Chalmers, F. Graeme (1996). Celebrating Pluralism: Art, Education, and Cultural Diversity. Occasional Paper 5. After providing a historical context for art education, this text explores the implications for art education from the broad themes found in art across the cultures. Discussions focus on how art education programs promote cross cultural diversity in art, affirm and enhance self-esteem and pride in students' cultural heritage, and address issues of ethnocentricism, bias, stereotyping, prejudice, discrimination, and racism. Using discipline-based art education as a framework, the paper examines existing art education curricula and suggests ways to design and implement a curriculum for multicultural art education. Contains 211 references. (MM)…

Robinson, Sharon P. (1996). With Numeracy for All: Urban Schools and the Reform of Mathematics Education. Urban Education, v30 n4 p379-94 Jan. Advocates that mathematics education reform in urban schools cannot happen without socioeconomic efforts to lessen poverty in inner cities and protect urban America's youth. The paper argues that the most successful reform initiatives will be holistic in nature and that the covert racism and ethnocentrism in educational materials that marginalizes, bores, and disillusions poor or minority students must end. (GR)…

Osler, Audrey (2000). School Inspection and Racial Justice: Challenges Facing OFSTED and Schools. MCT, v19 n1 p22-27 Aut. Describes research that examined how Great Britain's Office for Standards in Education (OFSTED) was fulfilling its responsibilities to raise standards by preventing and addressing racism in schools and how inspection framework requirements were reflected in inspection reports. Results confirmed that racial equality was not a key concern within OFSTED. There was inconsistency in how inspection teams handled racial issues. (SM)…

Au, Wayne, Ed. (2009). Rethinking Multicultural Education: Teaching for Racial and Cultural Justice. Rethinking Schools, Ltd Since the 1980s, "Rethinking Schools" magazine has been renowned for its commitment to racial equality in education. Now, "Rethinking Multicultural Education: Teaching for Racial and Cultural Justice" has collected the best Rethinking Schools articles that deal with race and culture. "Rethinking Multicultural Education" moves beyond a simplistic focus on heroes and holidays to demonstrate a powerful vision of anti-racist, social justice education. Practical, rich in story, and analytically sharp, "Rethinking Multicultural Education" reclaims multicultural education as part of a larger struggle for justice and against racism, colonization, and cultural oppression–in schools and society. This book contains four sections. Section I, Anti-Racist Orientations, contains the following: (1) Taking Multicultural, Anti-Racist Education Seriously: An interview with Enid Lee; (2) Origins of Multiculturalism (Christine Sleeter and Peter McLaren); (3) What… [Direct]

Taylor, Lisa (2006). Wrestling with Race: The Implications of Integrative Antiracism Education for Immigrant ESL Youth. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v40 n3 p519-544 Sep. This article presents selected findings from a qualitative practitioner study into the learning experiences of 30 immigrant ESL high school students in a 3-day innovative, Freirean-styled, antidiscrimination leadership program. This case study is grounded in a social identity theoretical framework which assumes that linguistic interactions are not neutral nor is the right to be listened to universally accorded, but that these are linked to identity and structured through social power relations (including racism). In this article I first ask how students came to understand race and racism as they used the integrative antiracism analytical framework of the program to examine examples of discrimination from their personal experience. Second, I ask what implications their analysis had for their identity claims as immigrant ESL learners. The research argues for an understanding of racialized power dynamics as integral to social identity construction through English language learning,… [Direct]

Long, Britt (1995). Interview: Raymond Fairchild. Appalachian Journal, v22 n4 p392-406 Sum. Born in 1939 and raised in southwestern North Carolina, banjoist Raymond Fairchild discusses music, religion, the mountain life of his youth, education, racism, and politics from the unique perspective of one who "never did go to school enough to mess up none of my work." His firm belief in a self-made, self-educated person is reflected throughout. (TD)…

Crocco, Margaret Smith; Waite, Cally L. (2007). Education and Marginality: Race and Gender in Higher Education, 1940-1955. History of Education Quarterly, v47 n1 p69-91 Feb. Recent historiography has documented the singular contributions made by women to racial uplift and progress during the Jim Crow era. In these endeavors, women's contributions were greatly shaped by race, gender, and class. Given the feminization of education in the United States during this time, it is not surprising that their \race work\ was for a long time concentrated in the field of education. Although they operated within a predominantly female environment, they nevertheless encountered racism and sexism. Those with the most extensive formal education, that is, master and doctoral degrees, faced particular problems along with opportunities. Three dissertations written by black women who earned doctorates between 1940 and 1955 highlight the marginalization of women as a result of higher education. Many of these women understood their role of advancing the cause of racial progress to include expanding notions of the black woman's \place.\ The dissertations analyzed in this… [Direct]

Thomas, Francine Simms (2009). Experiences of Black Women Who Persist to Graduation at Predominantly White Schools of Nursing. ProQuest LLC, Ph.D. Dissertation, University of New Orleans. This study was designed to explore the experiences of Black women who attended predominantly White nursing schools. A phenomenological design was used to investigate eight nurses who persisted through to graduation from their nursing programs in the 21st century. The study examined persistence through the lens of academic involvement, alienation, loneliness and isolation, culture, identity and fit, self-concept, and institutional climate and racism. In-depth interviews were conducted to answer the following questions: (1) What does it mean to be Black in a PWI? What are Black nurses' perceptions of the nursing school experience, (2) How did the Black culture fit in with the nursing education culture, (3) What factors influenced your persistence to completion of the program? van Manen's qualitative methods were used for data analysis. Interviews were recorded and transcribed and analyzed exegetically (test is organized around the literature review using the concepts that have… [Direct]

Cooper, Eric J.; Doubek, Michael Brandon (2007). Closing the Gap through Professional Development: Implications for Reading Research. Reading Research Quarterly, v42 n3 p411-415 Jul-Sep. This article describes the National Urban Alliance for Effective Education (NUA), a nonprofit advocacy organization that engages with school communities through professional development to build relationships with educators, students, parents, and community stakeholders. NUA consultants are former and current university professors, former superintendents and principals, and classroom teachers with an average of 18 years' experience. The organization is currently involved with partnerships in 26 school systems in 8 cities across the United States. The goal for each site is to advocate for students in a manner that reverses the effects of institutional racism and improves life trajectories, working with district partners to close the achievement gap by reversing underachievement in urban youth and supporting administrators and faculty to increase student success. The NUA conducts rigorous internal professional development and evaluation procedures to ensure consistency of the goals,… [Direct]

Hardin, John A. (1997). Fifty Years of Segregation. Black Higher Education in Kentucky, 1904-1954. This book examines the history of 20th century racial segregation in Kentucky higher education, the last state in the South to enact legislation banning interracial education in private schools and the first to remove it. In five chapters and an epilogue, the book traces the growth of racism, the period of acceptance of racism, the black community's efforts for reform, the stresses of "separate and unequal," and the unrelenting pressure to desegregate Kentucky schools. Different tactics, ranging from community and religious organization support to legislative and legal measures, that were used for specific campaigns are described in detail. The final chapters of the book describe the struggles of college presidents faced with student turmoil, persistent societal resistance from whites (both locally and legislatively), and changing expectations, after the 1954 Supreme Court decision in "Brown v. Board of Education" broadened desegregation to all public schools and…

Rozema, Hazel J. (1982). The Interplay between Racism and Sexism: Using Assertiveness Training Techniques to Reduce Racism. Both women and blacks are often seen as inferior, emotional, harmless, content in their places, and nonverbally submissive, and are subject to overt discrimination in education, employment, and politics. Assertiveness training, a popular means used by women to overcome or combat sexism, could be equally effective in combatting racism. Assertive behavior, in contrast to passive or aggressive behavior, occurs when one stands up for his or her legitimate rights without violating those of others. There are five barriers to assertive responses to racism: (1) a feeling of responsibility for another's feelings, (2) a feeling that self-assertion might make others angry, (3) lack of persistence, (4) fear of losing the approval of others, and (5) the belief that nonassertive behavior is polite and considerate. After recognizing these barriers, it is important to note specific verbal approaches that can be used to combat verbal examples of racism, including confrontational assertion, anger…

Yu, Connie Young (1976). California Textbook Guidelines in Action. Bridge, 4, 3, 33-35, Jul 76. A writer on Asian American history and culture and a member of the California Board of Education's committee to evaluate textbooks argues that "publishers must learn to break the ethnocentric mold of their books on all levels…–an effective step against racism in the classroom is the participation of educators, parents and concerned people in the textbook adoption process." (Author/JM)…

Dolhun, Eduardo Pena; Grumbach, Kevin; Munoz, Claudia (2003). Cross-Cultural Education in U.S. Medical Schools: Development of an Assessment Tool. Academic Medicine, v78 n6 p615-22 Jun. Medical schools were invited to provide written and Web-based materials related to implementing cross-cultural competency in their curricula. A tool was developed to measure teaching methods, skill sets, and eight content areas in cross-cultural education. Most programs emphasized teaching general themes, such as the doctor-patient relationship, socioeconomic status, and racism, along with specific cultural information. (EV)…

Soudien, Crain (1994). Dealing with Race: Laying Down Patterns for Multiculturalism in South Africa. Interchange, v25 n3 p281-94 Sep. On the basis of interviews with teachers in newly integrated South African schools, this article argues that the emerging form of multicultural education is characterized by a compromised critique: teachers encourage criticism of what is historically removed from South Africa but manifest an attitude of compliance with that which is immediate and relevant, leaving untouched racism in the curriculum. (SM)…

Sherwood, Marika (2000). Education and the Lawrence Inquiry. MCT, v18 n2 p25-26,42 Spr. Examines Judge Macpherson's three recommendations regarding nondiscriminatory education 1 year after his inquiry into the murder of a black man and its botched investigation. Discusses what the recommended citizenship curriculum would offer, the impact of anti-bullying policies in schools, the effectiveness of inspection to determine whether Macpherson's recommendations are being implemented, and the prevalence of racism in British society. (SM)…

Kornfeld, John (1999). Sharing Stories: A Study of African American Students in a Predominantly White Teacher Education Program. Teacher Educator, v35 n1 p19-40 Sum. Examined the experiences of two female African American preservice teachers in a predominantly white teacher education program. Data from ongoing interviews, observations, papers, projects, presentations, lesson plans, and class notes indicated that the students frequently encountered overt and "dysconscious racism." Their experiences underscored for them the need to address diversity and racial inequality in their own classrooms. (SM)…

Bailey, Harold (1975). Institutional and Societal Effects on the Black Student Athlete. This dissertation explores the role of blacks in the field of organized athletics. From the institution of slavery, to vocational education, to unequal educational opportunity, to exploitation for profit, the white ruling class has been successful in maintaining control of the lives and destiny of the black community, particularly in the field of education. Educational institutions are guilty of exploitation of the black student athlete at the expense of his education, and, in many cases, guilty of psychological genocide. It is noted that one area of importance in a discussion of the black student athlete must include the mass media. Many believe that racism does not exist in the area of mass communication. It is a proven fact that the black colleges suffer in many ways from lack of adequate news coverage of athletic events. On the other hand, the predominantly white educational institutions receive not only more than adequate publicity but reap monetary benefits from such…

Norton, Robert E.; And Others (1975). Career Education and Minorities. Staff Development in Career Education for the Elementary School: Module 7. The module is the seventh of a series of seven discrete modules designed to assist elementary school teachers in the development of a career education program or to enrich an already established program. Module 7 may be used separately or in conjunction with the other modules. Module 7 deals with career education and minorities, specifically racism awareness and sex-role stereotyping. Also included is a coordinator's unit addressing concerns, reservations, and resistence relating to career education for minorities. (Author/LJ)…

Fish, Stanley (2008). Save the World on Your Own Time. Oxford University Press What should be the role of our institutions of higher education? To promote good moral character? To bring an end to racism, sexism, economic oppression, and other social ills? To foster diversity and democracy and produce responsible citizens? In \Save the World On Your Own Time\, Stanley Fish argues that, however laudable these goals might be, there is but one proper role for the academe in society: to advance bodies of knowledge and to equip students for doing the same. When teachers offer themselves as moralists, political activists, or agents of social change rather than as credentialed experts in a particular subject and the methods used to analyze it, they abdicate their true purpose. And yet professors now routinely bring their political views into the classroom and seek to influence the political views of their students. Those who do this will often invoke academic freedom, but Fish argues that academic freedom, correctly understood, is the freedom to do the academic job,… [Direct]

(1990). Bigotry and Violence on Nebraska's College Campuses. A Summary Report. This report presents the views and experiences of 11 individuals from Nebraska's higher education community and a Federal official on the topic of bigotry and violence on the state's college campuses. Views were expressed at a forum held in Lincoln, Nebraska in May 1989. One of the faculty argued that society needs to learn how to communicate about bigotry and racism. Several participants suggested that universities need a safe office where students can report bias-motivated incidents. Students from different ethnic groups mentioned the difficulties of getting through college studies without a strong support system, particularly on a campus where numbers of minority students are low. College administrators described the different programs, resources, and scholarship monies available for the recruitment and retention of minority students and efforts to recruit minority faculty. According to the presentations, there is important work that needs to be done at all levels of higher… [PDF]

Chalmers, Graeme; Desai, Dipti (2007). Notes for a Dialogue on Art Education in Critical Times. Art Education, v60 n5 p6-12 Sep. Schools have always been subject to an overwhelming variety of socio-political demands, which shift in response to the political climate–impacting art education in different ways. The current debate on social and political issues in art education is not new. Beginning with McFee (1966), and particularly since the 1970s, there has been a growing body of literature relating art education to social issues. However, its resurgence at this particular historical moment requires the authors to revisit the question: \What should the relationship be between art education in schools and society at large?\ This question is not simply academic but also has real consequences in such perilous times for the future of art education in schools. The war on terrorism, the curtailing of civil liberties under the Patriot Act, the censorship of civil society, and the increased militarization of life have created a state of uncertainty. Adding more layers to these unsettling times are the forces of…

Daniel, Jack L.; Effinger, Marta, J. (1996). Bosom Biscuits: A Study of African American Intergenerational Communication. Journal of Black Studies, v27 n2 p183-200 Nov. Documents the contents and sources of nurturing advice that primary caregivers provided to a group of African American faculty members and administrators located at an urban university campus. Responses from 31 subjects reveal primary caregivers, mostly mothers, stressed getting a good education, engaging in hard work, and behaving morally. Racism, poverty, and sexism were perceived by the subjects as obstacles to success. (GR)…

