A study attempted to discover the quality of multicultural instruction received by students in a preservice teacher education program. Results showed that the content of the instruction focused primarily on bias in instructional materials and secondarily on racism in schools and society. (JN)…

Altbach, Philip G., Ed.; Lomotey, Kofi, Ed. (1991). The Racial Crisis in American Higher Education. This collection of essays addresses the need for continued research in race-related issues on college campuses. The book examines the causes and the impact of campus racial tensions by studying some key university case studies and by investigating some of the underlying elements of the crisis. Essays and their authors are as follows: \The Racial Dilemma in American Higher Education\ (Philip G. Altbach); \The Changing Demographics: Problems and Opportunities\ (Lewis C. Solmon, Tamara L. Wingard); \Racism and the Model Minority: Asian-Americans in Higher Education\ (Sucheng Chan, Ling-chi Wang); \Race Relations on Campus: An Administrative Perspective\ (Alan Colon); \The Undergraduate Curriculum and the Issues of Race: Opportunities and Obligations\ (Leon Botstein); \Student Affirmative Action in Higher Education: Addressing Underrepresentation\ (William T. Trent); \Black Faculty in Academia\ (Kenneth W. Jackson); \Making the Short List: Black Candidates and the Faculty Recruitment…

(1985). Curriculum Development for a Multicultural Society: Policy and Curriculum. An FEU View. This document collects examples of policies of local education agencies (LEAs), colleges, and others in the area of multicultural education. Guidelines are also presented for those who haven't fully generated and applied policy in this area. Chapter One is an introduction. Chapter Two contains a checklist of questions to enable others to test the assumption that a multicultural society is an important issue for further education. Three broad headings of questions are equal opportunities, multicultural issues, and issues of racism. The questions are cross-referenced with Chapter Three, which offers a series of examples of college and LEA policies, with extracts from documents. Chapter Four contains some preliminary examples of college practice from two different multicultural settings. Main points from surveys of black communities about local further education provision are presented. Appendixes include a listing of documents on education in a multicultural society, a brief summary…

Vinzant, Jeremy C. (2009). Black Principals' Perceptions of How Their Racial, Cultural, Personal, and Professional Identities Affect Their Leadership. ProQuest LLC, Ph.D. Dissertation, Boston College. This dissertation addresses the negative way that blacks are viewed in mainstream society and how that image affects black educational leaders. Race has been historically used to subordinate blacks in the United States, and research suggests that a key factor in this subordination has been the systematic withdrawal of educational opportunities and access for blacks. This research posits that such racism and discrimination has affected the way blacks have formed their identities, specifically with regard to education. In this multiple-participant case study, black principals were interviewed to determine the ways in which they perceived their racial, cultural, personal, and professional identities to affect their leadership of schools. Findings stated that race heavily affected all areas of participants' identities. Race caused participants to feel more connected to minority students and communities, to advocate high expectations for minority students especially in addition to all… [Direct]

Kauffman, James M.; Sasso, Gary M. (2003). Reflections on the Field [and] An Examined Life: A Response to James Kauffman's Reflections on the Field. Behavioral Disorders, v28 n3 p205-11 May. Six issues in special education are analyzed: the erosion of science; the decline in the worth of special education; the lack of attention to prevention; the lack of primacy of academic instruction; the erosion of government programs; and the new racism that erodes the centrality of our common humanity. (Contains 3 references.) (CR)…

Walter, Pierre (2003). Adult Literacy Education on the Canadian Frontier. Adult Basic Education, v13 n1 p3-18 Spr. Canada's Frontier College began in 1899 to bring literacy and citizenship education to immigrant men; in the 1920s it offered university education. However, its early history embodied a legacy of nativism, anticommunism, racism, and sexism as it attempted to assimilate adult literacy learners into Anglo-Canadian sociocultural norms. (Contains 19 references.) (SK)…

Newman, Joanna; Washington, Valora (1991). Setting Our Own Agenda: Exploring the Meaning of Gender Disparities among Blacks in Higher Education. Journal of Negro Education, v60 n1 p19-35 Win. Attention to the discrepancy between female progress and male declines among Blacks in higher education detracts from the larger issue of the effects of racism on all Blacks' educational opportunities. Argues for an Afrocentric perspective on the crisis in higher education. Calls for analysis of sex-related achievement differences among Blacks. (AF)…

Hilliard, Asa G. III (1978). Straight Talk About School Desegregation Problems. Theory Into Practice, 17, 2, 100-6, Apr 78. The belief that the education that most white children are getting is quality education and that if black and other cultural groups are integrated into white schools they are better off than if segregated, is inconsistent with the fact that racism and racial bias exist in schools. The result is poorer quality education for all children. (JD)…

Gulam, W. A.; Hapeshi, Demetris (2000). Rediscovering the Lost Tribes in Higher Education. MCT, v18 n2 p34-39 Spr. Discusses the racial dynamic in higher education 1 year after an inquiry into the murder of a black man, Stephen Lawrence, and its rediscovery of institutional racism, examining how the higher education terrain currently feels to black educators. Suggests that the Lawrence inquiry has given higher education administrators a much needed and long overdue shove. (SM)…

Cole, Mike (1998). Re-establishing Antiracist Education: A Response to Short and Carrington. Cambridge Journal of Education, v28 n2 p235-38 Jun. Responds to the article "Reconstructing Multicultural Education: a Response to Mike Cole" in which Cole defends his views of antiracist education and the role of cultural racism, the teaching of controversial aspects of other cultures, reconstructed multiculturalism as opposed to student misconceptions, and nationalism within the context of Britishness. (CMK)…

Loney, Martin (1982). Towards the Multi-Cultural School – Lessons from Toronto. Bulletin of Environmental Education, n132 p25-27 May. A multicultural program has been developed in Toronto's (Canada) non-Catholic public school system to accord a place to students' home cultures and to directly confront racism. Includes comments on Toronto Board of Education's policy on race and ethnic relations. (Author/JN)…

Aronson, David (1994). Teaching Tools. Teaching Tolerance, v3 n2 p36-42 Fall. Reviews books, videos, audiotapes, and posters teachers can use for multicultural education in elementary and secondary grades. The 38 works reviewed focus on art, cultural diversity, the civil rights movement, United States history, folktales, racism and prejudice, and resource and teaching guides. (SLD)…

House, Ernest R. (1999). Race and Policy. Education Policy Analysis Archives, v7 n16. Explores the connection between race and education policy in the United States, focusing on the interplay between the U.S. population's belief in democracy, national racist beliefs, and the inability of many white citizens to comprehend the depth of racism in the United States. (SLD)…

