Coursen, David (1976). Conflicting Moralities in Education. NAESP School Leadership Digest Second Series, Number 11. ERIC/CEM Research Analysis Series, Number 26. This booklet examines various problems involving the moral content and implications of education and discusses some of the difficulties school officials face in trying to accommodate the diverse moral values of different segments of American society. The author argues that, because unintentional moral training takes place in all schools through their "hidden curriculum," schools should develop a deliberate and systematic approach to moral education. The booklet is organized into three major sections. Section 1 presents a brief case study of the West Virginia textbook controversy and points out the difficulties that public controversies over evolution, sexism, and racism create for textbook selection. Section 2 discusses the background and rationale for moral education and reviews some representative literature on the topic. Section 3 examines different approaches to designing a moral education program, focusing mainly on Kohlberg's moral development model and on various… [PDF]

(1983). Screening Educational Equity: A Filmography. Films, filmstrips, and videotape cassettes portraying a variety of multicultural experiences are listed in this catalog. All are educationally appropriate for use in the classroom and/or for staff development. Each entry in the alphabetical listing contains the length of the item, the date it was made, the target audience, and a brief description of the contents, as well as information on purchase and rental. Following the alphabetical listing, a subject index lists titles under the following: career education, civil rights movement, employment and affirmative action, gifted and talented, hate and violence, math and science, multicultural education/human relations, racism/prejudice, role models, and staff development. Instructions on how to borrow a film, filmstrip, or cassette from the Mid-Atlantic Center for Race Equity are provided at the back of the catalog. (CMG)… [PDF]

Baker, Bernadette; McDonald, Peter; Mills, Kathy A.; Wang, Liang (2023). AI, Concepts of Intelligence, and Chatbots: The "Figure of Man," the Rise of Emotion, and Future Visions of Education. Teachers College Record, v125 n6 p60-84 Jun. Background: Artificial intelligence (AI) applications have been implemented across all levels of education, with the rapid developments of chatbots and AI language models, like ChatGPT, demonstrating the urgent need to conceptualize the key debates and their implications for a new era of learning and assessment. This adoption occurs in a context where AI is dramatically remapping "the human," the purposes of schooling, and pedagogy. Focus of Study: The paper examines how different formulations of "human" became interwoven with the sliding signifier of "intelligence" through a series of violent exclusions, and how the shifting contour of "intelligence" produces uneven and unjust ontological scales undergirding both education and AI fields. Its purpose is to engage the education research community in dialogue about biases, the nature of ethics, and decision-making concerning AI in education. Research Design: This paper adapts a… [Direct]

Divinia Jithoo; Savo Heleta (2023). Differing Priorities: International Research Collaboration Trends of South African Universities, 2012-2021. Perspectives in Education, v41 n4 p252-274. This study analyses international research collaboration (IRC) trends of South African public universities during the 2012-2021 period. While previous studies have explored IRC trends between South Africa and the rest of the world, there is a gap in literature when it comes to the analysis of institutional IRC trends. Using bibliometric data from Scopus, we analyse the internationally coauthored scholarly output of 24 public universities. Our focus is on the annual and overall institutional IRC trends; a comparison of IRC trends between different institutional types; and an analysis of institutional IRC trends broken down by world regions. Our findings show that the inequalities rooted in colonial and apartheid policies continue to be evident in South African higher education, and that most of the scholarly output through IRC is produced by historically white institutions (HWIs). The findings highlight that HWIs prioritise IRC with the Global North while neglecting research… [Direct]

Baker, Colin (2001). Foundations of Bilingual Education and Bilingualism. Third Edition. Bilingual Education and Bilingualism 27. This book provides a comprehensive introduction to bilingualism and bilingual education. In a compact and clear style, bilingualism is discussed at individual, group, and national levels. The 20 chapters cover essential issues and controversies about language minorities and bilingual education. These include the following: defining who is bilingual; testing language abilities and language use; languages in communities and minority groups; endangered languages; language planning. Loss and revival; the development of bilingualism in infancy and childhood; bilingualism in the family; second language acquisition, aptitude, and motivation; age and language learning; bilingualism and intelligence; bilingualism and the brain; theories of bilingualism; bilingual thinking skills; the history of bilingualism in the United States; types and evaluations of bilingual education; minority language literacy and biliteracy; language minority underachievement; bilingual special education; the…