Houston, Paul D. (1994). Making Watches or Making Music. Phi Delta Kappan, v76 n2 p133-35 Oct. Denis Doyle's proposal in the same \Kappan\ issue is part of the recent campaign to persuade the public to privatize public education. Although some view private schools as beacons of transformation, the former are considerably less creative and diverse than public schools. Private companies will do no better than (underfunded) public agencies at improving instruction while tackling poverty, racism, and youth problems. (MLH)…

Cheng, Maisy; Soudack, Avi (1994). Education to Promote Racial and Ethnocultural Equity: A Literature Review. ERS Spectrum, v12 n4 p28-40 Fall. Reviews the literature on education to reduce prejudice, and advocates a whole-school approach to countering racism and promoting equity. Urges comprehensive reforms in curriculum; classroom practices and teaching methods; teacher attitudes, behaviors, and expectations; hiring and promotion practices; racial harassment policies; student-assessment and program-placement policies; linkages with parents and community; language issues; and staff development. (70 references) (MLH)…

Evans, Adeline L.; Evans, Anna M.; Evans, Virden (1998). Australian Students' Perceptions of Racial Attitudes in the United States. Journal of Instructional Psychology, v25 n1 p3-8 Mar. This survey of the perceptions of Australian high school students toward racism in America indicates that a majority knew little about cultural diversity; had various cultural backgrounds; were influenced more by television than other forms of media; and believed African Americans do not have equal access to education, equal opportunity to employment, or unrestricted choices about where they live. (JAK)…

Phillips, Carol Brunson (1998). Preparing Teachers To Use Their Voices for Change. National Institute for Early Childhood Professional Development. Young Children, v53 n3 p55-60 May. Advocates a renewed commitment to address racial and cultural diversity in early childhood education by changing the institutional infrastructures that produce and reproduce inequities. Suggests that changing racial and cultural bias toward students may require changing the approach to teacher preparation. Discusses three lessons for addressing racism as a core element of human development curricula for teacher preparation students. (JPB)…

(1998). The Word from Moses. Black Issues in Higher Education, v14 n25 p16-19 Feb 5. In an interview, Yolanda T. Moses, president of the City University of New York's City College, discusses a variety of issues concerning black higher education and her institution, including the challenges facing the college, the university's image, academic standards and admissions requirements, financial support, affirmative action, her personal experiences with sexism and racism, and faculty expectations of the president. (MSE)…

Singer, Alan (2001). Wanted: Theories and Research that Explain Privilege and Oppression in Education and U.S. Society. Race, Gender & Class, v8 n1 p127-38. Examines how educators concerned with America's educational inequality participate in the development of postmodern explanations of education and society that legitimize multiple perspectives on events and institutions and the ways that subordinated groups describe their own experiences. Discusses: the social construction of race and ethnicity, race and class, whiteness and white privilege, unity of the oppressed, and dealing with racism. (SM)…

Dei, George J. Sefa (2001). Rescuing Theory: Anti-Racism and Inclusive Education. Race, Gender & Class, v8 n1 p139-61. Presents anti-racist thought and practice as resistant responses to dominant structures and knowledge, using student teachers' responses to classroom readings on anti-racism. Focuses on the role of education in students' pursuit of a politics of resistance, subversion, and transformation. Argues that material, symbolic, and ideological representation and practice help define people's many identities as students, learners, educators, and political activists. (SM)…

Appiah, Linda (1999). Multicultural Citizenship. MCT, v18 n1 p20-23 Aut. Great Britain's citizenship education helps prepare students for informed and responsible citizenship in a multicultural society. Social science teachers and researchers should consider factors that epitomize multiethnic Britain today as they teach. Issues that most require further thought include: cultures are dynamic, not static; multiple identities; recognition of racism; the white perspective; race and white schools; and a common identity. (SM)…

Pedersen, Paul B.; Ponterotto, Joseph G. (1993). Preventing Prejudice. A Guide for Counselors and Educators. Multicultural Aspects of Counseling Series 2. A model and a mechanism are presented for improving interracial and multiethnic relations. The need for multicultural awareness programs to be preventive, developmental, and long-term is emphasized. A comprehensive theoretical context of racial and ethnic identity serves as the foundation for planning and directing multicultural programs. Part 1, \Understanding Prejudice and Racism,\ includes three chapters that provide the background needed to understand prejudice and racism. In Part 2, \Racial/Ethnic Identity Development,\ two chapters provide the theoretical basis for work in multicultural awareness and prejudice prevention. A pragmatic approach is the focus of Parts 3 and 4. Part 3 outlines intervention roles for counselors and educators, with a series of developmentally sequenced exercises. Part 4 contains an overview of the leading assessment instruments and resources for use in multicultural education. Appendixes contain the Social Attitudes Scale and the Multicultural…

Hilliard, Asa G., III (1980). The Changing Black Teacher and Diminishing Opportunities for Black Teachers. Racism remains a distinct factor in problems faced by black teachers and teacher educators. The number of black teachers in the public schools is diminishing, especially in the southern states, where the black student population is the highest. The higher education environment has been undergoing drastic changes in faculty and student body populations. Complex and interrelated factors which impinge upon opportunities for entry into teaching and survival on the job for African-American teachers include: (1) insufficient knowledge of black history for use as background for data interpretation; (2) racism in the regulation of teacher selection and evaluation processes; (3) invalidity of standardized testing; (4) insufficient descriptive data on black employment trends and patterns; (5) inadequate concept of a \quality education;\ (6) educational neglect in the public schools for black children; (7) the neglect of student learning as a competency criterion; (8) culturally limited…

(1976). Male Control and Female Oppression. Fact Sheets on Institutional Racism. Following sections that define sexism, that give examples of individual, cultural, and institutional sexism, and that provide random thoughts on sexism and racism, statistics are listed for women and their relationship to various areas such as the economy, education, sports, the government, the media, and housing. Specific topics subsumed under these areas provide statistics on the following: women who work, what women earn, the effect of racism on income and occupation, education and its effect on income, union membership and control, places where women are employed, unemployment rates, what women's work is, women in fields such as medicine, libraries, banking, insurance, securities, retail trade, engineering, law enforcement, percent of women who are employed, women truck drivers, vocational training, college entrance, college graduation, special college enrollments, college degrees, job slots and pay, rate of women involved in elementary education, women on school boards, college…

Sisley, Renee; Waiti, Danica (1997). Te Pikaunga-Mahi Me Te Kohukihuki (Workload and Stress)=A National Survey of Maori Aste Te Hau Takitini O Aotearoa Members. In 1996 a national survey was undertaken of 24 Maori members of the Association of Staff in Tertiary Education in New Zealand. It followed an earlier study and sought to investigate further the workloads of Maori staff members and related issues. The research process gave fundamental priority to ensuring culturally appropriate research practices. Analysis of survey responses identified three major themes: institutional racism, work environment, and time and tasks. Section 1 presents the study's five recommendations, such as official acknowledgment by senior management in polytechnics, schools/colleges of education, and rural adult education programs, that Maori staff perform additional duties specific to the cultural values and beliefs of their group. Section 2 examines the aims and aspirations of Maori in institutions, and personal aims and aspirations for Maori education. Section 3 presents key findings concerning issues of cultural and institutional racism, work environment, and… [PDF]

Minkler, Meredith (2004). Ethical Challenges for the \Outside\ Researcher in Community-Based Participatory Research. Health Education & Behavior, v31 n6 p684-697. Although community-based participatory research (CBPR) shares many of the core values of health education and related fields, the outside researcher embracing this approach to inquiry frequently is confronted with thorny ethical challenges. Following a brief review of the conceptual and historical roots of CBPR, Kelly's ecological principles for community-based research and Jones's three-tiered framework for understanding racism are introduced as useful frameworks for helping explore several key challenges. These are (a) achieving a true \community-driven\ agenda; (b) insider-outsider tensions; (c) real and perceived racism; (d) the limitations of \participation;\ and (e) issues involving the sharing, ownership, and use of findings for action. Case studies are used in an initial exploration of these topics. Green et al.'s guidelines for appraising CBPR projects then are highlighted as an important tool for helping CBPR partners better address the challenging ethical issues often… [Direct]

Butt, Mahmood; And Others (1996). Helping Students Teach in a Diverse World: A Rationale and Course. On the basis of a belief in the legitimacy of alternative learning styles, the importance of intercultural broadening, and the global nature of international education, the Department of Secondary Education and Foundations at Eastern Illinois University developed a new course, called "Diversity of Schools and Societies." Course objectives were: promoting better understanding of the theoretical foundations of multicultural education, culture, and cultural differences; strengthening critical thinking skills and helping students integrate fair-minded critical thinking, justice, and social action; making students more sensitive and responsive to prejudice, stereotypes, racism and their impact; building competence in incorporating multiculturalism in curriculum; and cultivating awareness of cultural diversity in global perspectives. The course included: a section on cultural analysis; a portion devoted to sharpening students' critical thinking skills; a theoretical analysis of… [PDF]

Green, Malinda Hendricks (1998). Paradoxical Attitudes among a College of Education Faculty towards Ethnic Diversity. This study investigated conflicting attitudes toward diversity among college of education faculty at one metropolitan, southwestern university, focusing on their personal attitudes toward ethnic diversity. The study looked at whether they could simultaneously hold progressive and traditional values, egalitarian and individualistic attitudes. This coexistence is referred to as "aversive racism." Participants were 104 full-time faculty. Their ethnic makeup was predominantly Caucasian, with some African Americans and Native Americans and some of mixed ethnic makeup. A total of 51 percent completed a survey instrument that provided prompts reflecting the dual attitudes of individualism (traditionalism) and egalitarianism (progressivism). The study attempted to determine whether individuals who responded more agreeably to the progressive/liberal statements would also respond in agreement with the more traditionalist/conservative statements. Data analysis indicated that faculty… [PDF]

Gomolla, Mechtild (2006). Tackling Underachievement of Learners from Ethnic Minorities: A Comparison of Recent Policies of School Improvement in Germany, England and Switzerland. Current Issues in Comparative Education, v9 n1 p46-59 Dec. Over the past few decades, in many western countries with large immigrant populations, inequalities in education relating to ethnic background have increased. Interventions traditionally consist of selective compensatory arrangements that focus on instruction in the second language–especially in early stages of schooling–and the treatment of issues of difference, equality and racism within the curriculum. This article discusses recent educational policies that attempt to systematically integrate aspects of linguistic and cultural diversity and equity targets within broader policies of school effectiveness and school improvement. The paper presents the author's findings in an international comparative study of school-improvement strategies that tackle ethnic inequalities in education in Germany, Switzerland and England. Using theories of institutional discrimination and organizational action, strengths and weaknesses of these strategies in their specific political context,… [PDF]

Donaldson, Karen B. McLean (2001). Shattering the Denial: Protocols for the Classroom and Beyond. This book examines how to address and reduce racist practices in the schools, featuring an antiracist education teacher study that provided baseline figures on teacher perceptions of racism and demonstrated how teachers can successfully implement antiracist concepts in their classrooms. The book explains how teacher involvement can make a difference in student acceptance and attitudes and uncovers difficulties teachers have with understanding the realities of racism. There are nine chapters in three parts. Part 1, "Shattering the Denial: A Geographical Antiracist Education Interdisciplinary Curriculum Development and Implementation Study with K-12 Teachers," includes (1) "A Description"; (2) "Teacher Race Awareness Survey"; (3) "Antiracist Curriculum Development Work with Teachers"; (4) "Antiracist Education Implementation and a Few Courageous Teachers"; and (5) "Successful Re-Education for Teachers Makes a Difference for…

Gay, Geneva (2007). Teaching Children of Catastrophe. Multicultural Education, v15 n2 p55-61 Win. Teaching children who are victims of Katrina is not a multicultural education issue per se. However, there are some intersections between the victims of Katrina and the educational responses to them, and some of the primary constituent groups and issues that multicultural education represents and intends to serve. These are children of color and poverty who are marginalized in schools relative to resource allocation, learning opportunity, and academic achievement. Unfortunately, the lessons learned from the educational responses prompted by the aftermath of Katrina are not nearly as positive as one would hope, nor are they the kinds of attitudes and actions that are most desirable or should be pursued in the long run if educators expect to produce positive effects for the children of Katrina beyond immediate reactions. Several of these lessons learned are suggested in this article for critical analysis, reflection, and reconstruction to generate better educational opportunities and… [PDF] [Direct]

DeMoor, Robert; Japinga, Jeffrey (2003). What Then Are We to Say about These Things?. Religious Education, v98 n2 p260-268. In this article, the authors discuss Karen Cross's critique on LiFE (Living in Faith Everyday) curriculum. Cross's critique focuses on the following issues: (1) racism; (2) sexism; (3) classism; (4) suburbanism; (5) Reformed theology; and (6) method. To respond to Cross's critique is an invitation for everyone to examine not only one particular Christian education curriculum, but the whole expression of the Christian faith in North America. For questions of racism and sexism and classism, are questions not unique to LiFE curriculum, but reality checks for every North American Christian Church in existence today. Cross's challenge to the creators of LiFE curriculum first "to enter into relationships grounded in integrity and mutuality…in which the voices of all racial/ethnic communities are heard and valued" is a challenge to the whole church–Reformed, to be sure, but also Lutheran and Baptist and Pentecostal alike, and a challenge to all of their curriculums as well…. [Direct]

Gundi, Kirmanj (2002). Seeing through Race, Gender and Socioeconomic Status. This paper discusses the history of discrimination in the United States and the length of time it took to abolish the legal support of racism. The paper then discusses the problems of diversity in the United States. Acknowledging and accepting U.S. diversity in terms of race, ethnicity, gender, religious background, and national origin would enable the United States to treasure the concept of cultural pluralism. The paper asserts that racism is the main obstacle to peace and tranquility, one that cripples the development of a prosperous society. The United States should focus on education and strive to develop better curricula to reduce discrimination and encourage students from all backgrounds to appreciate the opportunities available in the United States and exercise more respect toward other cultures that have contributed to the United states' multicultural society. A model of racial, ethnic, and gender healing is presented. (Contains 1 figure and 46 references.) (SLD)… [PDF]