Horton, Julie; Scott, Dominic (2004). White Students' Voices in Multicultural Teacher Education Preparation. Multicultural Education, v11 n4 p12-16 Sum. While multicultural education remains a work in progress, many of the cornerstones are already in place. Racism, classism, sexism, equity, and social justice issues feature as generative themes (Freire, 1970), which underpin this educational project. One area of research in multicultural teacher education that this article investigates is the way in which White students have sought to make meaning of their own Whiteness in the midst of a plethora of claims regarding the pervasiveness and immutability of racism in America. In this article, the authors present four case studies which illustrate the different responses of White preservice teachers to a challenging multicultural environment. For some, providing them with the language of multicuturalism allowed them to articulate previous experiences, while for others the very language of multiculturalism was used to keep at bay the challenges that multicultural educational classes present…. [PDF] [Direct]

Holland, Laura J. (1987). Disciplined Intelligence Brought to Bear on Social Problems: The Contributions of Kenneth B. Clark. Equity and Excellence, v23 n1-2 p61-4 Spr. Provides biographical data about the black psychologist and his contributions in the following areas: (1) studies on the effects of segregation and racism; (2) the United States Supreme Court decision in Brown v. Board of Education; and (3) the Harlem Youth Opportunities Unlimited Program. (PS)…

Natale, Jo Anna (1998). Education in Black and White: How Kids Learn Racism–And How Schools Can Help Them Unlearn It. American School Board Journal, v185 n2 p18-23 Feb. Before educators can help children unlearn racial prejudice, they should realize that children develop societal stereotypes and biases by age 3 or 4. A Seattle multiculturalism expert suggests that schools create an overall cooperative atmosphere, sponsor cross-school events that bring kids from different backgrounds together, and ensure equal status for students of all races. Sidebars highlight today's subtle racism and a Massachusetts school's antiracism crusade. (MLH)…

Bjerstedt, Ake, Ed. (1995). Multicultural Education: Bias Awareness, Empathy, and Transcultural Identities. A Selective Bibliography. Reprints and Miniprints No. 830. The bibliography contains 331 citations of books, dissertations, research reports, and articles on multicultural education, primarily materials in English written in recent years. Topics include cultural awareness, classroom communication and culture, development of ethnic or national identity, classroom processes, curriculum design and evaluation, teacher education, immigrants, adult education, racism, research and research needs, national policy, peer relationships, human rights, and values education at all educational levels. (MSE)… [PDF]

Sedlacek, William E.; Westbrook, Franklin D. (1991). Forty Years of Using Labels to Communicate about Nontraditional Students: Does It Help or Hurt?. Journal of Counseling and Development, v70 n1 p20-28 Sep-Oct. Analyzes articles in Education Index since 1950 to examine how education literature describes minority students. Contends that, despite increased concern for minorities in the literature, labels used to describe them may have done much to exacerbate problems. In explaining how to communicate with minority students, recommends using Bowen's differentiation concept to discuss racism and negotiating systems. (Author/NB)…

Berghammer, Gretta (1988). Drama Goes to School: An Examination of Theatre-in-Education. Youth Theatre Journal, v2 n3 p3-8 Win. Outlines the common features of Theatre-In-Education (TIE), and suggests that TIE provides an integrated structure for the heightening of personal, social, cultural, and political consciousness through its commitment to perform and address topics such as sex stereotyping, racism, and child abuse. (MM)…

Shalala, Donna E. (1991). New Paradigms: The Research University in Society. Teachers College Record, v92 n4 p528-40 Sum. Research universities make enormous social contributions in areas like medicine and science, but many habits (racism, sexism, funding old projects) must change to encourage social research and reform. Public education needs restructuring with a commitment to disadvantaged students to ensure the country's future. (SM)…

Ahlquist, Roberta (1991). Position and Imposition: Power Relations in a Multicultural Foundations Class. Journal of Negro Education, v60 n2 p158-69 Spr. A teacher educator describes her efforts to counter racism, sexism, and social class bias among her students. Includes a list of suggestions to teachers in the field of multicultural, or social justice, education, with the aim of promoting a socially responsible world view. (DM)…

Ambler, Marjane (1999). Instilling Dreams: The Promise of Teacher Education. Tribal College, v11 n2 p6-7 Win. Examines the low expectations of Native American students held by both Indian and non-Indian teachers and asserts that these attitudes of \internalized racism\ must change. Reports on teacher education at tribal colleges and advocates preparing teachers to believe in students' dreams of achievement. (VWC)…

An, Sohyun (2009). U.S. Korean Youth's Ideas and Experience of U.S. Education, U.S. Society, and U.S. History. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Drawing on and conversing with the large body of research and literature on young people's historical understanding, Asian American education, transnational migration, and Korean American studies, this dissertation research explored contemporary U.S. Korean youth's ideas and experiences of U.S. education, U.S. society and U.S. history. Specifically to gain a rich understanding of how U.S. Korean youth make sense of U.S. history and how their sociocultural backgrounds affect the students' historical perspectives, this study investigated U.S. Korean high school students' demographic, sociocultural, migration backgrounds and their ideas and experiences of education, citizenship, transnationalism. In addition, U.S. Korean youth's historical perspectives were compared with African American and European American youth in the previous research so as to illuminate the impact of race on young people's understanding of history; also compared with adolescents in previous studies so as to extend… [Direct]

Wink, Joan; And Others (1995). California: A Picture of Diverse Language Groups and ESL/Bilingual Programs. Bilingual Research Journal, v19 n3-4 p641-59 Sum-Fall. Personal narratives of California teachers in linguistically diverse classrooms portray four models of bilingual education: ESL, sheltered English, and peer tutors; ESL, sheltered English, and some or adequate first-language support; and bilingual education including native-language instruction. Reflects on negative teacher attitudes, hidden racism, and a potential fifth model of bilingual education that encompasses community and global realities. (SV)…

Pesmazoglou, Stephanos (1999). Universities, the Social Sciences, and Civil Society. Higher Education in Europe, v24 n4 p493-507. Discussion of the university's role in contributing to a civil society offers examples from the recent history of Yugoslavia showing that universities have frequently contributed to chauvinism, intolerance, racism, and ethnic cleansing. Urges institutions of higher education to foster a civil society by emphasizing: (1) an understanding of the "other," (2) moral education, and (3) education of the affections. (DB)…