Morgan, Gwen G. (1991). Blueprints Education Task Force: Early Education, Elementary Education, and Alternative Education. This paper discusses three topics relevant to early child care and education: changing patterns in parenting; child care entitlements; and sex-role stereotyping and racism. Discussion of the first topic highlights the effects on parenting of such factors as: (1) high divorce rates; (2) poverty; (3) maternal employment; (4) shared parenting; and (5) lack of extended family support. To address these factors, support for changing parenting roles and educational support for parents are recommended. Discussion of the second topic, child care entitlements, examines the inability of working mothers, blue-collar workers, and those trying to escape from poverty to pay for high quality child care. It is argued that child care entitlements should not be based on government intervention in the family, but rather, should be consumer-oriented and supportive of parent choices. The use of vouchers for child care, and methods for funding child care entitlements, are considered. Recommendations for…

Autin, Diana MTK, Ed. (1994). "A Place for Every Child.". Advocate, spec iss Win-Spr 1993-94. This issue of "The Advocate" is a primer on reclaiming educational opportunities to which New York City children who are at risk of academic failure, due to disability, limited English proficiency, racism, and poverty, are entitled. The report calls for the assignment of consultant teachers, paraprofessionals, and other supportive staff and services to help teachers address the wider diversity of needs that educational reform will place in the mainstream classroom. It asks that a place be found for every child to the maximum extent appropriate in the general education classroom and that appropriate, challenging, quality instruction be provided to students who require a special education setting. Section I focuses on the current state of prevention, remediation, and support services implemented by the New York City Board of Education and recommends areas of improvement. Section II describes problems with existing special education services, highlights promising pilots, and… [PDF]

Angela M. Stiff (2024). A Texas-Sized Problem: A Narrative Inquiry on Systemic and Structural Discrimination Driving Disengagement among Texas Black Students Amid COVID-19. ProQuest LLC, Ed.D. Dissertation, Drexel University. Student engagement is more than attentiveness during instruction; it is the bedrock of making sense of knowledge materializing within classrooms. Yet, teachers in Texas are finding it daunting to amass engagement among Black students returning to in-person learning amid COVID-19. Challenges catalyzed by COVID-19 discriminatory practices emerging through systemic and structural racism had a direct impact on engagement within educational institutions. The purpose of this qualitative narrative study was to explore stories shared by Texas elementary teachers regarding ways they adapt their instruction to re-engage Black students given the discriminatory practices exacerbated during COVID-19. The researcher derived data from seven individual semi-structured interviews and an artifact analysis. A researcher's journal was maintained for ongoing reflection and data collection. Three themes emerged from the data analysis: (a) Disrupted Learning, (b) Barriers to Engagement, and (c) Teacher… [Direct]

Vanden Brink, John D., Ed.; Wilbur, Thomas, Ed. (1971). Outside the Net; A New Magazine in Education. (Special Issue, Spring 2). The stated aim of "Outside the Net" is to analyze and reveal the dominant educational system from a radical perspective and to work to create a new one. To that end it publishes articles critical of the present educational system, such as a critique of the "cult of I.Q." and an expose of racism in Nancy Drew mysteries. The magazine also contains articles about some new approaches to education, such as a report on the Seminar-On-Wheels project, a first-hand account of a classroom teacher's attempt to divide his classroom into activity areas, and a biography outlining the educational ideas of Homer Lane, a pioneer in educational experimentation. There are also extensive book reviews and a list of resource organizations and publications dedicated to alternative education. (JY)…

(1980). Needed Systems Supports for Achieving Higher Education Equity for Black Americans: A Synthesis Document. An Analysis, Report, and Recommendations for the Establishment of National Program Objectives and System Supports Designed to Support the Achievement of Equity for Black Americans in Higher Education. Findings from a study on system supports needed to achieve equity in higher education for black Americans are synthesized in this report. The needed support systems are identified as: (1) Federal educational policy; (2) research; (3) human resources; (4) socioeconomic/sociopolitical support; (5) higher education planning; and (6) monitoring and evaluation. Research findings point out the major problems stemming from the inadequacies of each of these social, political, and educational structures in providing the climate necessary for the advancement of black colleges and universities. The problems include an inadequate research base on issues of concern to blacks; black underrepresentation in significant decision-making processes; social and political barriers to black advancement (such as institutionalized racism, low black economic status, and intellectual conservatism); lack of effective higher education planning; and limited monitoring and evaluation relevant to black higher… [PDF]