(1978). Parents, The Real Teachers. In this pamphlet, advice is provided for Pacific Asian American parents about how they can work to help their children to develop positive self-images and to deal with racism and other social problems. The importance of parent-child communication, strong ethnic identity, education, and a sense of self-worth as methods of preventing drug abuse and other self-destructive behavior is emphasized. (WI)… [PDF]

Gallagher, Buell G. (1970). The Troubled World: Mandate for Change in the Troubled Campus. Among the problems facing the United States, the following are most outstanding: (1) the population explosion; (2) pollution; (3) the war in Vietnam; (4) racism and inequality; (5) violence symptomatic of internal disorder; and (6) drug abuse. If institutionalized education wishes to develop human character and to perpetuate social ideals, administrators, educators, and students must unite to propose solutions to these sources of distress. (AF)… [PDF]

Tamminen, Paul G. (1969). \Powerlessness Corrupts.\. This is a report on the general nature of student concerns and activities as reflected by the 1969 National Student Association Congress. The author interprets past and present trends and occurrences rather than summarizing the activities of the congress. The topics covered include: student power (governance structures); legal rights; confrontation politics; militarism in American life and education; black issues and anti-racism; and educational reform. (Author/CS)… [PDF]

Strand, Paul S. (1995). The Bell Curve: A Commentary. Essay Review. PAACE Journal of Lifelong Learning, v4 p71-77. The authors of The Bell Curve have been accused of everything from racism to poor research. However, the book could have a tremendous impact on the role of intelligence in social science and social policy. It is especially relevant for adult education programs geared to the less fortunate, and it is appropriate to discuss the merits of the book from an informed position. (Author)…

Seligman, Clive (2003). Compelling Diversity through Discrimination. Academic Questions, v16 n2 p46-54 Jun. Wilfrid Laurier University would consider only women for an opening in the psychology department, and credentials be damned. Clive Seligman protested on the grounds that the university's blatant attempt at social engineering fatally interferes with the epistemological mission of higher education. It confuses academic merit with biology, he argued–a practice that is elsewhere labeled "sexism" and "racism." (Contains 13 notes.)… [Direct]

(1977). The Human Relations Code: Teacher Certification Guidelines. A new standard has been issued by the state of Wisconsin to insure that each of the teachers it certifies is able to teach children from diverse racial, economic, and religious backgrounds, who may differ from the teacher and/or each other in culture, customs, lifestyle, language, etc. To insure that this aim is achieved, education majors are required to take courses that will prepare them, as teachers, to acquire certain basic knowledge of human relationships. Six objectives are listed in the code: (1) development of attitudes, skills, and techniques so that knowledge of human relations can be translated into learning experiences for students; (2) a study of the values, life styles, and contributions of racial, cultural, and economic groups in American society; (3) an analysis of the forces of racism, prejudice, and discrimination in American life and the impact of these forces on majority and minority groups; (4) experiences in which teachers have opportunities to examine their… [PDF]

Kimura-Walsh, Erin Fukiko (2009). Balancing the Values of Ethnic Studies and Academe: Exploring Efforts to Advance the Organizational Stability of American Indian and Asian American Studies. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This study examines Ethnic Studies' efforts to gain institutional stability at the university. The issue is explored through a qualitative, multi-case study of Ethnic Studies units, specifically American Indian and Asian American Studies at San Francisco State University and University of California, Los Angeles. To gain insight into their functioning, interviews were conducted with faculty, students, and staff affiliated with these academic units. The study is grounded in two frameworks: racial formation theory illuminates the development of Ethnic Studies as a social movement and the campus racial climate framework underscores the specific racial dynamics that influence Ethnic Studies' standing in academe. This study's findings reveal the challenges Ethnic Studies faces in achieving success given its marginal position in higher education. Organizational stability, especially in the form of degree programs and department status, can counter elements of Ethnic Studies'… [Direct]

Stanley, Christine A. (2006). Coloring the Academic Landscape: Faculty of Color Breaking the Silence in Predominantly White Colleges and Universities. American Educational Research Journal, v43 n4 p701-736 Win. This article, based on a larger, autoethnographic qualitative research project, focuses on the first-hand experiences of 27 faculty of color teaching in predominantly White colleges and universities. The 27 faculty represented a variety of institutions, disciplines, academic titles, and ranks. They identified themselves as African American, American Indian, Asian, Asian American, Latina/o, Native Pacific Islander, and South African. This article reports on the predominant themes of the narratives shared by these faculty of color: teaching, mentoring, collegiality, identity, service, and racism. These themes, consonant with findings from the research literature, can be used to offer suggestions and recommendations for the recruitment and retention of faculty of color in higher education…. [Direct]

Greenfield, Patricia; Subrahmanyam, Kaveri (2008). Online Communication and Adolescent Relationships. Future of Children, v18 n1 p119-146 Spr. Over the past decade, technology has become increasingly important in the lives of adolescents. As a group, adolescents are heavy users of newer electronic communication forms such as instant messaging, e-mail, and text messaging, as well as communication-oriented Internet sites such as blogs, social networking, and sites for sharing photos and videos. Kaveri Subrahmanyam and Patricia Greenfield examine adolescents' relationships with friends, romantic partners, strangers, and their families in the context of their online communication activities. The authors show that adolescents are using these communication tools primarily to reinforce existing relationships, both with friends and romantic partners. More and more they are integrating these tools into their \offline\ worlds, using, for example, social networking sites to get more information about new entrants into their offline world. Subrahmanyam and Greenfield note that adolescents' online interactions with strangers, while not… [PDF]

(1976). Options in Education, Transcript for February 23, 1976: Conflict in Theory, Conflict in Research, and Conflict in Practice. "Options in Education" is a radio news program which focuses on issues and developments in education. This transcript contains discussions of conflict in theory–education in America, difficulties in dramatizing today's racism, and children's relationships in a predominately black school; conflict in research–marijuana and sexual response, teaching basic skills through drama, and an energy conservation, youth training program; and conflict in practice–women in education and preparing women for administrative advancement. Participants in the program include John Merrow and Wendy Blair, moderators; author Jonathon Kozol; Kenneth B. Clark; Gretchen Schafft; Harris Rubin; Virgil Harwood; Joe Janetti; and Virginia Nordin. (JM)… [PDF]

Simms, William E. (1976). Guest Editorial: Black Colleges–Bicentennial Offers Little Hope. Journal of Negro Education, 45, 3, 219-224, Sum 76. Argues that as the black college enters the third century, like black people, it must face several critical issues. First, Federal legislation has failed in the past to make the dream for equal opportunity a reality. Second, the resolution of many deeply rooted social problems both in and out of education is distant. And third, racism is still prevalent in the minds of legislators and regents. (Author/JM)…

Drummond, Darlene K. (2002). Promoting Cultural/Racial Understanding Using Storytelling: Lessons from the Study Circle. Journal of Intergroup Relations, v29 n3 p66-73 Fall. Explains how study circles provide an effective method for discussion, education, and understanding regarding race and culture, describing the study circle concept and looking at lessons learned from participant observation in a racism study circle. Concludes that every U.S. citizen should participate in a study circle that addresses some political or social concern in order to learn to value diversity on interpersonal, group, organizational, and global levels. (SM)…

Bower, Beverly L.; Rice, Diana C.; Schwartz, Robert A.; Washington, Charles M. (2003). \Ain't I a Woman, Too?\: Tracing the Experiences of African American Women in Graduate School. Journal of Negro Education, v72 n3 p252-68 Sum. Examined the experiences of African American women pursuing graduate degrees in education over 10 years. Survey and focus group data showed very little difference between women who had graduated and those still in school. Women faced challenges in deciding whether or not to attend graduate school and dealing with racism. Respondents were self-confident and secure and were vocal about their ties to their black communities and families. (SM)…

(1976). Beyond Uniculturalism. No. 1: Teachers Making a Difference through Visions, Hopes and Skills [And] No. 3: Understanding Multicultural Equality [And] No. 4: Schools and Educators Who Rate [And] No. 5: Action Guide [And] No. 7: Bibliography. The materials are designed to help teachers formulate, plan, and work for multiculturalism in schools. The first part of the unit contains a guide to help elementary and secondary teachers engage in multicultural education and eliminate racism and sexism in the schools. It discusses how teachers can make a difference and helps them assess their own goals, awareness, knowledge, and skills which can contribute to multicultural education. The second part of the unit, \Understanding Multicultural Equality,\ provides examples of uniculturalism in the schools. This implies the imposition of the values of white male, middle class dominated society. Part three, \Schools and Educators Who Rate,\ outlines the roles of key groups responsible for developing multicultural schools and furnishes a checklist for rating existing skills and understandings. The Action Guide in part 4 lists strategies which individuals or groups can use to move beyond uniculturalism. The booklet concludes with a… [PDF]

Robertson, Mary Ella (1972). A Challenge to Social Work Education: Inclusion of Content on Ethnic and Racial Minorities in the Curriculum. Social Work Education for Economically Disadvantaged Groups in Texas. Occasional Paper. This article is one of a series presented at workshops focusing on the development of social work curriculum relevant to the minority community and minority group experiences. Briefly commenting upon the nature of the changing times, the author notes the two major social problems of racism and poverty, emphasizing the importance of the need for social work education to understand the parameters of ethnic differences. Further, curriculum needs to be reassessed to embody these differences. In addition to four stated major objectives of social work education curriculum there are six functions of content and learnings vis-a-vis ethnicity and racism. Social work education curriculum needs to incorporate into the curriculum content which: 1) provides accurate information about the historical developments and social contributions of racial minorities; 2) prepares the student for useful service in minority communities; 3) assists students in overcoming racists attitudes by imparting new… [PDF]

Hoover, Eric (2007). U. of Delaware Abandons Sessions on Diversity. Chronicle of Higher Education, v54 n12 pA1 Nov. The University of Delaware spent years refining its residence-life education program. One week of public criticism unraveled it. Late last month, the Foundation for Individual Rights in Education, a free-speech group, accused the university of promoting specific views on race, sexuality, and morality in a series of discussions held in dormitories. The program was designed to build understanding among diverse students, but some participants complained that it told them how to think and pried into their beliefs with questions like "When did you discover your sexual identity?" In an October 29 letter to Delaware's president, the group, known as FIRE, called the program "systematic thought reform" and urged the university to suspend it. Three days later, Delaware complied. For decades, residence-life programs have organized group sessions on racism, sexism, and homophobia. Research shows those exercises can help broaden students' cultural awareness and diminish… [Direct]

Ference, Ruth (2006). Building and Sustaining Short-Term Cross-Cultural Immersion Programs in Teacher Education. AILACTE Journal, v3 p11-24 Fall. Cross-cultural experiences in teacher education are an important part of multicultural education because they allow preservice teachers to examine their world view and develop culturally sensitive dispositions critical for teaching in our diverse society. Research has shown that effective cross-cultural experiences can lead to personal development, cultural understanding and sensitivity, and openness to cultural diversity. This article will describe how one college has successfully maintained a cross-cultural program for all education students since 1999. It will also discuss the effect of two immersion experiences on students' knowledge and dispositions about cultures different from their own. These experiences led to personal development, knowledge about other cultures, and more global understandings and allowed students to experience what it is like to be an outsider with language and communication barriers. Students also examined their world view and preconceived stereotypes as… [Direct]

Gillborn, David (2006). Citizenship Education as Placebo: "Standards", Institutional Racism and Education Policy. Education, Citizenship and Social Justice, v1 n1 p83-104. Citizenship education is now a required component of the national curriculum that must be taught by all state-funded schools in England. It is constantly highlighted by policy makers as a major innovation that promotes social cohesion in general, and race equality in particular. At the same time, however, the government has continued to pursue a so-called "standards" agenda that emphasizes a hierarchy of schools based on their students' performance in high stakes tests and promotes increased selection that is known to disadvantage Black students. Consequently, the principal education policy strategies are themselves revealed as potentially racist by the government's own definition. It is in this context that the promotion of citizenship education can be seen as a public policy placebo, that is a pretend treatment for institutional racism that gives the impression of action but is, in fact, without substance or effect. (Contains 2 figures and 20 notes.)… [Direct]

Mendoza, Joe I. (1994). On Being a Mexican American. Phi Delta Kappan, v76 n4 p93-95 Dec. A well-acculturated migrant education program director reminisces about his Mexican upbringing in the United States, noting the persistence of his cultural heritage and the scars left by acts of segregation, prejudice, and racism. It is important for Mexican Americans to recognize that they are a unique group at a crossroads. They are not all Latinos or Hispanics but possess a singular culture that has yet to be defined. (MLH)…

Evans, Emrys, Ed. (1992). Reading against Racism. English, Language, and Education Series. The report of the Cox Working Group on the British national curriculum, "English for Ages 5 to 16," includes recommendations for including in the curriculum the study of literature in English from other cultures. The papers of this collection show some ways in which the recommendations of the Working Group may be put into practice and the ways in which reading and literature can be a basis for a more positive approach to antiracist education. Included in the collection are: (1) "Language against Racism in the UK: The Classroom as a Multilingual Publishing House (Lena Strang); (2) "Children's Books in a Multicultural World: A View from the USA" (Rudine Sims Bishop); (3) "Reading against Racism in South Africa" (Denise Newfield); (4) "Mirror and Springboard: An Australian Teacher Grows Up" (Jim Kable); (5) "'Journey to Jo'burg': Reading a Novel with Years 7 and 8" (Shahana Mirza); (6) "In at the Deep End: English and Bengali…

Clover, Darlene E. (2006). Culture and Antiracisms in Adult Education: An Exploration of the Contributions of Arts-Based Learning. Adult Education Quarterly: A Journal of Research and Theory, v57 n1 p46-61. Increasingly, practices of collective arts-based learning are being used by adult educators and community organizations as creative and participatory ways to respond to contemporary social or environmental issues. Investigating the potential contributions of arts-based learning to cross-cultural and antiracisms adult education was the aim of this qualitative comparative study in Ontario and British Columbia. Through the lens of antiracisms theories and from data obtained through open-ended interviews with project participants and artist-educators in three diverse arts projects, this article highlights some of the characteristics that make arts-based learning a culturally appropriate and effective, imaginative tool. But it also draws attention to the risks involved in creating public art and tackling difficult issues such as racism in contemporary Canadian society…. [Direct]