Childs, Merilyn; Wagner, Regine (2006). Exclusionary Narratives as Barriers to the Recognition of Qualifications, Skills and Experience–A Case of Skilled Migrants in Australia. Studies in Continuing Education, v28 n1 p49-62 Mar. The paper reports on research conducted in Australia with (i) skilled migrants, (ii) public-sector recruiters, and (iii) skilled migrant placement officers (SMPOs), who assisted migrants into employment. Their stories were collected as part of a project, intent on improving recognition processes in higher education and employment by piloting a professional development program. The reported experiences underpin exclusionary narratives that prevent skills recognition and employment commensurate with qualifications and experience. The unsatisfactory nature of formal and informal recognition processes and their relationship to "subterranean" forms of racism is explored…. [Direct]

Hawthorne, Lucia S. (1972). The Public Address of Black America. The public address of Afro-Americans currently relates mostly to their basic human rights as American citizens. Racism, either on an institutional or individual basis, permeates every facet of black life, and the public address and private communication of blacks focus largely on the experience of racism. Studies of public speaking by black Americans reveal a similarity of themes, based on six recurring topics: politics, housing, employment, education, public accommodations, and self-pride. As long as Afro-Americans are denied their basic human rights, their public addresses will continue to focus on these topics. (An outline for a two-semester college course in the public address of black Americans is included.) (RN)… [PDF]

Cochran-Smith, Marilyn (2003). Learning and Unlearning: The Education of Teacher Educators. Teaching and Teacher Education, v19 n1 p5-28 Jan. Analyzes four teacher educator communities in different contexts and entry points across the career lifespan, making the case that the education of teacher educators is substantially enriched when inquiry is a stance on the overall enterprise of teaching, schooling, and teacher education. The four illustrations are: unlearning racism, reinventing supervision, seeking social justice, and facilitating inquiry. (Contains references.) (SM)…

Tran, MyLuong T.; And Others (1994). Multicultural Education Courses and the Student Teacher: Eliminating Stereotypical Attitudes in Our Ethnically Diverse Classroom. Journal of Teacher Education, v45 n3 p183-89 May-Jun. Students (n=55) in a required multicultural education course designed to reduce racism and stereotyping attitudes among preservice teacher education students completed pre- and posttests to determine attitudes toward African Americans, Europeans, and Mexican Americans. Results indicated that the course appears to have had a significant effect on changing student attitudes toward the three ethnic groups. (IAH)…

Skelton, Kathy (1993). Combating Racism: A Confusing Story. Multicultural Teaching to Combat Racism in School and Community, v11 n3 p16-19 Sum. Incidents in two Australian secondary schools illustrate the real problems of discrimination that aboriginal students face in the Australian education system in spite of policies intended to combat discrimination and promote the needs and rights of minority students. A program to combat racism in six schools is described. (SLD)…

Lee, Enid (1985). Letters to Marcia: A Teacher's Guide to Anti-Racist Education. Staff development and classroom activities related to anti-racism are presented in this guide for Canadian teachers. The manual is divided into four chapters, plus an introduction and conclusion. Chapter 1 discusses the meaning of anti-racist education, and describes ways in which racism can affect the culture and society of a school. Each of the remaining chapters explores a different aspect of school life, but all are organized similarly, in four sections: a general discussion in the form of a letter to a teacher; staff development notes and activities; classroom activities; and resources. Chapter 2 describes ways of equalizing the partnership of the school and the community. It is addressed primarily to classroom teachers and administrators. Chapter 3, targeted primarily at classroom teachers, considers ways of using the curriculum to eliminate racist ideas. Finally, Chapter 4 provides methods for administrators, guidance counselors, and providers of support services to assess…

Solomon, Benjamin (1968). Educators and the Racial Issue in Education. Illinois Schools Journal, v48 n1 p25-34 Spring. This document points out the link between racism and education as interrelated social institutions, analyzes educators' positions on the issue, and offers a concept of educational integration. Within a racist society the schools and its teachers will perforce reflect the dominant pattern in all the components of education. A racist attitude among teachers and school professionals is completely unprofessional, and is predicated on both a falsehood about racial inferiority and a dishonest posture of color blindness or neutrality. Segregation is in fact an abnormal type of relationship, whereas integration is a truly normal one wherein both races would accept each other and work together on an equal footing. The major locus of change must be the white community which has been responsible for structuring this abnormal relationship. A genuine integration effort should be teacher-initiated and comprehensive, to eradicate segregation throughout the field of education. The emphasis on… [PDF]

Felton, Gayle Carlton (1996). Teaching toward Gender and Ethnic Inclusivity. Religious Education, v91 n2 p147-59 Spr. Maintains that a paramount task of religious education is to expose and redress social injustice. Identifies two of the most pervasive problems as sexism and racism. Argues that, because of their theological authenticity and influence, religious educators are in a unique position to effect social change. (MJP)…

Sonn, Julian P. (1994). Establishing an Inclusive, Democratic Society: The Need for a Multicultural Perspective in Education. Multicultural Teaching, v12 n3 p9-13 Sum. In South Africa, education has served as part of the politics of exclusion and oppression. It is essential to develop an inclusive multicultural educational policy as a strategy to move away from the colonial apartheid model. Racism distorts national perceptions of the possibilities for change. (SLD)…

Lloyd, R. Grann (1992). The Plight of Black Males in America: The Agony and the Ecstasy–A Summary Comment. Negro Educational Review, v43 n1-2 p41-44 Jan-Apr. Offers an overview of the position of African-American males, the problems they face, and the consequences for the nation and the African-American community. Looks at underclass status, racism, joblessness, national demographic changes, low educational expectations, intermarriage rates, participation in higher education, and career achievement. (JB)…

Short, Geoffrey (1999). Antiracist Education and Moral Behaviour: Lessons from the Holocaust. Journal of Moral Education, v28 n1 p49-62 Mar. Argues that in order to increase student action against racism, antiracist educators should look to lessons from the Holocaust and adopt measures aimed specifically at preventing bystander behavior and conformity to group pressure. Discusses research related to both phenomena and identifies implications for moral education. (DSK)…

Reitz, Charles (1984). Racism, Capitalism, and the Schools: Understanding Demographic Data and Educational Change in Buffalo, New York (1930-1977). Urban Education, v18 n4 p490-502 Jan. Describes, in terms of concepts such as racism and capitalism, the bank policies, real estate strategies, and decisions of the city of Buffalo and the Buffalo School Board. Argues that such policies have affected the quality of education and neighborhood change in Buffalo, especially from 1930 to 1977. (CMG)…