McDonald, Arthur (1973). Value Conflicts as a Cause for Drop Outs. The basic causes for the high rate at which American Indians drop out of college were listed and discussed in this paper. Information gathered from interviews with Indian students was presented along with the author's personal interpretations. The stated causes of the high drop-out rate were education, finances, racism, role models, and cultural differences. The inadequacies of education in reservation and near-reservation schools were mentioned as major stumbling blocks to successful higher education for many Indian students. It was noted that the differences in values of the reservation Indian, in terms of overall objectives as well as daily life styles, created in the Indian student conflicts that contributed to the drop-out problem. It was the author's stated opinion that the drop-out problem will continue until institutions can learn to be accepting of other values and can learn that there might be other meaningful life objectives. (PS)… [PDF]

(1993). Paths to African American Leadership Positions in Early Childhood Education: Constraints and Opportunities. This study was conducted to assess the current status of African-American leadership in early childhood education, explore the reasons for underrepresentation, and identify strategies to increase African-American participation as leaders in the field. Through a literature review, existing survey data, and personal interviews, it was found that a lack of college degrees and financial resources for higher education prevent a substantial proportion of African Americans from advancing from assistant teacher to teacher or director and beyond. Also, subtle forms of racism interfere with the career development of African Americans, including the careers of those who have earned advanced degrees and become early childhood leaders. The NBCDI recommends that: (1) more data be collected on all leaders in early childhood education; (2) there be increased opportunities for personnel already in the field; and (3) a consortium of teacher training institutions that specialize in early childhood…

Vontress, Clemmont E. (1974). Self-Hatred in Americans of African Descent. In spite of attempts to destigmatize themselves with the \black is beautiful\ rhetoric, efforts by Americans of African descent to disavow their imputed inferiority have not been successful. The black is reacted to as a handicapped person by the white American. Whites look with disdain on black-white sexual relationships, black language, and culture. They discriminate against blacks in housing, education, employment, religion, and criminal justice. The effect of these responses on the self-concept of the rejected black person is self-hatred, because consciously and unconsciously the dominant person's acceptance means so much to him. The most direct way to remove self-hatred in black Americans is to excise racism in the society at large. (Author/DE)… [PDF]

Hinton, Kandace G.; Patitu, Carol Logan (2003). The Experiences of African American Women Faculty and Administrators in Higher Education: Has Anything Changed?. New Directions for Student Services, n104 p79-93. This chapter explores factors of concern for, and overall experiences of, African American female faculty and administrators, including salary issues, affirmative action, racism, sexism, homophobia, campus climate, isolation, tenure and promotion processes, and salary. The data reported here were gathered during a study of African American women in administrative roles in higher education and from Patitu (2002). These issues have surfaced over the years for the respondents. This leads the authors to conclude that little has changed for these African American women and to speculate that little has changed for African American female faculty and administrators in general. Recommendations for making institutions of higher learning more attractive to and receptive of African American women administrators and faculty are discussed…. [Direct]

(1969). Galaxy Conference on Adult Education. The Association of University Evening Colleges held its 1969 conference in conjunction with the Galaxy Conference on Adult Education. Over 4,000 people representing 21 different organizations interested in adult education attended. Presentations dealt with the areas: learning to change, imperatives for action, the Nixon administration and continuing education, higher education, The Federal City College, the Middle East, the white racism. Problem clinics focused upon new opportunities, counseling and admissions, the need for work with the community college, marketing and promotion, and associate degrees in the evening college. Among other things, the supplementary section contains the financial statement, and reports from the following committees: legislative, membership promotion, research, junior colleges, special programs for women, urban extension, joint AUEC-NUEA student personnel, and budget and finance. Appendixes present the roll of past presidents and annual meetings, AUEC… [PDF]