Baker, Gwendolyn C.; And Others (1977). Multicultural Education: Teaching About Minority Women. Special Current Issues Publication No. 8. In this monograph the responsibilities of teacher education programs in dealing with the problems of sexism and racism are discussed. In a collection of articles the following topics are covered: (1) minority women and the women's movement; (2) American Indian women; (3) understanding the Chicana (Mexican Americans); (4) black women, their problems and strengths; (5) Japanese American women and their perspective on liberation; and (6) new directions for ensuring equality for minority women. (JD)… [PDF]

Amobi, Funmi A. (2007). The Message or the Messenger: Reflection on the Volatility of Evoking Novice Teachers' Courageous Conversations on Race. Multicultural Education, v14 n3 p2-7 Spr. Every teacher is a messenger. The message that a teacher communicates and portrays is acquired formally and informally through systematic study, and environmental and socialization processes. While formal study happens consciously within a particular period of time, experiential learning that impinges on the development of the message happens all the time. It is a pervasive force with a long incubation period. No matter how the effects of environmental processes are suppressed and ignored, eventually they must crystallize and impact one's practice of giving the message. Noting that the demographics in American education are such that 85% of teachers are White, while the public school population is increasingly made up of children of color, the message conveyed in this article involves ways to prepare preservice teachers to work effectively with culturally diverse children. The author describes the course, \Critical Issues in Secondary Education, an educational foundations course for… [PDF] [Direct]

Hogan, David E.; Mallott, Michael (2005). Changing Racial Prejudice through Diversity Education. Journal of College Student Development, v46 n2 p115-125 Mar-Apr. The Modern Racism Scale (McConahay, 1986) was used to assess the impact of education and personality variables on college students' prejudicial attitudes toward African Americans. Prejudice was lower in students who completed a diversity course specifically addressing race and gender issues and in students who measured high in need for cognition (Cacioppo & Petty, 1982). A weak correlation between the prejudice scale and a social desirability scale (Crowne & Marlowe, 1960) suggested that students were not grossly under reporting their prejudicial beliefs. Diversity courses in higher education were effective in improving students' intergroup tolerance…. [Direct]

Alford, Katrina; James, Richard (2007). Pathways and Barriers: Indigenous Schooling and Vocational Education and Training Participation in the Goulburn Valley Region. A National Vocational Education and Training Research and Evaluation Program Report. National Centre for Vocational Education Research (NCVER) In 2004, National Centre for Vocational Education Research (NCVER) developed a national Indigenous VET research strategy in partnership with the former Australian Indigenous Training Advisory Council. The research strategy provides a comprehensive program until 2006 to fill the major gaps in knowledge identified through a midterm review of activity against the four objectives of "Partners in a learning culture," the national Indigenous vocational education and training (VET) strategy for 2000-05. This research is a product of that strategy. The project set out to explore the educational, training and employment pathways available to, and taken by, young Indigenous people in the Goulburn Valley region of Victoria, around the major town of Shepparton. Research prior to this project had found that racism was still a pervasive force in various institutions in the region. In addition to confirming that this is still a major barrier, the research also sought to highlight other… [PDF]

Freeman, Eric (2005). No Child Left Behind and the Denigration of Race. Equity and Excellence in Education, v38 n3 p190-199 Aug. Race is the social expression of power and privilege, and new racial configurations take shape in conjuction with alterations in the political economy of American society. This article examines the relationship of educational policy to the emergence of a new conception of racism that has appeared in the post-civil rights era: colorblind racism. Colorblind policies are championed as fair and just, congruent with the egalitarian aspirations of the Civil Rights Movement that culminated in the passage of the Civil Rights Act in 1964. In rendering invisible the salience of race, the goal of colorblindness is to make advantage appear as a logical consequence of the natural order of things. The non-recognition of race as a form of political power tacitly enables the colorblind ideal to steer education policy toward the reinforcement of the dominant culture as the norm and the maintenance of hegemonic social arrangements. The insinuation of colorblindness into the culture of educational… [Direct]

Goodrich, Linda Sharon (1976). A Historical Survey of Cultural Racism and Its Subsequent Impact on the Education of Black Americans. This dissertation examines racism as a cultural element and its expression in institutionalized form. Through a socio-historical analysis, it focuses on the emergence of racism as an ideology and its subsequent expression in social practice under a socio-racial system. Critical to the study is the emergent struggle of black Americans in their efforts to gain equality through education under a socio-racial system. The use of anti-literacy laws and segregated schools provide important points of entry in this study for the examination of relationships between the schools and politics. The study also examines the four stages of educational struggle among black Americans: 1) informal stage, 2) self-help stage, 3) philanthropy, and 4) public support. Each of these stages demonstrates the character and level of the persistent strivings to organize and develop an educational system by blacks in America. The final aspect of this study deals with some of the author's personal experiences and…

Willie, Charles V., Ed. (1977). Black/Brown/White Relations: Race Relations in the 1970s. The collection of papers in this book present an analysis of the effects of institutional racism on all races. The first part of the book deals with seeking definitions of the race problem and explores the various facets of race relations in the 1970s, including: (1) the black view of a national population policy and the fear of racial genocide; (2) the problems and prospects of black students at integrated colleges; (3) a literary analysis of the black vision of despair; (4) black liberation and women's liberation; (5) ethnic resentment of Federal programs; (6) the attribution of prejudice to self and others; (7) racial attitudes of native American preschoolers; and (7) institutional racism. The second part of the book is devoted to the discovery of strategies for institutional change, and includes discussions of: (1) community development and social change; (2) a historical framework for multicultural education; (3) the political scenes in Gary, Indiana, and in the urban South;…

Leeper, Robert R., Ed. (1971). Dare to Care/Dare to Act: Racism and Education. This booklet presents the text of the addresses by three speakers at the Annual Conference of the Association for Supervision and Curriculum Development, March 6-10, 1971, in St. Louis, Missouri. The first address, \Dare to Care/Dare to Act\ by Price M. Cobbs, M.D., deals with the symptoms, the virulence, and the infectious nature of racism. He emphasizes the essential role played by blacks in the development of modern America, and the necessity for American education to make the changes necessary to cope with the racism prevalent in American society. The second address, \A place to come from,\ by Uvaldo Palomares proposes a system of communication which he believes extremely effective in bringing people of divergent viewpoints together, so that they at least understand each other and are communicating. Jerome S. Bruner's address, \The process of education reconsidered,\ discusses the context in which the book was written in 1960, and developments since then. The fourth address,… [PDF]

James, A.; Ngcobo, N.; Ralfe, E.; van Laren, L. (2006). Reacting, Adapting and Responding to Change: Experiences of Multicultural and Anti-Racism Teacher Education Post 1994. South African Journal of Higher Education, v20 n5 p679-690. This article reports on a section of the results of a South African-Netherlands Research Foundation Programme on Alternatives Development (SANPAD) project that was undertaken at Edgewood College of Education and three primary schools in KwaZulu-Natal, South Africa. The project covered a ten-year period and investigated the response of a previously "white" college of education to the desegregation of its student body, both in terms of its institutional responses and the changes in its curriculum and course offerings. It then went on to interrogate pre-service teachers' experiences of multicultural and anti-racism education during their teacher education at college and during their teaching practicum session at the schools. Data was collected by examining curriculum documents and course outlines, administering questionnaires, undertaking semi-structured interviews with the college staff and pre-service teachers, and using observation schedules to examine the pre-service… [Direct]

Bower, Beverly L.; Wolverton, Mimi (2009). Answering the Call: African American Women in Higher Education Leadership. Journeys to Leadership Series. Stylus Publishing, LLC Although much has been written about leaders and leadership, we unfortunately know little about women, particularly minority women, who fill this particular role. This book–the second in a series that explores women leaders in different contexts–presents the stories, and the reflections on their paths to leadership, of seven African American women. Five are, or have been, college presidents; three have devoted a good portion of their lives to leadership in higher education policy at state and/or national levels. Each has been the first woman, or first African American, or first African American woman in one or more of the positions of authority that she has held. Along the way, they have overcome the double bind of sexism and racism that can inhibit the professional attainment of African American women, particularly as they move toward the top of their professions. Although their pathways into leadership are different, definite similarities in their experiences, values, and beliefs… [Direct]

MacCann, Donnarae, Ed.; Woodard, Gloria, Ed. (1977). Cultural Conformity in Books for Children: Further Readings in Racism. In this book, multicultural education, book selection criteria, racism in specific books, and methods of handling racist materials are discussed from Chicano, Puerto Rican, Asian, Black and Native American perspectives. The 26 selections were written by librarians, anthropologists, community planners and educators. All of the articles expose monocultural and biased practices in the educational system. In Part I, educators summarize the arguments against conformity, while the Council on Interracial Books for Children relates such arguments to the children's library profession. In Part II, members of the Third World, or those working in conjunction with them, talk about criteria and about specific books. Selected reviews illustrate the method of criticism employed by many Third World members. The final section deals with the complex problem of handling racist children's books. The readings show how librarians are taking specific action to increase cultural authenticity, reduce…

Carol A. Mullen; Rebecca B. Hall (2024). Professional Development Supporting Principals' Changing Roles as Equity-Oriented Leaders. International Journal of Educational Leadership Preparation, v19 n1 p120-137. In these challenging times, it is essential that principals serve as equity-oriented, antiracist, culturally competent leaders accountable for students' performance, school improvement, and policy requirements. Many studies focus on professional development (PD) for teachers but not school leaders, thus the value of the present analysis is that principal PD is the centerpiece. This literature review/conceptual article examines quality PD that advances principals' learning and effectiveness in the context of their changing roles associated with instructional leadership, equity, and technology. The research question was, What does the literature convey about the main influences on effective principal PD that establish the need for equity and antiracism? Sixty-eight scholarly sources were examined in addition to public documents. The authors developed a conceptual framework named Influences on Principal Development to present various factors influencing student achievement. Six findings… [PDF]

Harvey, Jim (1988). Prejudice and the Reduction of Prejudice in Australian Society. White Australian history has displayed rampant racism, sexism, and cultural chauvinism. Since 1947 Australia has undergone a demographic revolution in both size and ethnic composition. The four million migrants, 56 percent of whom are of non-British origin, and their 2 million children, account for nearly 60 percent of Australia's post-war population growth. Although the federal and state governments have been enacting equal opportunity and affirmative action legislation, and there have been improvements in community attitudes toward migrants, racism and cultural chauvinism persist in many forms and in many aspects of Australian society. Aboriginal Australians are the minority group most subject to prejudice and discrimination. The following aspects of the nature and construction of prejudice are discussed: (1) racialism; (2) cultural superiority; and (3) political and economic dimensions. Australian society must combat prejudice by generating a range of coherent policies to work…

Milner, David (1983). Children & Race. The major aims of this book are to provide an account of racial attitude development in young children and to describe the effects of racism on the development of black children, specifically in the United Kingdom. The book draws freely on American and British research in an effort to illuminate the British experience. The first two chapters provide a historical backdrop to the history of prejudice and introduce a social psychological perspective on the issue. The remainder of the book is devoted to developmental aspects of prejudice, i.e., the processes by which children develop racial attitudes as a normal consequence of their socialization within a society in which racial prejudice is widespread. A general discussion of socialization in regard to attitudes and identity is followed by a look at cultural factors in racism. Specific areas addressed are literature, the mass media, and the relationship between color values and racial values. Consequences for the black child of living…

Gregory C. Robinson Ii; Lindsey P. Abernathy; Marshan Marick; Michael D. Stout; Tami L. Moore (2024). Toward (Racial) Justice-In-The-Doing of Place-Based Community Engagement. Metropolitan Universities, v35 n1 p56-81. Community and campus partners can benefit from place-based community engagement to enact a commitment to racial equity and community-driven decision-making. Racial equity is paramount in place-based community engagement. However, very little attention has been given to how whiteness in the ideological foundations of higher education shapes the work lives of professionals, faculty, and the collaborations they form to address community issues. Thus, the purpose of this case study is to foreground some paradoxes of whiteness-at-work (Yoon, 2012) in an informal place-based community engagement collaboration between the Center for Public Life at Oklahoma State University-Tulsa and members of the historic Greenwood community in Tulsa, Oklahoma. We take a reflexive stance (Ozias & Pasque, 2019), examining our own experience to explore how Yoon's (2012) concept of whiteness-at-work serves as a tool for advancing the racial equity agenda of place-based community engagement. We conclude… [PDF]

Chai, Carolyn (1978). The Second National Conference Summary. In this summary of the 1978 National Conference on Asians in America and Asian Americans, conference proceedings, as well as papers and panel discussions, are briefly outlined. Workshops on foreign policy, immigration, Asian identity, education and employment, Indo-Chinese in the United States, teaching English to immigrants, racism and affirmative action, and community development, are discussed in terms of papers presented, ideas examined, and panel participants. Major problems, opportunities, and priorities for Asians in the United States are identified. (WI)…

Chung, Sheng Kuan (2007). Media/Visual Literacy Art Education: Sexism in Hip-Hop Music Videos. Art Education, v60 n3 p33-38 May. Media programs like hip-hop music videos are powerful aesthetic agents that inspire teenagers. Thus, they have tremendous influence on young people's identity formation, lifestyle choices, and knowledge construction which are manifested in the ways teens dress, express themselves, behave, and interact with each other. However, because of the controversies associated with sexism, racism, homophobia, and materialism often seen in hip-hop music videos, educators seem to rarely discuss or examine them in their classroom settings. The messages in hip-hop music videos in particular, perpetuate gender stereotypes and discrimination and attempt to normalize unequal social behavior under the label of art. Contemporary art educators advocate the importance of fostering media/visual literacy in children through critically examining discursive cultural and aesthetic sites in the popular media. In concert with art education's goal of fostering critical media/visual literacy in future citizens,… [Direct]

Assalone, Amanda E.; Byon, Anna Hyunah; Elliott, Kayla C.; Preston, DeShawn C. (2022). The Role of Advocacy Organizations in Student Activism: Black Lives Matter and Stop Anti-Asian Hate. New Directions for Student Services, n180 p71-81 Win. Advocacy organizations work in partnership with students, scholars, institutions, organizers, and policymakers to help advance racial justice in higher education. They amplify student activism through strategies such as coalition building, lobbying, and research. We provide recommendations for institutional leaders to work with advocacy organizations to support students as change agents…. [Direct]