Eklund, Lowell (1976). Our Common Cause. Adult Leadership, 24, 10, 327-33, Jun 76. Adult educators, providing necessary lifelong, comprehensive education, face the major imperative of solving the problem of racism. Numerous other imperatives concerning program design and content must be fulfilled in effectively meeting adult learners' needs. Guidance from the principles expressed in a proposed adult educator's Hippocratic Oath is needed. (MS)…

Lewis, Sinclair O. (1969). Racism Encountered in Counseling. Part I. Counselor Educ Superv, 9, 1, 49-54, 69 F. Negro counselor educator in south presents observations on nature of racism. Argues for improved total school environment. Differing point of view follows in brief reaction by Don W. Locke, Northeast Louisiana State College, Monroe. Papers presented at Southern Association for Counselor Education and Supervision, Lexington, Kentucky, 1968. (CJ)…

Smitherman-Donaldson, Geneva; Taylor, Dalmas A. (1989). \And Ain't I a Woman?\ African American Women and Affirmative Action. Sex Roles: A Journal of Research, v21 n1-2 p1-12 Jul. Presents historical overview of Black women's battle against the dual forces of sexism and racism. Reviews the history of affirmative action. Provides summaries of articles contained in this special issue. The articles concentrate on community, economic/social, and education issues in relation to Black women and affirmative action. (JS)…

Frase-Blunt, Martha (1993). Getting into the Game. Hispanic, p32-38 Jan-Feb. Discusses how Hispanic athletes fare in professional sports. Lee Trevino, Pablo Morales, Mary Joe Fernandez, and Luis R. Mayoral discuss the importance of education, socioeconomic barriers to success, racism in sports, the adjustment of Hispanic athletes to U.S. culture, and planning for a career after sports. (LP)…

Check, Ed; Deniston, Grace; Desai, Dipti (1997). Living the Discourses. Journal of Social Theory in Art Education, n17 p40-70. Argues that social class, race, gender, and sexuality are often unexplored in art education. Discusses the invisibility of elderly women's art due to aesthetic preferences for originality; racism as an invisible, institutionalized system; and the invisibility of discourse concerning homosexual world views embedded in gay and lesbian art. (DSK)…

Hess, Mary E. (1998). White Religious Educators and Unlearning Racism: Can We Find a Way?. Religious Education, v93 n1 p114-29 Win. Argues from a feminist epistemology that religious educators seeking to nurture transformative educational experiences for white people must work on \unlearning\the racism inherent in contemporary foundational knowledges. Proposes determining how graduate programs in religious education may contribute to such knowledges and what can be done about it. (DSK)…

Graves, Sherryl Browne (1990). A Case of Double Jeopardy? Black Women in Higher Education. Initiatives, v53 n1 p3-8 Spr. Reviews trends of black female participation as faculty members of colleges and universities. Examines enrollment and graduation trends for black women in graduate schools. Uses racism and sexism as framework to analyze data and highlight factors impinging on black women's ability to maintain their presence in higher education. Considers specific strategies for increasing black female participation in higher education. (NB)…

Ritchie, Jenny (1996). Anti-racism Education within an Early Childhood Education Diploma Programme. International Journal of Early Years Education, v4 n1 p65-80 Spr. Provides a case study of the approach adopted by the Centre for Early Child Care and Education, University of Waikato, Hamilton, New Zealand, to develop an awareness of racism and a commitment to antiracism in their early childhood teacher education program. Outlines the historical background to biculturalism in Aotearoa, New Zealand; various policy statements; and pedagogical considerations in implementation. (TJQ)…

Arora, Ranjit Kaur (1989). Race and Gender in Education–Practical and Political Implications. Gender and Education, v1 n3 p237-45. Explores equal opportunities policies in the United Kingdom with specific reference to issues of gender and race in education, and examines the practical and political implications of these policies for educational institutions. Considers the interplay of sexism and racism affecting Black women in Britain, especially in their employment as teachers. (AF)…

Jeffcoate, Rob (1981). Why Multicultural Education?. Education 3-13, v9 n1 p4-7 Spr. In this introductory article to a theme issue on multicultural education, the author argues for an across-the-curriculum multicultural policy based on fundamental liberal and humanistic values rather than on currently fashionable prescriptions which overemphasize race and racism or which fossilize the cultures of immigrant groups. (Editor/SJL)…

Polakow-Suransky, Shael; Ulaby, Neda (1990). Students Take Action to Combat Racism. Phi Delta Kappan, v71 n8 p601-06 Apr. To tackle racial problems in high schools, an Ann Arbor liaison group designed and administered a student questionnaire. Four major themes emerged: segregation (both social and academic), institutionalized discrimination (specifically, tracking), reverse discrimination, and stereotyping. Student response led to a multicultural education program and recommendations for ending racism. (MLH)…

Padilla, Amado M.; And Others (1991). The English-Only Movement: Myths, Reality, and Implications for Psychology. American Psychologist, v46 n2 p120-30 Feb. Suggests that racism may be the motivation for the English-only laws passed in 18 states. Cites studies showing the benefits of bilingual education over English immersion. Concludes that the English-only movement would impede the delivery of psychological, educational, psychometric, and health services for many American residents. (DM)…

Schuman, Howard; Steeh, Charlotte (1992). Young White Adults: Did Racial Attitudes Change in the 1980s?. American Journal of Sociology, v98 n2 p340-67 Sep. Reports results of a study examining racism among young white adults using 12 racial policy questions. Evaluates cohort effects and events of the period in shaping racial attitudes. Discusses the effects of education and school desegregation on racial attitudes. Concludes that racial tolerance and liberalism are not decreasing. (DK)…

Greene, Maxine (1991). Retrieving the Language of Compassion: The Education Professor in Search of Community. Teachers College Record, v92 n4 p541-55 Sum. Discusses the importance of school-community relationships and the role of schools and education professors in working to better society and end racism, sexism, and poverty. The article stresses the need to change the practice of ignoring social problems by searching for a language of compassion and communication. (SM)…

Morrison, Marlene; Osler, Audrey (2002). Can Race Equality Be Inspected? Challenges for Policy and Practice Raised by the OFSTED School Inspection Framework. British Educational Research Journal, v28 n3 p327-38 Jun. States the Labour Government has given the Office for Standards in Education (OFSTED), the school inspection agency for England, a lead role in monitoring how schools are preventing and addressing racism. Considers the extent to which the school inspection framework provides an effective model for the promotion of race equality. (BT)…