David, Jane L.; Goren, Paul D. (1993). Transforming Education: Overcoming Barriers. Barriers to progress in educational reform exist inside and outside the education system. Some arise where new practices encounter traditional expectations and boundaries, but others go much deeper than education, such as poverty, racism, local political conflicts, and human resistance to change. The following five categories of barriers are particularly prevalent and significant among the vanguard schools and districts in this study: (1) lack of clear direction; (2) weak incentives for change; (3) regulatory and compliance mentality; (4) limited learning opportunities for educators; and (5) poor communication. Governors can use their roles as leaders to help overcome these barriers by promoting goals that support high performance and access to resources. Like schools, state education systems cannot be reformed overnight, but progress to date, documented by several case studies, indicates that systems can move forward. The work of vanguard schools, leaders in educational reform, is…

Weenie, Angelina (2000). Post-Colonial Recovering and Healing. Notions of white supremacy, racism, sexism, and patriarchy constitute the power relationships and hierarchical structures of colonialism. Power is accessed when certain cultural forms are made to prevail over others, thus producing racialized and marginalized identities. The will to control what is different is the main tenet of colonialism. European supremacy is based on the civilized/uncivilized dichotomy. The colonizers are depicted as advanced, the colonized as backward. This dichotomy permits ideas about the biological bases of racial inequality, supports dominance and control, and is also used to define male/female power relations. Colonialism is sustained by an intimate relationship with education and government. In Canada, subjugation of Indigenous peoples by armed conflict was followed by the establishment of residential boarding schools and the implementation of the Indian Act of 1876. Resisting colonialism requires that those that are \othered,\ excluded, or discriminated… [PDF]

Skovsmose, Ole (2006). Research, Practice, Uncertainty and Responsibility. Journal of Mathematical Behavior, v25 n4 p267-284. Three issues concerning the relationship between research and practice are addressed. (1) A certain \prototype mathematics classroom\ seems to dominate the research field, which in many cases seems selective with respect to what practices to address. I suggest challenging the dominance of the discourse created around the prototype mathematics classroom. (2) I find it important to broaden the school-centred discourse on mathematics education and to address the very different out-of-school practices that include mathematics. Many of these practices are relevant for interpreting what is taking place in a school context. That brings us to (3) socio-political issues of mathematics education. When the different school-sites for learning mathematics as well as the many different practices that include mathematics are related, we enter the socio-political dimension of mathematics education. On the one hand we must consider questions like: Could socio-political discrimination be acted out… [Direct]

Campbell, Santiba D. (2010). Race Still Matters: How Race Influences Success and Satisfaction for African American College Students. ProQuest LLC, Ph.D. Dissertation, University of Delaware. Research by the American Council on Education (Wilds, 2000) has shown that while graduation rates for African Americans have increased, they are still below that of Whites. This difference may be explained by race. It is probable that African American students are facing more experiences with racial discrimination or other factors that make their race, more salient especially on the campuses of Predominantly White Institutions. This program of research addressed the social and academic factors of African American college students and how these experiences promote or inhibit their persistence towards graduation and self-worth. Specifically, how the significance of race and TRIOS, a cultural life view (Jones, 2003) contribute to determining whether or not the degree to which one's interpretation or reaction to racial discrimination undermines or preserves their success and satisfaction. Three studies examine the constructs of TRIOS and racial identity as mechanisms to maintain or… [Direct]

Casso, Henry J., Ed.; Roman, Gilbert D., Ed. (1976). Chicanos in Higher Education: Proceedings of a National Institute on Access to Higher Education for the Mexican American (Albuquerque, New Mexico, July 1975). In July 1975, a national institute was held in Albuquerque, New Mexico, to propose ways of improving Chicano access to higher education. The institute, dedicated to the memory of New Mexico educator Dr. Dolores Gonzales, brought together Chicano educators and representatives of public and private universities, state governments, and the Federal government. They examined the patterns of education and racism that encouraged Chicano students to drop out long before college and proposed educational and political reforms to make bilingual/bicultural education a reality. The proceedings of the institute propose higher education reforms such as open universities, flexible admission standards, Chicano colleges, and increased financial aid. Also discussed is the employment of Chicanos as faculty members and administrators in institutes of higher learning, and ways to improve Chicano participation in these areas. Other topics discussed are the current trends in student admissions and…