Beasley, Jordon J.; Ieva, Kara P. (2022). School Counselors and Principals Serving as Co-Conspirators for Antiracist Program Evaluation. Professional School Counseling, v26 n1c. Principals and school counselors, as advocates and leaders, have a moral and ethical imperative to interrogate and disrupt the educational inequities pervading P-12 schools. Trained in data collection, disaggregation, and analyses, principals and school counselors must utilize their knowledge and skills in program evaluation to challenge systemic racism, advocate for marginalized students, and collaborate with key stakeholders to dismantle racist policies and practices taking place in classrooms, schools, and broader communities. Program evaluation practices are tools that school counselors and principals can use to bridge social capital by inviting historically marginalized groups of people to have their voices be heard and have a seat at the table where decisions are being made. In this article, we present an Antiracist Program Evaluation Cycle as a framework for school counselor and principal collaboration, with recommendations to disassemble institutional racism that exists… [Direct]

(1977). Options in Education: Program No. 88. Sex and Sexism in Education, Part II. Transcripts of a Weekly Series Broadcast by Member Stations of National Public Radio. This booklet is a transcription of a program from the radio series, "Options in Education." It is part 2 of a two-part series dealing with sexism in education. It deals with sex discrimination in various aspects of public education, including textbooks, teacher promotion, sports programs and children's literature. There is also a discussion of Title IX of the 1972 Federal Education Amendments, which explicitly forbids sex discrimination in education. Interviewees include high school principals, a Board of Education President, textbook company representatives, and the Deputy Director of HEW's office for Civil Rights. A general theme of the program is that curriculum materials are rampant with sexism, and that females have been systematically repressed by sexism just as Blacks have been repressed by racism. (BP)…

Rebecca Y. Bayeck (2024). Instructional Design and Race: What Black Digital Humanities Can Teach Instructional Design and Technology. Innovations in Education and Teaching International, v61 n6 p1472-1477. With the growing interest in the field of instructional design and technology to engage with issues of equity, discrimination, and racism, the field needs to tap into disciplines that have been doing this work to be equipped for this work. This paper discusses the need for the field of instructional design and technology to engage with the emerging field of black digital humanities to successfully address issues of inequity and oppression…. [Direct]

Gillborn, David (1995). Racism and Antiracism in Real Schools. This book focuses on race at work in the British educational system, a concern that is pertinent because education occupies a pivotal role in contemporary race politics. The study on which it is based blends school-based research with a critical reading of policy and theory. The experiences of teachers in real schools show that schools can challenge racism in school and in the world beyond. The original study grew from a wider study of a number of educational issues; two secondary schools for case studies on racial issues were chosen from participants in the larger study. In both case-study schools it was clear that race and racism were taken seriously as whole-school issues, and both schools were regarded by government inspectors as being in the forefront of good practice in regard to equal opportunities. Part 1 focuses on policy issues and broad educational issues with regard to race. Part 2 provides more detailed examinations of study schools, student perspectives, and antiracist…

Kuttner, Paul J.; Rawlings, Lisa; Washington, Marcie R. (2023). Toward a Research and Practice Agenda for Evaluation in Community-Campus Partnerships. Metropolitan Universities, v34 n3 p82-88 Jul. Evaluation of community-campus partnerships is a contested topic and, in many ways, is still at an early stage of development. With growing momentum behind community-university collaboration and increased pressure to document the positive impact of universities, there is a pressing need for research and innovation in this area. Many community engagement professionals are looking for new and creative approaches to evaluating partnership work — approaches that capture the work's depth, complexity, and values and can be used to foster learning, community accountability, collaboration, and systems change. This article proposes six promising directions for research and practice related to evaluating campus-community partnerships. They emerged as themes from an interactive CUMU Community Engagement Evaluation Huddle session at the annual CUMU conference. Drawing on the collective knowledge of Huddle participants, we identified the following directions: (1) evaluating systemic racism; (2)… [PDF]

Wahlstrom, Riitta (1991). Peace Education Meets the Challenge of the Cultures of Militarism. Peace Education Miniprints No. 11. The militaristic culture serves to imprison many of the world's peoples, and most persons are not even aware of the harmful limitations that this culture's emphasis on military preparedness, violence, and the use of force in international relations places on all humans. This paper discusses various characteristics of militarism, and peace education that has as some of its aims the conversion of cultures of militarism to cultures of peace, authoritarian education to democratic education, sexism to supporting equality between men and women, obedience and uniformity to supporting self-reliance, independence, and critical thinking and racism and nationalism to tolerance and global responsibility. A 39-item list of references is included. (DB)…

Bowser, Benjamin P.; And Others (1993). Confronting Diversity Issues on Campus. Survival Skills for Scholars. Volume 6. This book addresses issues of racism, diversity, and intercultural communication in the college or university work place. Chapter 1 exposes several unwritten and informal rules that can become traps and pitfalls for the unknowing, especially people of color. It views the informal structure of the university through the eyes of minority faculty members and students and offers some suggestions for survival. Chapter 2 is a discussion of racial identity and the myths and realities of racism as it is known in the United States. Chapter 3 highlights the importance of daily communication about diversity. Chapter 4 unpacks four major and inevitable conflicts that arise when cultures collide in college environments: the purpose of education, affirmative action, freedom of speech, and the role of ethnic studies. In addition the chapter suggests possible resolution strategies and their consequences. Chapter 5 discusses \communities of interest\ and the necessity of redefining them: how the…

Owens, Otis Holloway (1976). A Study of Black Graduate Students in Alabama. As long as blacks are underrepresented in graduate and professional schools, they will continue to be underrepresented in the professions and other policy-level positions. Historically, and today, the barriers to graduate education faced by blacks are diverse and include financial assistance, racism, recruitment practices, admissions policies, motivation and job opportunities. An examination of black students attending graduate schools in Alabama during the summer and fall sessions, 1974, seeks to relate access to graduate training and the experiences of the student enrolled. (Author/KE)… [PDF]

(2000). Beyond Racism: Embracing an Interdependent Future. Brazil, South Africa, the United States. This set of four publications examines contemporary power relations between persons of European and African descent in Brazil, South Africa, and the United States. Using a comparative and multidisciplinary approach, these publications focus on three democracies with large multiracial and multiethnic populations. "Overview Report," which details findings by the Southern Education Foundation's Comparative Human Relations Initiative, features first-person profiles of outstanding Brazilians, South Africans, and individuals from the United States who are involved in the struggle against racism and reflections of members of the working and advisory groups. "Three Nations at the Crossroads" contains in-depth portraits and accessible historical reviews of the three countries by Charles V. Hamilton, Ira Glasser, Wilmot James, Jeffrey Lever, Colin Bundy, Abdias do Nascimento, Elisa Larkin Nascimento, and Nelson do Valle Silva. "In Their Own Voices" is a topically… [PDF]

Albert, Elizabeth; Peacock, Thomas (2000). Our Children's Songs: American Indian Students and the Schools. CURA Reporter, v30 n1 p11-16 Jan. A study examined American Indian students' perceptions of why schools are failing to meet their needs. Thirty-six American Indian high school students from Minnesota participated in three interviews that explored their background and experiences, instructional and non-instructional issues that affect the education of Indian students, and their perceptions of successful schooling and classroom practices. The students felt that good teachers provide active, experiential learning experiences and care for their students in a personal way. Racism and a lack of Indian content in the curriculum was a primary concern of many Indian students. Students were clear on the importance of American Indian content and culture in school and the significance of family and community in helping to develop a strong cultural identity. Indian youths join gangs as a replacement for family, but replacing the negative aspects of gang involvement with the positive aspects of Indian culture can keep youth out… [PDF]

Mirza, Heidi Safia (2006). Transcendence over Diversity: Black Women in the Academy. Policy Futures in Education, v4 n2 p101-113. Universities, like many major public institutions, have embraced the notion of "diversity" virtually uncritically–it is seen as a moral good in itself. But what happens to those who come to represent "diversity"–the black and minority ethnic groups targeted to increase the institutions' thirst for global markets and aversion to accusations of institutional racism? Drawing on existing literature which analyses the process of marginalisation in higher education, this article explores the individual costs to black and female academic staff regardless of the discourse on diversity. However, despite the exclusion of staff, black and minority ethnic women are also entering higher education in relatively large numbers as students. Such grass-roots educational urgency transcends the dominant discourse on diversity and challenges presumptions inherent in top-down initiatives such as widening participation. Such a collective movement from the bottom up shows the… [Direct]

Lund, Darren E. (2002). Rolling Up Our Sleeves in Social Justice Research: A Collaborative Study of School-Based Coalitions. This study examined the shared experiences of student and teacher activists in light of current theoretical and political contexts of interest to social justice activists. The study involved collaborative in-depth interviews with and observations of seven student and four teacher activists in Alberta, Canada. The participants came from six ethnocultural groups (Asian, white Anglo-Saxon, African-Canadian, South American, and Indo-Canadian). Interviews examined participants' teaching assignments or grade levels, background training or personal involvement with diversity work, and/or experiences with discrimination. Participants described their own role in their school's particular group or project and shared specific aspects of its formation, goals, procedures, membership, and activities. They also provided information on administrative support, political climate, sustainability, achievements, challenges, and barriers to social justice activism. Overall, participants were frustrated… [PDF]

Galvan, Robert Free (2003). Working in John Wayne Country: Racist and Sexist Termination at a Pacific Northwest University. American Indian Quarterly, v27 n1-2 p189-195 Win-Spr. In this article, the author shares his experiences in working as a tribal liaison consultant to an AIDS education and training center at a Pacific Northwest university's health education research center. The author's experience shows the concerted efforts by the university lawyers to bury issues of discriminatory racism and sexism in hiring practices and in work environments. It condones chastising for whistle-blowing on issues of gender, gay issues, and racial inequality. The author exposes practices that reduce efforts to provide the best care possible for communities and describes how racist and sexist motivations dominate and are condoned at the work environments of the university…. [Direct]

Mitchell, Vernay (1990). Curriculum and Instruction To Reduce Racial Conflict. ERIC/CUE Digest No. 64. Multicultural education, anti-racist education, and conflict resolution are curriculum-based approaches to reducing racial conflict. Since the 1930s, attempts have been made to develop curricula to change negative racial attitudes and encourage appreciation for people of all races. In the 1980s, multicultural education has focused on the unique qualities and the mutual interdependence of minority and majority groups within a society and of various communitites within the world system. However, some critics have suggested that education labelled "multicultural" evades the issue of racism by diverting attention to milder topics. Some studies demonstrate the limited effectiveness of multicultural programs and the fact that some school districts without minority group students do not promote the discussion of racial or ethnic differences. Anti-racist education and conflict resolution address racism by allowing teachers and students to analyze the inequalities in power and… [PDF]

Terrell, Melvin C., Ed. (1992). Diversity, Disunity, and Campus Community. This monograph offers a collection of nine papers demonstrating how the student affairs subculture in institutions of higher education can provide academic as well as managerial leadership in promoting cultural diversity and planned change. The papers are as follows: (1) "Achieving Cultural Diversity: Meeting the Challenges" by Barbara Henley and others; (2) "Cultural Diversity in Residence Halls: Institutional Character and Promotional Strategies" by Melvin C. Terrell and John R. Hoeppel; (3) "Law Enforcement and Education: New Partners in Diversity" by Doris J. Wright; (4) "Enhancing Cultural Diversity and Building a Climate of Understanding: Becoming an Effective Change Agent" by Suzanne E. Gordon and Connie Borders Strode; (5) "The Making of a Celebration: Lessons from University of Louisville's First University-Wide Celebration of Diversity" by Dennis C. Golden and others; (6) "The Faculty Response to Campus Climate… [PDF]

Arce-Trigatti, Paula; Farrell, Caitlin C.; Penuel, William R.; Riedy, Robbin; Singleton, Corinne; Stamatis, Kristina (2023). Conceptions and Practices of Equity in Research-Practice Partnerships. Educational Policy, v37 n1 p200-224 Jan. This framework explores the plurality of ways that research-practice partnerships (RPPs) conceptualize issues of equity, and with what consequences for what gets studied, whose voices are included in inquiry, and what knowledge is foregrounded in partnership activity. We draw on institutional theory and the perspectives of members from diverse partnerships to create a framework on the beliefs and practices of equity in RPPs. In terms of their missions, RPPs' conceptions of equity ranged from a focus on individualism and standardization, to advancing goals of identity, culture, and belonging and attending to power, justice, and anti-racism. Equity was reflected within processes for working together, varying across coordination, collaboration, or transformation of roles and power dynamics. For RPPs, the framework can help develop a common language and shared meanings. For future research, it can serve as an analytic lens to understand when and how RPPs work in service of educational… [Direct]

Salazar, Egla Martinez (2008). State Terror and Violence as a Process of Lifelong Teaching-Learning: The Case of Guatemala. International Journal of Lifelong Education, v27 n2 p201-216 Mar. Progressive lifelong transformative education has recognized the impact of social inequalities on learning. Some scholars applying feminist knowledge have acknowledged that violence against women (VAW) also affects learning. Yet, in this recognition there is an implicit assumption that learning is itself positive and peaceful, and impacted negatively or positively by external factors and conditions. Implicitly there is also a disconnection of learning from teaching. This article aims to open up a possibility to reflect and study learning-teaching as an articulated process that is not intrinsically peaceful and positive by using the socio-political and cultural phenomenon of state terror, including genocide, in Guatemala. Three state strategies are chosen to demonstrate how state terror was made a political culture of terror: the racialization of space-place, the invention of a sanctioned Guatemalan, and the criminalization of progressive social agency. To explore state terror as a… [Direct]

Nadine P. Frederique (2024). Commentary about Racial/Ethnic Equity and School Safety. Journal of School Violence, v23 n2 p143-148. There is a rich history of research examining the racial/ethnic disparities in school safety, school discipline, school climate and school achievement. While rich and informative, these lines of inquiry also unearth additional unanswered questions. As scholars consider the future of school safety research, they should consider: 1) developing more comprehensive approaches to school safety that include interventions aimed at improving school safety while being mindful of the implementation of these interventions with an eye toward unintended consequences and potentially disparate impacts; 2) increase the number of researcher practitioner partnerships to co-create interventions; 3) increase the cadre of teachers of color and scholars of color who can bring diverse thoughts and perspectives to identification of problems and solutions to school safety concerns; and 4) that relationships matter and it is important to plan for transitions…. [Direct]