Heller, Scott (1989). Press for Campus Diversity Leading to More Closed Minds, Say Critics. Chronicle of Higher Education, v36 n10 pA13,22 Nov 8. Scholars contend that the college curriculum is increasingly politicized and trivialized in the name of diversity. Students are taught that Western culture is tainted by racism, sexism, and oppression, and the belief that liberal education can transcend differences and provide help in leading a moral life is being lost. (MSE)…

Burrell, Leon F.; Walsh, Robert L. (2001). Teaching White Students Black History: The African-American Experience in the Classroom. Connection: New England's Journal of Higher Education and Economic Development, v16 n2 p31-32 Fall. Many white students are barely exposed to African-American history throughout their schooling. When students do examine the other side of American history, the one not generally found in their textbooks, they often wonder why they have not learned this before. An understanding of African-American history is central to any effort to eliminate racism. This is particularly true in New England where most schools are predominantly white, and myths and stereotypes are not countered by exposure to a diverse community. By learning about the pragmatic economic reasons for slavery in Colonial America and the years of Jim Crow laws, white and black students begin to understand the American caste system–based on the established inferiority of the African-American race–and the complex racial problems facing America today. Students need to learn how the accomplishments of the Civil Rights Movement have mitigated, but have not eliminated, prejudice and racial discrimination in American culture…. [PDF]

Scherer, Marge (1997). Possibilities for Children: A Conversation with Mike Rose. Educational Leadership, v54 n7 p6-11 Apr. Mike Rose wrote "Possible Lives: the Promise of Public Education in America" (1995) to enrich the conversation about public education's alleged shortcomings. The nation's "best" classrooms vary considerably, but all are respectful, physically and emotionally safe, and intellectually and socially vibrant places. Parents and teachers must speak out against market panaceas, racism, and media-inspired violence. (MLH)…

Coker, Angela D. (2003). African American Female Adult Learners: Motivations, Challenges, and Coping Strategies. Journal of Black Studies, v33 n5 p654-74 May. Used data from a series of focus groups to examine the experiences of adult African American females in higher education. The article highlights participants' motivations, challenges, and sources of strength as they worked toward their academic goals. Women entered education for reasons over and beyond their own personal landscape. Their lives were affected by racism, sexism, and marginalization, which burdened them psychologically. (SM)…

Robbins, Margaret Moyo (1995). Black Students in Teacher Education. Multicultural Teaching, v14 n1 p15-22 Aut. Examines black student's experiences in initial teacher education, and reveals what still needs to be done before these students can receive the same positive treatment as their white colleagues. The author presents research revealing the various forms of racism, discrimination, and stereotyping that create these negative educational experiences and suggests what teacher education can do to prevent replicating them. (GR)…

Cramer, Elizabeth; Harry, Beth; Hart, Juliet E.; Klingner, Janette (2009). Response to Kauffman, Mock, & Simpson, (2007): Problems Related to Underservice of Students with Emotional or Behavioral Disorders. Behavioral Disorders, v34 n3 p164-171 May. This article is in response to Dr. Jim Kauffman and colleagues' article titled \Problems Related to Underservice of Students With Emotional or Behavioral Disorders,\ which was published in volume 33, issue 1, of \Behavioral Disorders.\ The work referenced by Kauffman et al. was a report of a 4-year ethnographic study of the processes by which Black and Hispanic children were placed into special education (including emotional and behavioral disorder (EBD)) programs (Harry & Klingner, 2006). The issue that fueled the authors' research was ethnic disproportionality in special education. There are some points of departure between Kauffman et al.'s views and theirs. The main point of disagreement is whether diverse children, specifically African American boys, are among those considered underserved in EBD programs. The authors have serious questions about the notion of underservice of children in general in EBD programming, particularly in light of intransigent and decades-long rates of… [Direct]

Clay, John; Cole, Mike (1992). Euroracism, Citizenship and Democracy: The Role of Teacher Education. International Studies in Sociology of Education, v2 n1 p75-88. Argues for an acknowledgement of the rise in Euroracism, a combination of postcolonial racism, antisemitism, and fascism. Discusses the role of initial teacher education in combatting forms of inequality. Rejects nationalistic and multicultural approaches in favor of an empowering curriculum. Concludes that interconnections between all forms of oppression must underpin new perspectives. (DK)…

Carrington, Bruce; Short, Geoffrey (1993). Probing Children's Prejudice: A Consideration of the Ethical and Methodological Issues Raised by Research and Curriculum Development. Educational Studies, v19 n2 p163-79. Contends that, since the mid-1980s, many British schools in predominantly white areas have taken active steps to counter racism and ethnocentrism. Examines the ethical issues of researching such initiatives at the primary school level. Looks at curriculum development work in antiracist and multicultural education in "all white" schools. (CFR)…

Dove, Nah Dorothy E. (1993). The Emergence of Black Supplementary Schools: Resistance to Racism in the United Kingdom. Urban Education, v27 n4 p430-47 Jan. Perceptions of 55 parents, 30 children, and their teachers concerning black supplementary schools in the United Kingdom indicate that most believe that these supplementary schools, a response to racism, provide a better education than state-run schools, even though supplementary schools are part-time. Supplementary school development is discussed. (SLD)…

Jones, Evonne Parker (1991). The Impact of Economic, Political, and Social Factors on Recent Overt Black/White Racial Conflict in Higher Education in the United States. Journal of Negro Education, v60 n4 p524-37 Fall. Addresses the following: (1) what recent literature reveals about overt racial conflict in higher education between whites and African Americans; (2) how different factors influence this conflict; (3) an extensive listing of racism incidents; (4) rising economic anxiety and the nation's political climate; and (5) suggestions for alleviating the conflict. (JB)…

Bernard, Beverley (2002). The Agenda for Education in Challenging Racism and Promoting Good Race Relations: Implementing the Race Relations Amendment Act. MCT, v20 n3 p13-15 Sum. Outlines how the Race Relations Amendment Act should contribute to addressing issues of underachievement and low expectations in London and throughout the United Kingdom, describing the responsibility of schools to prepare and maintain written race equality policies; assess and monitor the impact of policies on diverse staff, students, and parents; and public annually the results of assessments and monitoring. (SM)…

Conciatore, Jacqueline (1989). Prisons Devouring Multitude of Young Black Males: High Incarceration Rate Partly Blamed for Dwindling College Enrollment. Black Issues in Higher Education, v6 n12 p1,12-15 Aug 31. Examines connections between the increase in the number of young Black males in prison and their decreasing representation among college students. Discusses the following factors: (1) breakdown of the family; (2) drugs; (3) racism; (4) youth attitudes toward education; and (5) teacher expectations. Emphasizes the need for Black male role models. (FMW)…