Amato Nocera; Shiyan Jiang; Victoria Newton (2024). "They Created Segregation with the Economy": Using AI for a Student-Driven Inquiry into Redlining in the Social Studies Classroom. Theory and Research in Social Education, v52 n4 p614-653. This article investigates students' engagement with a historical inquiry into redlining–a practice of discriminatory lending that originated in the 1930s as part of the New Deal. The authors developed and implemented a week-long curricular intervention for high school sophomores using StoryQ–an Artificial Intelligence (AI) textual modeling platform designed for high school students without technical expertise–to examine hundreds of neighborhood descriptions produced for the Home Owners Loan Corporation's "residential security maps" in the late 1930s. In this article, we ask: What kinds of historical and present-day racial awareness do high school students demonstrate through instruction focused on AI-assisted analysis of patterns in redlining? Analyzing field notes, interviews, and student-generated digital work showed that many students were drawn to structural explanations of racism and worked to unpack the way primary sources presented Whiteness through "coded… [Direct]

Smith, Ron; Sultana, Qaisar (2011). Evaluation of International Students' Perceptions of Eastern Kentucky University. Online Submission, Paper presented at the Annual Meeting of the Mid-South Educational Research Association (40th, Oxford, MS, Nov 2-4, 2011). The study examined the perceptions of international students concerning their academic, social, and cultural experiences at Eastern Kentucky University (EKU) and suggestions for improvement. Researchers prepared a questionnaire consisting of 24 items seeking information related to students' demographics and their perceptions about quality of faculty, instruction, advising, facilities, services, social/cultural experiences etc. at EKU as compared to students' home universities. Items on the questionnaire also invited students' comments and suggestions for improvement. Research subjects, 36 international students, were selected according to convenience, availability, and consent, and comprised of 21 males and 15 females, 10 graduate and 26 undergraduate students. They represented 18 countries and 26 academic departments on EKU campus. Data were collected through individual interviews. Responses were recorded. Confidentiality and anonymity were explained to each interviewee and have… [PDF]

Feagin, Joe R.; Sikes, Melvin P. (1994). Living with Racism: The Black Middle-Class Experience. Interviews with 209 African Americans in a number of United States cities are the basis for a discussion of the black middle-class experience. Although middle-class African Americans appear to have secured the promises of the American dream, conversations make it apparent that they have experienced discrimination and hatred from Whites. The chapters are: "The Continuing Significance of Racism"; "Navigating Public Places"; "Seeking a Good Education"; "Navigating the Middle-Class Workplace"; "Building a Business"; "Seeking a Good Home and Neighborhood"; "Contending with Everyday Discrimination: Effects and Strategies"; "Changing the Color Line: The Future of U.S. Racism." The book concludes with notes and an index. Of particular interest is Chapter 3, "Seeking a Good Education." There is not much information on the character and breadth of discrimination faced by black youth in schools and…

Buchanan, Roland (1972). Overview: Title III ESEA Intergroup Relations Inservice Project. Inequities and injustices are not happenstance in America, but rather, exist as a way of life for many minority groups. All too often communication, understanding, and appreciation is lacking among diverse groups. It is suggested here that the need for education in intergroup relations is greatest in predominantly white communities and, moreover, in schools which have heretofore perpetuated intergroup conflict and inequalities. Schools are in a unique position to help young people develop a humanistic attitude toward others by re-educating teachers in white communities as a way of attacking the roots of racism. A model for inservice training in intergroup relations is presented as a strategy to provide educators with an understanding of the forces of racism, prejudice, and discrimination. Implementation of the inservice program consists of three major aspects which focus on cognition, affect, and behavior. The model can best be described as the normative-re-educative strategy that… [PDF]

Codianni, Anthony V. (1977). Reaction Paper to \Ethnicity and the Schools.\. The paper examines ethnicity in American society and the role of ethnic studies in education in the context of a critical response to a paper presented at the National Council for the Social Studies in November, 1977. The original study, \Ethnicity and the Schools,\ by Daniel Selakovich, claimed that ethnic studies should play no role in education because ethnic heritages are either dead or reflective of a distant and no longer meaningful past. Selakovich contended that every ethnic group was willing to submerge its ethnic identity in order to merge into mainstream American society. Conversely, this reaction paper states that American society is as ethnically diverse today as at any time in history and that the schools have a responsibility to reflect this diversity. The reaction paper further criticizes Selakovich's views on six topics: (1) belief in the American Dream as opposed to belief in ethnic identity; (2) racism in American society; (3) the relationship of pluralism to…

Wahab, Zaher (1989). \The Melting Pot\ Revisited. A complete restructuring of American institutions, values, ideals, economy, politics, and culture is required to overcome the peripheralization and injustices caused by the racism that is endemic and embedded in the capitalist fabric of American society. Race relations have declined during the 1980s as evidenced by the erosion of many of the gains of the civil rights movement and a resurgence of overt racism. The white ruling class expresses occasional interest in and concern for minority groups through the formation of study commissions to minimize social, economic, and political costs and regain American hegemony in the world. The findings of the following studies indicate that despite the needs of growing minority populations, an insufficient number of minority group teachers are being prepared for roles in schools and institutions of higher learning: (1) \One Third of a Nation\ (Commission on Minority Participation in Education and American Life, 1988); (2) the 1985 findings of… [PDF]

White, Lenford (2002). Engaging Black Learners in Adult and Community Education. NIACE Lifelines in Adult Learning. This guide explains how adult and community education (ACE) providers across Great Britain can engage black learners in ACE by making their learning programs relevant, challenging, and appropriate to adult learners from black and minority groups. The following topics are discussed: (1) the importance of engaging black and minority learners in ACE; (2) terminology; (3) institutional racism; (4) ACE's role in eradicating racism and valuing diversity; (5) getting started by understanding the community and its needs; (6) ACE practitioners' legal responsibilities stemming from the 1976 Race Relations Act; (7) working in partnership; (8) developing a meaningful curriculum; (9) strategies for sustainability; (10) ensuring that what is offered is needed; (11) minding program quality and measuring program impact; and (12) sharing information about successful programs. Thirteen good practices, including the following, are presented: (1) identify currently available ACE opportunities; (2)…

(1984). Hispanic Youth in Boston: In Search of Opportunities and Accountability. A Report by the Boston Latino Youth Policy Analysis Project. This report discusses the school-to-work transition process of Hispanic youth in Boston. The report was prepared in response to the high rates of unemployment and participation in low-paying service sector jobs by Hispanics and was funded by a grant from the Hispanic Policy Development Project as part of a national effort to identify key public and private sector policy issues affecting Hispanic youth in the United States. The first section defines school-to-work transition and discusses some of the assumptions implicit in this term. It is the case for many Hispanic youth that they do not graudate from high school, thus breaking the transition; furthermore, for many of these youth their entry into the workforce is marked by periods of unemployment or underemployment. The report gives a socioeconomic overview of Hispanics in Boston. This is followed by a section on education and employment, which includes a discussion of racism in Boston and the problems of underrepresentation of…

Blackwell, James E. (1975). The Black Community: Diversity and Unity. The black community is defined in this book as a diversified set of interrelated structures and aggregates of people who are held together by the forces of racism. The need for theoretical perspectives for understanding black-white relations and for analyzing the nature of the black community is explained. The black family, patterns of family life, and the impact upon the family of slavery and urbanization are discussed. The stratification system within the black community is described. Mobility patterns are examined in terms of traditional and nontraditional criteria for upward movement and status achievement in the social system. The impact of education on social change within the black community is assessed. The issues of housing and the ghettoization of blacks are analyzed in terms of an internal colonialism model. Black businesses are examined and compared to businesses outside the black community. The role of blacks in the armed services is described. Black political power and…

(1982). Follow-up #1: Higher Education for Women in the 1980's, May, 1982. (San Jose, California, February 19, 1982). Followup materials from the 1982 conference "Higher Education for Women in the 1980s," held at San Jose State University, California, are presented. The contents include observer's comments (Barbara Charlesworth Gelpi); progress reports (Renee Kogel, Judith Stanley, Ruth Hafter, Pearl Oliner, Jane Gurko, and Lowell Walter); summaries of panels, a statement announcing the conference, seven cases of institutional racism/sexism (Chuc Kemesu), and an article on the status of women's programs at California State College, Stanislaus. The conference was designed to empower representatives from all Northern California campuses to initiate changes necessary to ensure that the State University System is responsive to the needs of women and will prepare those women for socially useful careers. The conference panels covered the following topics: improving student services, diverse teaching methods, a variety of delivery systems for higher education, and integrating the study of women…

Gundara, Jagdish; Jones, Crispin (1992). Long-Term Unemployed and the Elderly in Migrant Communities in Europe. The educational needs of the long-term unemployed and elderly in Europe's migrant communities should be understood in a context of state diversity and migration complexity. This report examines the role education plays in alleviating long-term unemployment in Europe's migrant communities and socioeconomic isolation among older migrants. Compared to nonmigrant communities, figures show migrant communities' continued disadvantages in employment. Xenophobia, discrimination, and racism are all influential factors regarding migrant unemployment. Recently, however, governments and communities have created effective educational interventions, including some researched by the Council of Europe. Success rates are higher when four conditions are met: (1) students are motivated; (2) the"skills gap" and labor need are effectively identified; (3) general rates of unemployment are low; and (4) the status of training courses is perceived by participants to be high. A field survey of…

Ether, John A. (1969). Preparing the Teacher of English for the Inner City. The English Record, v20 n1 p71-3, 86 Oct. A revised approach to teacher education is necessary for inner-city teachers, all of whom must cope with their own racism and prejudice, as well as the peculiar problems of the inner-city schools. The high school English teacher particularly needs special training to meet the unique demands made upon his skills in the urban setting. Intensive training in strategies and in materials for teaching remedial reading is essential. Background, for teachers, in black literature and literature dealing with urban development and current social problems should be stressed. Finally, teacher education curriculums should develop in teachers an understanding of issues relevant to urban youth, enabling teachers to provide meaningful classroom experiences. (MF)… [PDF]

Bhatti, Ghazala (2006). Ogbu and the Debate on Educational Achievement: An Exploration of the Links between Education, Migration, Identity and Belonging. Intercultural Education, v17 n2 p133-146 May. This paper looks at some of the issues raised by Ogbu's work in relation to the education of different minority ethnic groups. Ogbu poses questions such as the value attached to education, its links to the future and its measurable outcomes in terms of "success" as experienced by black participants. The desire for better life chances leads families to consider migration to a new country or resettlement within the same country, thus making migration both a local and a global phenomenon. As an example, attention is drawn to the situation facing South Asian children and their families in the UK. In terms of ethnicity and belonging, the wider question that is significant for many countries in the West after "Nine-Eleven" is the education of Muslim children. A consideration of this current situation throws Ogbu's identification of "autonomous minority" into question. It is argued that a greater understanding of diverse needs has to be accompanied by a… [Direct]

Kilpatrick, William H. (1957). Modern Education and Better Human Relations. Freedom Pamphlets. This 1957 pamphlet discusses bias against minority groups, discriminatory attitudes and acts, and the need to replace discrimination with better human relations. In this context, the role of schools, and of education in general, in teaching positive intergroup relations is defined. The modern concept of education emphasizes \living\ what is to be learned and helping the child to grow \gradually into the fulness of individual and social living.\ Specifically, the goals should be learning to live together, acceptance by parents and teachers of these goals, teaching children anti-discriminatory behaviors, intercultural understanding, and self examination of prejudice. For older students, study of the psychology of race and of the rationalizations which support racism is recommended. (NH)… [PDF]

Aleman, Enrique, Jr. (2007). Situating Texas School Finance Policy in a CRT Framework: How "Substantially Equal" Yields Racial Inequity. Educational Administration Quarterly, v43 n5 p525-558. Purpose: The purpose of this article is to conduct a critical race policy analysis of Texas school finance policy. This empirical article examines three chapters of the Texas education code (TEC) and identifies the racial effects that the school funding system has on seven majority-Mexican American school districts. Methodology: Critical Race Theory (CRT) and Latina/o Critical (LatCrit) theoretical frameworks are employed in this article in which race and property are highlighted as concepts central to the analysis. The methodology allows for a critical perspective on history and the racial effects of policy to be outlined. First, a historical analysis of race and racism, schooling, and politics in Texas contextualizes the debate over school finance equity. Second, an analysis of the effects that the school finance system has on communities of color is completed. Analysis and Findings: An examination of primarily 2002-2003 school finance data, Texas Supreme Court opinions, and TEC… [Direct]

Harris, Ian M. (2004). Peace Education Theory. Journal of Peace Education, v1 n1 p5-20 Mar. During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of peace education where educators, from early child care to adult, use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. This paper traces the evolution of peace education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that peace education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international education, human rights education, development education, environmental education and conflict resolution education. (Contains 1 note.)… [Direct]

Barksdale, Sydney Howe (2007). The Untold Story: African American Women Administrators' Alchemy of Turning Adversity into Gold. Forum on Public Policy Online, v2007 n1 Win. As we approach the end of the first decade of the twenty-first century, the globalization and privatization of the academy is destabilizing the patterns of university professional work developed over the past hundred years (Slaughter and Leslie, 1997). To grasp the extent of changes taking place and to understand the forces of change on women in the academy, it is important to focus on women administrators in this equation. African American women administrators in particular, and women of all historically underrepresented racial groups in general, must deal with the unique challenges of singular discrimination in terms of race and gender and then the intersectionality of the issues of racism and sexism in terms of feelings of isolation, perceptions of lack of trust and support, and tokenism and struggles over power and influence (Collins, 1991; Edwards, 1997; Edwards & Camblin 1998; Moses, 1989; Mosley, 1980; Sandler, 1986; Sandler & Hall, 1991; Shavlik and Touchton, 1986)…. [PDF]

(1968). Education in Crisis: A Report on Decentralization, Teacher Training and Curriculum in the New York City Public Schools. This document contains testimony presented at the public hearings of the New York City Commission on Human Rights. The hearings of this commission focused on two problem areas–decentralization and teacher training, and curriculum. The burning issues of anti-Semitism and black or white racism in the schools were concerns of a special investigatory committee appointed by the mayor and are only occasionally mentioned in these hearings. Witnesses included professors from schools of education, labor union officials, teachers from various areas in the city, representatives of community, civil rights, and religious organizations, and some private citizens. (NH)…