Stewart, Donald M. (1993). Education, Race, and Class: A New Calculus for the 21st Century. Journal of Negro Education, v62 n2 p113-24 Spr. African-American students are beginning to make significant educational strides as measured by tests like the Scholastic Aptitude Test. Stereotypes of race and racism in the United States are exploding, and African Americans must continue to demand universal quality education. The role of Howard University in making this happen is explored. (SLD)…

Pewewardy, Cornel D. (1999). From La Belle Sauvage to the Noble Savage: The Deculturalization of Indian Mascots in American Culture. Multicultural Education, v6 n3 p6-11 Spr. Discusses the exploitation of Indian (Native-American) mascots as an issue of educational equity, outlining for the United States educator the ways in which the use of mascots is racist and ways in which education can be a tool for liberation. The use of Indian mascots teaches that racism is acceptable. (SLD)…

Barron, Jennie (1998). Shhhh! Movement Afoot!–Listening to Voices in the Grassroots. Pathways: The Ontario Journal of Outdoor Education, v10 n1 p22-25 Mar-Apr. Defines the new social movement, environmental justice, in the outdoor-education terms of humane orientation, ecopolitical approach, and appreciation of work. Discusses institutional racism in the mainstream environmental movement, the environmental expression of social injustices, and outdoor educational strategies to combine appreciation of the natural world with care for human communities. (SAS)…

Ali, Aydin Mehmet (1998). An Unhappy Experience. Adults Learning (England), v10 n2 p11-13 Oct. A study of 10 Cypriotturkish young people in British universities identified the factors they perceive as having had an impact on their achievement. Negative experiences in secondary and higher education included teachers' low expectations, racism, and lack of role models/mentors. Women were more aware of these issues than men were. (JOW)…

Cross, Theodore, Ed.; And Others (1996). News and Views. Journal of Blacks in Higher Education, n11 p6-59 Spr. Presents a collection of articles on the black experience in postsecondary education, including issues regarding black achievement, black faculty, enrollment, politics and racism, black status in Ivy League schools, and affirmative action. The black experience at several specific colleges, including Wharton, UCLA, Kean College, Howard College, and Duke University, is also addressed. (GR)…

Jones, Russell (2000). Learning How To Ignore Racism: A Case Study of One White Beginning Teacher in "The White Highlands" and the Two Black Boys in Her Care. This paper focuses on the experiences of one beginning teacher, studying the ways issues of race and ethnicity are dealt with in a predominately white elementary school. Faced with issues of racism in the classroom, the teacher had no strategies to handle either overt or covert racism, both of which appeared to be condoned by those responsible for her training. It suggests that the gradual elimination of issues such as multicultural education from the teacher-training curriculum has meant that important aspects of professional practice are being left to chance. At a time when racially motivated violence is again on the increase, the drive towards classroom based training in the 'white highland' neglects issues of equality and ethnicity in favor of meeting the needs of the British National Curriculum. (Contains 15 references.) (JDM)… [PDF]

Jennifer Kristine Loftin (2010). White Faculty as Racial Justice Allies at a Predominantly White Institution. ProQuest LLC, Ph.D. Dissertation, Louisiana State University and Agricultural & Mechanical College. Little is known about the experiences of White faculty in higher education as racial justice allies. Most literature describing faculty involvement in diversity issues tends to be proscriptive in nature with little examination of the developmental experiences of the faculty member (Brown, Davis, & McClendon, 1999; Gibbons, 1993; Jenkins, 1990). Knowledge in this area is further limited by the fact that much of the existing scholarship has focused solely on the role of racial minority faculty members, with no overt examination of the role that White faculty can play in diversity efforts. Kobrak (1992) has also emphasized the significant role that socially concerned White faculty may play on our campuses, describing these faculty as the "missing link" in institutional efforts for diversity. However, little is known about the experiences of White faculty allies. While a growing body of literature has begun to examine White involvement in social justice activism, there is… [Direct]

Cammarota, Julio (2006). Disappearing in the Houdini Education: The Experience of Race and Invisibility among Latina/o Students. Multicultural Education, v14 n1 p2-10 Fall. This article examined Latina/o students' experiences of racism at El Centro High. Many felt that negative relationships with school personnel were deleterious to their education. These relationships had grown from teachers' and administrators' ideological assumptions of Latina/o students' racial inferiority. These assumptions had stemmed from two prevalent and deeply racist ideologies: One was that Latinas/os were an illegitimate presence in the United States, and therefore had no right to exist in the country or have any fair claim to service by U.S. institutions. The other was that Latinas/os lacked the intellectual capacity for school success…. [PDF] [Direct]

Harper, Shaun R. (2007). Using Qualitative Methods to Assess Student Trajectories and College Impact. New Directions for Institutional Research, n136 p55-68 Win. Researchers have called attention to the racism and stereotypes experienced by black undergraduates on predominantly white campuses; provided evidence of how race-specific organizations and programs help neutralize the oppressive ethos of these institutions; and proven empirically that historically black colleges and universities foster more nurturing and outcomes-rich environments for these students. While the consistency of these findings is interesting, the author argues that institutional researchers have neglected to meaningfully explore additional aspects of black and other students' experiences. As such, sophisticated understandings of how diverse populations of students navigate their ways to and through higher education are warranted. In this article, the author presents five illustrative case examples derived from a study of undergraduates across six institutional types. The author also presents a list of data sources that can be used to assess students' trajectories and… [Direct]

Moll, Kirk A. (2011). Theological Education in Action: Adult Learning about Race in the Student Interracial Ministry of Union Theological Seminary, 1960-1968. ProQuest LLC, D.Ed. Dissertation, The Pennsylvania State University. The purpose of this research is to study the learning experiences of participants in the Student Interracial Ministry (SIM) of Union Theological Seminary in New York. SIM provided the seminarians with an intense learning environment in which they crossed borders including race, gender, class, and culture. For many of these participants, this experience offered them rich opportunities for transformative learning. This study investigated the ways in which participation in SIM affected the racial perspectives of the participants, with special attention to the interplay between religious background, theological education, and faith development. As it sought to understand adult learning about race among participants for whom religion and spirituality were important concerns, this study employed three theoretical perspectives: transformative learning theory, intergroup contact theory, and faith development theory. In the Spring of 1960, graduate theological students at Union Theological… [Direct]