Olmedo, Irma M, (2004). Raising Transnational Issues in a Multicultural Curriculum Project. Urban Education, v39 n3 p241-265 May. The changing demographics of America's population increases the need for educators to develop multicultural curricula for the nation's schools. This article describes the efforts of a group of teachers to learn about the funds of knowledge of Mexican students by doing field research in a state in Mexico with one of the largest migrations to Chicago. The article discusses their successes and the challenges of developing curricula that go beyond the "heroes-and-holidays" approach to ethnic cultures and that consider issues such as transnationalism, illegal immigration, and racism. It contextualizes these issues in the broader context of multicultural education…. [Direct]

Franklin, Anderson J. (1974). The Testing Dilemma for Minorities. The document states that certain steps need to be taken immediately for rectifying and containing the injustices of testing. Until such time that the State can demonstrate unequivocally that their statewide testing and evaluation program is fair to all groups, and that every student has had an equal exposure to quality school environments before evaluation then there should be a moratorium on testing. The State should establish a task force for the development of an Office of Consumer Affairs in Testing and Student Evaluation. The State should establish a Research and Development Office which will have the latitude to study empirical questions of teacher and pupil performance. It is most important that evaluative agencies recognize that tests and their ensuing social judgments are instruments of racism by virtue of minority exclusion in all phases of test utilizations. Moreover since minorities have limited access to the opportunity (mainstream) structures of this society, much less… [PDF]

Sobel, Morton J. (1973). What's Really Blocking School Desegregation? Equal Opportunity Review, July 1973. There is little question that the primary element regarding school desegregation is the latent and overt racism pervading American society. Perhaps it is unrealistic to suggest that the school, the transmission belt of American mores from one generation to the next, is likely to intervene in the already existing pattern. Moreover, statements and actions of the national administration do not always serve the cause of equality of educational opportunity. However when there is no commitment at the local level, it is unreasonable to expect that something will happen at the national level. Another deterrent to racial integration is a growing resistance from many white ethnic groups to recent social and educational gains by blacks and other socially visible minorities. While it may not be an exact parallel, the reactions of the more militant and dissatisfied elements of minority communities may also be serving as a deterrent to desegregation. One of the more covert deterrents is the… [PDF]

Baez, Benjamin (1998). Negotiating and Resisting Racism: How Faculty of Color Construct Promotion and Tenure. This study uses symbolic interactionism as a framework for understanding race, and for understanding how faculty of color construct the promotion and tenure process. Interviews were conducted with 16 faculty members at a private research university in a small United States city. Interviewees included eight African American women, three African American men, two Asian American women, one Asian American man, and two Latino men; all were tenured or on tenure track. Faculty evaluations were based on teaching, service, and scholarly achievement, defined primarily through research and publication. During open-ended, semistructured interviews participants were asked to talk about their promotion and tenure experiences. Faculty members' perceptions of racism were then classified into two categories: individual or institutional. It was found that faculty members negotiated and resisted racism as best they could; responses ranged from "giving up," to fighting back, to picking and… [PDF]

Ngo, Bic (2006). Learning from the Margins: The Education of Southeast and South Asian Americans in Context. Race, Ethnicity & Education, v9 n1 p51-65 Mar. This article explicates the diversity within the Asian American community by focusing on Southeast and South Asian American students. Focusing on these two groups is important given their recent migration (relative to other groups) and tenuous position within Asian American research, discourse, and representation. In particular, this article contends that the image of Asian American success masks the contexts–economic, social, and cultural challenges–that mark the educational experiences of many Southeast Asian and South Asian American students. It explores (1) issues of cultural capital; (2) negotiations of identity, gender and generation; and (3) experiences of racism. By highlighting the social and cultural contexts of the education of Southeast and South Asian students, it reveals the many ways students are learning from the margins and the price of "success" that is often diminished by the image of Asian American achievement. (Contains 4 notes.)… [Direct]

Fine, Michelle, Ed.; Powell, Linda C., Ed.; Weis, Lois, Ed.; Wong, L. Mun, Ed. (1997). Off White: Readings on Race, Power, and Society. The contributions in this volume analyze the white racialization process in the context of multiculturalism and examine how racism is established in institutional structures. The chapters are: (1) \The Achievement (K)not: Whiteness and 'Black Underachievement'\ (Linda C. Powell); (2) \White Experimenters, White Blood, and Other White Conditions: Locating the Psychologist's Race\ (Jill G. Morawski); (3) \Differences in a Minor Key: Some Modulations of History, Memory, and Community\ (Deborah P. Britzman); (4) \Behind Blue Eyes: Whiteness and Contemporary U.S. Racial Politics\ (Howard Winant); (5) \Witnessing Whiteness\ (Michelle Fine); (6) \White Out: Multicultural Performances in a Progressive School\ (Virginia Chalmers); (7) \Underground Discourses: Exploring Whiteness in Teacher Education\ (Pearl M. Rosenberg); (8) \Resisting Diversity: An Alaskan Case of Institutional Struggle\ (Perry Gilmore, David M. Smith, and Apacuar Larry Kairaiuak); (9) \The Art of Survival in White…

Monroe-Clay, Sonya (1984). Community Teamwork in Education for Tomorrow. Noting that education is viewed as the route to success in American society, the paper argues that education has not lived up to this promise. Emphasis on conformity and regimentation, fostering of competition and exclusion behaviors, classism, racism, and a microfocal perspecitive of social problems serve as barriers to full realization of the potential of American education. The system serves those who wish to maintain the social structure, but it has great potential to serve a wider group if educators and others work together to transmit the information, values, and understanding necessary for a healthy society. A system of community education is proposed that is based on teamwork that coordinates all of a community's learning resources and brings them to bear upon all of the community's learning needs. (Author/MD)…

Catherine P. Bradshaw; Charity Brown Griffin; Chelsea A. Kaihoi; Elise T. Pas; Jessika H. Bottiani; Katrina J. Debnam; Lorenzo Hughes; Maisha Gillins; Ryan Voegtlin; Sandy Rouiller; Sharon Pendergrass; Toshna Pandey (2024). A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social-Emotional Learning Intervention. School Mental Health, v16 n3 p632-648. There is growing interest in the integration of social–emotional learning (SEL) and equity approaches in schools, yet systematic research on how to blend these two frameworks is limited. In this article, we describe the process by which a research-practice partnership (RPP) collaborated to iteratively co-create a multi-component equity-focused SEL preventive intervention in the context of a politically charged landscape related to the 'dual pandemics' of racial injustice and COVID-19 in the early 2020s. We conducted a document review of informal data sources (e.g., meeting minutes, correspondence) and analyses of formal data sources (i.e., teacher interviews, student focus groups) to describe how we overcame challenges to form an RPP, to demonstrate our collaborative intervention development efforts, and to assess feedback on the contextual appropriateness of the intervention. We discuss lessons learned from our partnership efforts and reflect on future directions for RPP-driven… [Direct]

Daniele E. C. Fogel (2023). Learning from Justice-Oriented Teachers: The Makings and Significance of a University-Teacher Partnership Centered on Race and Housing. ProQuest LLC, Ph.D. Dissertation, University of California, Berkeley. This dissertation tells the story of how an experiment in university-based teacher learning blossomed into a rigorous and deeply meaningful learning experience for teachers and a teacher-centered partnership between a university-based institute and a group of justice-oriented K-12 teachers. This ethnographic study followed a group of California Bay Area-based, K-12 justice-oriented teachers as they (1) learned about the racialized histories of housing in the Bay Area as well as restitution work through a university-based summer institute, and (2) as teachers implemented this content in their respective communities–both in and outside of school. As a way to highlight universities' roles in supporting justice-oriented teachers, particularly around the foundational racial justice issue of housing, this dissertation narrates the experiences of these teachers and the university-based staff involved in the university-teacher partnership. Through examining these phenomena, I make the case… [Direct]

Tippeconnic, John W., III (1989). Educational Neglect: Reform Reports and the Schooling of American Indians. What references, if any, do some of the major educational reform reports make about the American Indian? Reform reports were reviewed to determine their content regarding minorities in general and American Indians in particular. With the exception of the Carnegie Forum report and possibly the National Governors' Association report, very little was said about minorities and virtually nothing was said about American Indians. The reports from the U.S. Department of Education were especially conspicuous in their neglect. Reports addressing disadvantaged students were also reviewed, as were two efforts that deal specifically with Indian education. Finally, this document discusses how such national reform reports affect American Indian education. The document concludes by linking such exclusion of American Indians and the failure of their school systems in continuing institutional racism. This paper contains 28 references. (TES)… [PDF]

Rizvi, Fazal, Ed.; Sikes, Pat, Ed. (1997). Researching Race and Social Justice in Education: Essays in Honour of Barry Troyna. The essays in this book comprise a "festschrift", a group of essays, to commemorate Barry Troyna, who made an important contribution to thinking about race, racism, and research on social-justice issues in the school context. Much of his work was directed at showing that it was impossible to research questions of "race" relations in a neutral or objective manner. Troyna saw antiracism as an oppositional politics that distinguished it from the liberal individualism within which multiculturalism was embedded. This collection has two purposes: to understand Troyna and his work, and to extend his contribution to an understanding of the complexities of racial politics in education. Following the introduction by Pat Sikes and Fazal Rizvi, the essays include: (1) "Barry Troyna: A Dissenting Voice?" (Carol Vincent); (2) "Barry Troyna as Enlightened Rationalist" (Sally Tomlinson); (3) "Barry Troyna as 'Critical' Social Researcher" (David…

Sunker, Heinz (2006). Community's Discontent: The Ideology of the "Volk" Community in National Socialism. Policy Futures in Education, v4 n3 p306-319. National Socialism, the German type of fascism, is analysed in this article with respect to the question of its ideological foundations, the ideology of the "Volk" community, and its consequences for a relevant type of social practice, "Volk" welfare. Under National Socialism the form of state social work intervention was transformed. The German welfare state became an educational state. Social education, which encompassed social work, was a system geared to complete social control through the establishment and maintenance of the "Volk community". The "Volk community" was a social policy which combined welfare and repression–sometimes in a murderous way–as the means of achieving the social organisation of everyday life. The way in which the "Volk community" shaped individual consciousness and constructed social relations is elaborated and demonstrates the extent to which the eugenics and racism embedded in this ideology were central… [Direct]

Jansen, Jonathan D. (1987). Curriculum: Context, Conflict and Change in Black South African Education. This curriculum analysis of black South African education considers conflict and change in historical, contemporary, and postapartheid contexts. Part 1, "The Historical Context," interprets curriculum evolution, beginning with the evangelical curriculum for slaves in 1658 and concluding with formalization of racism in the apartheid policy of 1948, which aligned curriculum content with ideological interests. Institutionalization of the black curriculum challenges a postapartheid design. Apartheid ideology is embedded in textbooks' assumptive meanings, educational inequality neutralizes empowerment, and racism blocks the social and economic mobility of educated blacks. "The Contemporary Context," part 2, argues that a curriculum conflict dialectic is operative. The functions of schooling–cultural and economic reproduction, legitimation, and socialization–are not realized in curricula. Resistance and conflict are treated in the curriculum with distortion,…

Brenda Barrio; Carrie D. Allen (2024). Addressing Disproportionality and Racial Inequities in Special Education through Policy Change. Theory Into Practice, v63 n4 p377-389. Literature on racial disproportionality in special education has recently been situated within a polarized debate about the sources of racial inequities: specifically, the benefits and harms of special education. In this article, we consider this debate from a historical perspective by examining special education policies and their implementation. By doing so, we aim to bridge theory to practice by attending to systemic, institutional, and organizational oppression that becomes enacted through policy aimed at achieving racial equity and educational access. More specifically, we provide a model for local school districts to revise, develop, enhance, and implement policy changes to address disproportionality and racial inequities in special education using a cultural-historical framework and culturally responsive practices…. [Direct]

Marin, Christine (1987). Mexican Americans on the Home Front: Community Organizations in Arizona during World War II. During World War II Arizona's Mexican-American communities organized their own patriotic activities and worked, in spite of racism, to support the war effort. In Phoenix the Lenadores del Mundo, an active fraternal society, began this effort by sponsoring a festival in January 1942. Such "mutualistas" provided an essential support system in the face of racism and discrimination, and were sources of cultural, social, and religious cohesion in Mexican-American communities. These societies spoke out after several blatant incidents of discrimination against Mexican-American teenagers, and later organized a Phoenix youth group that collected 2,200 pounds of old rubber for the war effort. Community organizations in Phoenix and Tucson also: (1) organized volunteer cotton pickers when a labor shortage threatened the crop, badly needed for parachute and blimp manufacture; (2) sponsored social gatherings in honor of Chicano military cadets; (3) arranged bilingual community education… [PDF]

David Gordon Ed.; Kristin H. Robinson Ed.; Tracey E. Hall Ed. (2024). Universal Design for Learning in the Classroom: Practical Applications for K-12 and Beyond. Second Edition. Guilford Press The Universal Design for Learning (UDL) framework has grown from its origins in special education to being widely used to support all students, making the fully rewritten second edition of this indispensable guide more relevant than ever. Filled with practical, vivid examples and tips, the book demonstrates the power of UDL when applied to particular content areas. Specific teaching ideas are presented for literacy, STEM, project-based learning, career and technical education, and the arts. The editors and contributors describe practical ways to create thriving learning environments that use UDL to meet diverse learners' needs. New to This Edition: (1) Entirely new content; (2) Coverage expanded from elementary and middle grades to secondary and beyond; (3) Innovative approaches embracing the growth of UDL and the ubiquity of digital technologies in today's classrooms; (4) Spotlight on issues of equity and inclusion; (5) Chapters on antiracism, social-emotional learning, career and… [Direct]

Derman-Sparks, Louise; And Others (1989). Anti-Bias Curriculum: Tools for Empowering Young Children. Young children are aware that color, language, gender, and physical ability are connected to privilege and power. Racism and sexism have a profound influence on children's developing sense of self and others. This book on the creation of anti-bias curriculum can be used to help young children develop anti-bias attitudes, learn to think critically, and speak up when they believe something is unfair. The term "anti-bias" is used to denote an active approach to challenging prejudice, stereotyping, bias, and the "isms." The 12 chapters of this book provide a rationale for an anti-bias curriculum, and discuss: (1) creating an anti-bias environment; (2) working with 2-year-old children; (3) learning about racial differences and similarities; (4) learning about disabilities; (5) learning about gender identity; (6) learning about cultural differences and similarities; (7) learning to resist stereotyping and discriminatory behavior; (8) using activism with young children;…