Foolchand, M. K. (2000). The Role of the Department of Health and Other Key Institutions in the Promotion of Equal Opportunities, Multi-Cultural and Anti-Racist Issues in Nurse Education. Nurse Education Today, v20 n6 p443-48 Aug. The role of Britain's Department of Health, the United Kingdom Central Council, and the English National Board in implementing equal opportunity, multicultural, and antiracist policies in nursing education was reviewed. Major policies have neglected or marginalized equity and racism issues. Ideologies underlying social and health policies are rooted in Britain's history of colonialism. (SK)…

Gordon, Beverly M. (1985). Toward Emancipation in Citizenship Education: The Case of African-American Cultural Knowledge. Theory and Research in Social Education, v12 n4 p1-23 Win. An emancipatory form of citizenship education is proposed, employing as its pedagogical base Afro-American cultural knowledge born out of the Black community's struggle against American capitalism and racism. The origins of this knowledge are examined and suggestions as to how it could be used in classroom activities are provided. (Author/RM)…

Selden, Steven (1978). Eugenics and Curriculum: 1860-1929. Educational Forum, v43 n1 p67-82 Nov. Examines ideas about heredity, racism, and the development of the eugenics movement, which influenced curriculum thinkers in the period of the "naturalistic mind" and progressivism; the eugenics movement's influence upon education for the gifted; and continuing similar attitudes as to the limited effect of environment on individuals compared to heredity. (MF)…

Cushman, Mike (1995). Leaving Adult Education: An Open Letter. Adults Learning (England), v6 n6 p184-86 Feb. An adult educator whose job was eliminated expresses concern that, in community education, the challenges of racism, poverty, and alienation not be reduced to a skills/qualifications deficit model. A more holistic, community-based approach focused on learner goals and processes is favored over the accreditation approach, which is isolating and competitive. (SK)…

Adams, Maurianne; Lynn, Marvin (2002). Introductory Overview to the Special Issue. Critical Race Theory and Education: Recent Developments in the Field. Equity & Excellence in Education, v35 n2 p87-92 May. Introduces several articles exemplifying various ways that critical race theory (CRT) and Latino/a critical theory shape educational research and enable scholars to analyze how presumed race-neutral structures in education actually reinforce race boundaries. Affirms the value of this application of theory to the educational experiences of minority students. Articles utilize CRT to examine the impact of race and racism along the entire education pipeline. (SM)…

Hilliard, Asa G., III (1978). Equal Educational Opportunity and Quality Education. Anthropology and Education Quarterly, 9, 2, 110-26, Sum 78. The role of culture in the attainment of equal educational opportunity is reconceptualized. The focus of educational problem solving is shifted from that of victim analysis to an examination of the forces of racism and oppression as they are reflected in education. The use of culture as a tool for liberation is discussed. (Author/GC)…

Brookfield, Stephen (2003). Racializing Criticality in Adult Education. Adult Education Quarterly, v53 n3 p154-69 May. Examines two theoretical frameworks: (1) second-generation critical theory, in which African-Americans reframe criticality as awareness of the struggle against racism; and (2) Africentrism, which reconceptualizes criticality as an alternative discourse. Explores their compatibility, their challenge to the concept of criticality in adult education, and their implications for critical practice. (Contains 46 references.) (SK)…

Gundara, Jagdish S. (2000). Issues of Discrimination in European Education Systems. Comparative Education, v36 n2 p223-34 May. Examines difficulties and complexities in researching issues of discrimination in education across European countries as a first step in devising intercultural curricula. Discusses cross-national differences in terminology, in the ways in which research issues related to racism and interculturalism are formulated, and in the educational experience of children of immigrant and ex-colonial groups. (SV)…

BROADHEAD, CLARE A. (1967). GHETTO SCHOOLS, AN AMERICAN TRAGEDY. IN THIS ARTICLE THE ATTITUDES OF TEACHERS AND STUDENTS TOWARD THEIR EXPERIENCES IN GHETTO SCHOOLS ARE SET FORTH, AND THE EFFECTS OF PUBLIC SCHOOL SEGREGATION ARE CATALOGED. THE RACISM IN AMERICAN SOCIETY AND THE EFFECTS OF SUMMER RIOTS ON EDUCATION ARE ALSO BRIEFLY DISCUSSED. THIS ARTICLE WAS PUBLISHED IN \EDUCATIONAL LEADERSHIP,\ VOLUME 25, NUMBER 1, OCTOBER 1967. (AF)… [PDF]

McPherson, Elisabeth (1990). Where Were We, Where Are We as Community College English Teachers?. Teaching English in the Two-Year College, v17 n2 p92-99 May. Discusses issues of concern to community college English teachers in the 1960s: institutional growth, professional recognition, work load, sexism in language, students' right to their own language, teacher training, racism and bias, back to basics movement, usage tests, and doublespeak. Presents excerpts from a speech made by the author in 1969 concerning innovation in education. (RS)…

Evans, Lara; Gobert, Judy (1995). Healing the Spirit of the Little Girl Inside. Winds of Change, v10 n3 p24-28 Sum. Judy Gobert (Blackfeet/Salish) struggled with racism and sexual abuse in childhood and with substance abuse and family violence in adulthood. Traditional spirituality, belief in education, and support groups have helped her to heal herself and create a better life for her children and herself. Describes her doctoral research on drug-resistant mutants in AIDS chemotherapy. (JAT)…

Bovelsky, Scott; Kroovand, Natalie; Richman, Charles L.; Vacca, Jamie; West, Tara (1997). Racism 102: The Classroom. Journal of Black Psychology, v23 n4 p378-87 Nov. Twenty European American teachers-in-training estimated the grade point averages and IQs of four African American students significantly lower than those of four European American children. In another study, racial attitudes of 58 European American education majors predicted their evaluations of compositions by African American students, Results support the existence of old-fashioned racism in American schools. (SLD)…

Lopez, Gerardo R. (2003). The (Racially Neutral) Politics of Education: A Critical Race Theory Perspective. Educational Administration Quarterly, v39 n1 p68-94 Feb. Argues that the influence of Critical Race Theory has not spread significantly into the field of educational leadership, where the discourse on diversity has failed to penetrate the silence of racism in schooling. Confronts the silence on race in schools and summons scholars in the politics of education field to critically analyze race. (Contains 142 references.)(Author/PKP)…