Bradley, Deborah (2006). Global Song, Global Citizens? Multicultural Choral Music Education and the Community Youth Choir: Constituting the Multicultural Human Subject. Online Submission, Ph.D. Thesis, University of Toronto. This study provides a critical ethnographic examination of the Mississauga Festival Youth Choir that emerged from my concerns related to mainstream community choral music education practices. The predominantly white memberships and Eurocentric repertoire of many community children's choirs suggests that traditional structures and practices are exclusionary, even when this may not be the intent of the choir's organizers. Interviews conducted with members of the Mississauga Festival Youth Choir, and analysis of my reflective teaching journal, suggest that multicultural choral music education when taught within in an anti-racism discursive framework, may contribute to a newly emerging sense of identity (and its related subjectivity) which I describe as multicultural human subjectivity. The concept of multicultural human subject is located within a cosmopolitan sociology which acknowledges that globalization impacts the local level of life within national societies, transforming everyday… [PDF]

Wilson, Linda Louise (2009). A Qualitative Study: The Impact of Selected Non-Cognitive Variables on the Academic Success and Achievement of Culturally Diverse Academic Scholarship Students. ProQuest LLC, Ed.D. Dissertation, University of Louisville. The study examined whether select non-cognitive variables such as, (Sedlacek, 1989, 1991, 1993, 2004; Tracey & Sedlacek 1984, 1985, 1987, 1989) impacted the academic achievement, retention and graduation rates of culturally diverse academic scholarship students at a predominantly white higher education institutions. The subjects of the study were academic scholarship students, Woodford R. Porter Scholars, who graduated from University of Louisville, a 1997-199 Porter Scholar cohort and a cohort of Porter Scholars who dropped-out/stopped-out that were surveyed as to why they left UofL. The Woodford R. Porter Scholarship program was created as a recruitment strategy to ameliorate the discrimination in the Commonwealth of Kentucky's maintenance of vestiges of segregation. As an Adams state, Kentucky ("Adams v Bell, 711, F. 2d 161, 16566 (majority opinion, 20607 dissent) (D. C. Cir. 1983)", "Adams v Califano, 430 F. Supp. 118 (D. D. C. 1977)", "Adams v… [Direct]

Good, Paul (1968). Cycle to Nowhere. This report describes the findings of the U.S. Commission on Civil Rights hearings in Montgomery, Alabama, in 1968. A comparison with the report of the 1958 hearings in the same city is made throughout the document. It is noted that there has been minimal, if any, improvement in the discrimination against the black people of Alabama in the past decade. The testimony at the hearings dealt with the cycle of poverty, infant starvation and child health problems, segregated education, agriculture, a Negro-owned farmers cooperative, and employment and unemployment. Also included are findings about noncompliance with Federal anti-discrimination statutes, the public welfare situation, and racism. (NH)… [PDF]

Archung, Kim Nesta (2001). School: The Story of American Public Education. Curriculum Guide. This curriculum guide, which is a companion guide for a four-part videotape series on the history of the U.S. system of public education, is intended for use by post-secondary faculty in education who wish to infuse into their courses historical and current perspectives on the evolution of U.S. public schools and the impact of public education on U.S. society. The guide outlines the following for each of the four episodes: common or recurring themes, various scholarly perspectives, key topics, and focus questions. The four episodes are: (1) \The Common School (1770-1890),\ which provides an overview of U.S. public schools; (2) \As American as Public School (1900-1950),\ which investigates issues of assimilation, pluralism, racism, and ethnic tension within public education; (3)\Equality (1950-1980),\ which looks at issues of public education and social movements for equality in public education; and (4) \The Bottom Line (1980-present),\ which explores the most recent issues in public… [PDF]

Case, Kim A.; Hemmings, Annette (2005). Distancing Strategies: White Women Preservice Teachers and Antiracist Curriculum. Urban Education, v40 n6 p606-626. This study describes White women preservice teachers' talk in and about an antiracist teacher education course aimed at raising students' awareness of racial inequities. Rather than be fully engaged participants in classroom discussions, White women distanced themselves through strategies of silence, social disassociation, and separation from responsibility. They used these strategies in response to perceptions that they were being positioned as racist, directly implicated in institutional racism, or responsible for racial discrimination. The article concludes with thoughts about how instructors might engage White women and antiracist curriculum, and therefore affect their ability to effectively teach students from various cultural backgrounds, through metadialogic approaches to race discussions…. [Direct]

Carter, Dorinda J. (2008). Cultivating a Critical Race Consciousness for African American School Success. Educational Foundations, v22 n1-2 p11-28 Win-Spr. In the field of education, much of the research on Black student achievement focuses on cultural and/or structural explanations for the academic outcomes of these adolescents. A vast amount of the research on Black student achievement perpetuates a continuous discussion of Black underachievement. Race continues to remain central across discussions that include psychological, anthropological, and sociological analyses. While this research highlights individual, environmental, institutional, and societal factors that affect Black students' schooling experiences, there is a lack of in-depth examination of how these factors interact with students' individual identities to shape their attitudes and beliefs about schooling and subsequent school behaviors. This article does not focus on the schooling experiences of urban, Black high school students; rather, it illuminates students' attitudes about race and racism, achievement, and the utility of schooling for upward mobility. In the… [PDF] [Direct]

Quatez B. Scott (2022). A Pioneering Antiracism Effort in Higher Education: A Single Case Study of a University Racial Equity Center (REC) in a Predominantly White Institution (PWI). ProQuest LLC, Ph.D. Dissertation, The University of Toledo. A single case study was conducted to explore how and in what ways a university Racial Equity Center (REC) conceptualizes antiracism to engage in racial equity efforts. Ten sub-research questions are answered in this research using qualitative data (i.e., fieldwork, documents, and interviews). Through this research method, it was found that the site of this study (the Student Success and Racial Equity Center or SSREC) conceptualized antiracism to be the work of actively opposing racism that is manifested in the form of racist policies and racist practices. The SSREC opposes racism collaborating with campus partners to advocate on behalf of underrepresented racial minority students (URMs), and by coordinating academic programs which cater to the academic needs of students of color. As a result, the SSRECs efforts aim to increase sense of belonging among URM students and to enhance graduation rates among URM students attending Midwestern State University (MSU). This research extends the… [Direct]

Garcia, Jesus; Savage, Todd A.; Spalding, Elizabeth (2007). The March of Remembrance and Hope: Teaching and Learning about Diversity and Social Justice through the Holocaust. Teachers College Record, v109 n6 p1423-1456. Background: Experiential learning has been posited as an approach to influencing preservice teachers' understanding of diversity and social justice. The research reported here examined the impact of a field-based experience in Poland focused on the Holocaust as it pertained to the beliefs and actions of 12 future education professionals. This program, the March of Remembrance and Hope (MRH), took place in Poland in May 2003; the pretrip preparation occurred in January-May 2003 at a large southeastern university. Five of the participants were preservice teachers, and 7 were graduate students in either counseling psychology or school psychology. The MRH is an international interfaith trip to Holocaust sites in Poland, sponsored by the March of the Living, Israel. The MRH educates participants, primarily Gentiles, about the Holocaust and the dangers of intolerance and racism. Purpose of Study: The authors are teacher educators committed to multicultural teacher education and teaching… [Direct]

Daniel, Julia; Kirkland, David E.; Malone, Hui-Ling Sunshine (2023). A Step Closer to Racial Equity: Towards a Culturally Sustaining Model for Community Schools. Urban Education, v58 n9 p2058-2088 Nov. In this article, we explore community schools, as first theorized through community organizing, in relation to movements for racial justice in education to address the following question: How has educational equity been radically imagined by the community school movement in New York City to reframe how we understand success, meaningful school experiences, and the possibility for hope, healing, and racial equity in education? Using ethnographic methods, we answer this question by examining what went into the grassroots commitments of organizers and the grasstops implementation of the community schools' strategy at the district level. This examination sets a context for exploring what we saw happening at the school level, where we observed community meetings with organizers and district officials and interviewed key stakeholders about their deep histories of advocating for equitable reform. Drawing on an abolitionist paradigm, we describe how organizers such as those in NYC, who were… [Direct]

Myers, Ernest R. (1994). Multiculturalism as a Basis for Empowerment and Societal Reform. During the past 2 decades, population changes have resulted in a multiethnic society in the United States with cultural diversity beyond the imaginings of the country's founders, whose initial view of the concept of Americanism, and consequently multiculturalism, included racism and slavery. Multiculturalism cannot disunite America, because the country has never been united ethnically and cross-culturally. Multiculturalism as a social movement in America has the revolutionary potential of the Civil Rights movement. The National Association for Multicultural Education (NAME) is providing courageous leadership in the effort to include multicultural content in all educational curricula in the nation's education systems. The National Association for Equal Opportunity in Higher Education (NAFEO) has led the struggle for equity in higher education for African Americans and other ethnic minorities for a quarter of a century. NAFEO finds itself well placed to lead in the multicultural… [PDF]

(1971). Equal Educational Opportunity: Hearings Before the Select Committee on Equal Educational Opportunity of the United States Senate, Ninety-Second Congress, First Session on Equal Educational Opportunity, Part 20–Unequal School Practices. Washington, D.C., November 8, 1971. Contents of these hearings include the following: (1) the testimony and prepared statements of Dr. Mark Lohman, assistant professor, School of Education, University of California, Riverside; (2) \On the road to educational failure: a lawyer's guide to tracking,\–Em Hall, reprinted from \Inequality in Education,\ No. 5, Harvard Center for Law and Education; (3) \Ability grouping: do's and don'ts,\ Warren Findley and Miriam Bryan, reprinted from \Integrated Education,\ Issue 53, September-October, 1971; (4) \Voices from the South: Black students talk about their experiences in desegregated schools,\–Betsy Fancher, a special report from Southern Regional Council Inc., August, 1970; (5) \What students perceive,\ a report of the U.S. Commission on Civil Rights; with an introduction by Alvin F. Poussaint, M.D.; and, (6) \The miseducation of white children,\ reprinted from Chapter 4, \Institutional Racism in America,\ Prentice-Hall, Inc., 1969, Englewood Cliffs, N.J. (JM)… [PDF]

Carter, George E., Ed.; And Others (1978). The Urban Minority Experience: Selected Proceedings of the Annual Conference on Minority Studies (4th, April, 1976), Volume 5. The conference papers presented in this volume focus on the urban minority experience with regard to race, ethnic issues, and ethnic studies programs. The papers which deal with ethnic studies programs address such topics as American Indian Studies, Eurocentric bias in Western studies of Asia, black student alientation at small liberal arts colleges, continuing education programs for social workers, bilingual/bicultural education, innovative models for desegregation, and African Studies curricula. The papers which deal with race and ethnic issues address such topics as ethnicity and pluralism, the urban experience of Italian-Americans, the deportation of Mexicans from East Chicago in 1932, Mexican-American stereotypes, racism and Indian policy in North Carolina, and the increase in urbanization of blacks and the expansion of black participation in nationally based voluntary associations. (Author/EB)…

Yoshioka, Robert B.; And Others (1973). Asian-Americans and Public Higher Education in California. Asian Americans in urban, suburban, and rural areas of California encounter complex social, economic, and psychological problems. Many are confronted by political insensitivity, economic exploitation, overt and covert racism as well as blatant and de facto forms of discrimination. Most educational institutions in California fail to respond to the educational needs of Asian Americans. Access to higher education does not assure the opportunity to learn about the problems facing the various communities; no forum is provided in which Asian students can explore creative solutions to these problems in the formal course of their studies. This document describes the situation of Asian Americans in postsecondary education and recommends reasonable alternatives that will hopefully result in a greater degree of educational self-determination for Asian Americans as well as the general populations. (HS)… [PDF]

Wynne, Joan T. (1999). The Elephant in the Living Room: Racism in School Reform. When serving economically disenfranchised African American children, school systems often unconsciously respond from a racist and class biased paradigm. Teachers often unconsciously operate from a framework of low expectations for these students' success. Society often supports the notion of students getting by with less because less is all the schools believe they can do. The Urban Atlanta Coalition Compact (UACC) is one current reform effort. As researchers engage with UACC schools that are struggling with ways to create better learning environments for African American children, they have observed that racism is a significant factor in the failure of schools to meet these students' academic needs. A 1997-99 research effort explored what could be done as a collaboration of schools and universities to remedy this situation. This paper discusses the early manifestations of racism encountered in the formation of the UACC project during its planning meetings with the steering… [PDF]

Johnson, Tammy; Krajcer, Menachem (2006). Facing Race: 2006 Legislative Report Card on Racial Equity. California. Applied Research Center This Legislative Report Card assesses how California's governor and Legislature have handled bills it says affected racial inequities–or might have if they had been signed into law. The report examines an eclectic collection of bills that addressed the minimum wage, the creation of a single-payer health care system and other issues in education, health care and civil rights. Legislators' support of the bills identified by the group mirrored the proportion of non-white residents in their districts, according to the report. The Report Card covers four issue areas: (1) education; (2) economic justice; (3) health; and (4) civil rights. Each section provides an overview of racial disparities, a description of key legislation advanced in 2006, and a summary of grades for the Assembly, Senate, and Governor. This Report Card also exposes missed opportunities, revealing where and how racial equity policies were undermined throughout the legislative process. An additional section tracks… [PDF]

Brooks, Spirit Dine'tah; Sabzalian, Leilani; Springer, Shareen; Weiser-Nieto, Roshelle (2023). "We Should Have Held This in a Circle": White Ignorance and Answerability in Outdoor Education. Journal of Environmental Education, v54 n2 p114-131. This critical ethnography highlights an ongoing research partnership between two Indigenous studies scholars and their effort to prepare outdoor educators to support Indigenous students more effectively in their programs. After a listening session at the Oregon Indian Education Association annual conference where Indigenous educators and community members urged the Oregon State University Outdoor School program to address how outdoor education reproduced stereotypes of Indigenous peoples and appropriated Indigenous knowledge systems, the authors developed and implemented a series of professional development workshops for outdoor educators in various regions throughout Oregon. The workshops sought to prepare outdoor educators to more effectively support Indigenous students in their classrooms and schools. This article documents the ways outdoor educators embraced or evaded those concepts and commitments and offers recommendations for outdoor education programs and professional… [Direct]