Shields, Jennifer (1993). Displacement and Discrimination–a Double Burden for Workers of Colour. TESL Talk, v21 n1 p102-17. Interviews an authority on antiracist education in Canada. The article presents issues for consideration by English-as-a-Second-Language teachers preparing displaced workers facing racism in employment. Issues raised include the types of racial barriers existing in the Ontario job market and the "modus operandi" and pervasiveness of these barriers. (12 references) (Author/CK)…

Klein, Gillian, Ed. (1997). Excellence in Schools and Racial Equality: A Collage of Responses to the White Paper by Gillian Klein Centred on the Critique by Robin Richardson. Multicultural Teaching, v16 n1 p6-9 Win. Presents extracts from critical responses to the 1996 White Paper entitled "Excellence in Schools" which pointed out educational deficiencies, racism, and overall poorer education for minorities and ethnic groups within the U.K. educational system. Comments focus on such topics as educational and teacher standards and accountability and helping students achieve. (GR)…

Dardaine-Ragguet, Patricia; And Others (1994). An Overview of the Caribbean Region: Education in Cultural Context and a Portrait of C. L. R. James of Trinidad. International Journal of Educational Reform, v3 n3 p254-63 Jul. Born in Trinidad in 1901, C. L. R. James challenged the formal education system–resisting authority, refuting colonial historical writing, and refusing to seek tertiary schooling. A self-made scholar and activist, he started his own university and struggled to help peasant workers; the poor; and non-Caucasians cheated by colonialism, capitalism, fascism, and racism. (23 references) (MLH)…

Byrd, W. Michael (1990). Race, Biology, and Health Care: Reassessing a Relationship. Journal of Health Care for the Poor and Underserved, v1 n3 p278-96 Win. Traces the history and underlying causes of health care discrimination and deprivation for Blacks compared with other Americans. This disparity is a result of policymakers' attempt to frame the problem in nonracial terms, physicians' attitudes, and scientific myths about Black inferiority. Calls for an elimination of institutional racism in health policy, health care delivery, and medical education. (CJS)…

Pomerantz, Norleen K. (1993). Dialogue and the Ethic of Responsibility: A New Perspective on Racial Harassment and Free Speech. NASPA Journal, v31 n1 p30-35 Fall. Notes that resurgence of open racism has occurred at institutions of higher education in recent years. Discusses dialog as means for working toward solution to racial conflict. Suggests dialog as alternative to codes and policies to help students develop ethic of responsibility that enables them to understand and accept inherent diversities in themselves and others. (Author/NB)…

Tarpley, Natasha, Ed. (1995). Testimony: Young African-Americans on Self-Discovery and Black Identity. In this anthology, which ranges from essays through poetry, young African Americans express their understandings of their generation's shared experiences with racism, the educational system, and society as a whole, while affirming what it is to be Black in America. Many of the 57 selections are grounded in a moment of self-recognition, as the writer resynthesizes what has been learned in the past. Common to most is an awareness of acknowledging and accepting one's own beauty and self-worth as an African American. Many of the contributors recognize the need to forge links with the past, and most acknowledge the role of education in designing structures for the future as well. These writings reflect an urgent need for change in a society that, while more integrated than that of past generations, falls far short of being free of racism. (SLD)…

Hong, Annann; Hong, Luoluo (1995). Health Education: Addressing the Asian-American Student. This paper examines the health status of Asian Americans. In introductory sections, the paper looks at: patterns of Asian immigration, myths surrounding Asian Americans as a "model minority," such as the false notion that Asian Americans as a group are always academic and economic achievers despite their minority status; institutional, cultural, and individual racism; and similarities across Asian American ethnic groups. Major sections of the paper focus on: (1) the health status of Asian Americans, including violence, substance abuse, mental health, AIDS, sexually transmitted diseases, teenage pregnancy, and nutritional status; (2) barriers that keep Asian Americans from seeking health service; and (3) the importance of developing cultural competence in areas such as health beliefs, sexuality, communication style, and racism. Finally, implications for health service providers are examined and elements delineated for: a comprehensive health promotion system; sexual health… [PDF]

Birtha, Cheryl, Ed.; Dirlam, Karen S., Comp. Handbook of Human Relations Classroom Activities. This guide is for the incorporation of human relations education in the elementary and secondary school curricula. The primary purpose of each teaching unit is to promote an understanding of and respect for individual differences. Classroom activities listed involve the use of discussion and inquiry and cover self awareness, value clarification, family relationship, racism, sexism, and classism. (CJ)…

Dummett, Ann (1986). Race, Culture and Moral Education. Journal of Moral Education, v15 n1 p10-15 Jan. Maintains that the great need in moral education is to consider general moral standards and arguments first and apply these to behavior affecting racial inequality, rather than to start from a concentration on racism, working back towards morality. Considers the consequences of confusing race with culture or viewing religion only as a manifestation of culture. (Author/JDH)…

Gover, Kevin (1977). Oklahoma Tribes: A History. American Indian Journal, 3, 6, 2-19, Jun 77. Oklahoma is a microcosm of American Indian country. Water rights, tribal government impotence, jurisdiction, tribal membership, treaty rights, taxation, sovereignty, racism, and poor housing, education, and health are all vital issues facing the Indian tribes of Oklahoma. In order to understand the complexity of these issues, a review of the history of the Oklahoma tribes is presented. (NQ)…

Allexsaht-Snider, Martha (1996). Windows into Diverse Worlds: The Telling and Sharing of Teachers' Life Histories. Education and Urban Society, v29 n1 p103-19 Nov. Describes a professional development research project concerned with equity in mathematics education. Project goals include teacher collaboration to learn about equity, racism, and schooling. Also, through the sharing of personal experiences, teachers learn how gender and cultural bias affect mathematics learning and their interactions with their students. Narratives of Latina teachers who participated are highlighted. (GR)…

Deaton, William L.; Lauderdale, William B. (1993). Future Teachers React to Past Racism. Educational Forum, v57 n3 p266-76 Spr. After the television program "Eyes on the Prize" was shown to undergraduate teacher education students, 319 questionnaire responses revealed that the forms of racism with which they are familiar are more subtle than those in the program and may lead to complacency. Lack of student knowledge about the civil rights movement was also apparent. (SK)…

Ramey, Felicenne H. (1995). Obstacles Faced by African American Women Administrators in Higher Education: How They Cope. Western Journal of Black Studies, v19 n2 p113-19 Spr-Sum. Determines the barriers encountered by African American women holding senior-level administrative positions in higher education. The author identifies their challenges as they advanced to their current positions and discusses the support systems utilized. Results show racism and sexism were perceived as impediments to progress, mentoring was key to success, and off-campus leadership programs were important. (GR)…