Bensimon, Estela Mara (1992). Feminist Thought as a Source of Critique and Reconceptualization of Multiculturalism in Higher Education. This paper uses feminist theory in exploring multicultural change in academic institutions of higher education. It argues that multiculturalism, while attaining increased acceptance in academic institutions, is actually being shaped to fit into the established organizational parameters without any discomfort to or real change within the organization. Insights are used from feminist thinking to construct a critique of the institutional strategies being used on some college campuses to bring about multicultural organizational change. These insights serve as a focus for examination of current approaches being used in multicultural education in three areas: (1) the trouble with additive approaches; (2) the trouble with bipolar differences; and (3) the trouble with the problematics that define multicultural education. The paper concludes with the argument that as long as academic institutions attempt to implement multicultural education without first coming to terms with the presence of… [PDF]

Wallenfeldt, E. C. (1983). American Higher Education: Servant of the People or Protector of Special Interests? Contributions to the Study of Education, Number 9. Current conditions at U.S. colleges and universities are discussed. Consideration is given to the nature of special interests and factions in American society and the system-wide influences of corporate power, militarization, racism, sexism, and overquantification as they pertain to higher education. The internal and external governance of colleges are also addressed, including trends and problems relating to college boards of trustees. In considering the responsibilities of the chief business officer, attention is directed to accounting, budgeting, and financial reporting, as well as trends influencing business operations and the outcomes of these trends. Among institutional advancement activities covered are communication and public information, intercollegiate athletics, fund raising, and alumni relations. Public service is also considered, including extension services and continuing education, the urban university, the community college, and community education. Additional…

(1975). Fact Sheets on Institutional Racism. This fact sheet on institutional racism contains statistics on white control of the economy, health, housing, education, the media, and government. It also shows the oppression of minorities in these areas. The areas of wealth, the stock exchange, business, banks, unions, poverty, and unemployment, are discussed in terms of economy. Health matters discussed include life expectancy, death and birth rates, health care and diseases. Topics such as banking, realtors, suburbs and jobs, segregation and rents, ownership and quality of housing, the aged, and the findings of the U.S. Commission on Civil Rights of 1974, are included under housing. Education issues include school boards, professional staffs and college faculty, minority groups, suspensions, professional schools, professional education, and education budgets. Newspapers, magazines, publishing, television, radio, and broadcasting are discussed under the media. The statistics provided for the area of government include material…

(1992). ERIC Digests, 1988-1991: A Compendium of Forty Titles. This compendium contains 40 ERIC Digests published by the ERIC Clearinghouse on Educational Management from 1988 to 1991. Listed alphabetically by title, the digests discuss a wide range of topics related to school management and administrative responsibilities, followed by 8 to 15 references. Topics covered include AIDS/HIV education; evaluation of students, personnel, and academic programs; school finance, accountability, and fiscal policy concerns; school safety and security issues; treatment of racism, sexual abuse, drug abuse, and drug-affected children; programs for at-risk youth and their families; and recruitment of minority teachers. Other topics are changing school demographics; team management, school-based management and school restructuring; policy analysis; strategic planning; teacher and administrator preparation; the state-school district relationship; the role of education; magnet schools; and parental involvement in the education process. Each of these Digests also… [PDF]

Williams, Sherri (2023). Politics, Press, and the Pandemic: Analyzing the Effectiveness of a Student Journalism Project. Journalism and Mass Communication Educator, v78 n3 p343-359 Sep. This study examines the effectiveness of a race and reporting course-based student journalism project, a partnership between a university and a national media outlet, which aimed to center the concerns of young voters during the 2020 presidential election and expand training of student journalists. This qualitative study explains how student journalists' training in intersectional reporting helped them to produce complex stories about diverse young voters' presidential election concerns during one of the most unique presidential elections in American history–one held during a global health pandemic and on the heels of a racial justice uprising…. [Direct]

Davis, Matthew D. (2006). Exposing a Culture of Neglect: Herschek T. Manuel and Mexican American Schooling. Research in Curriculum and Instruction. IAP – Information Age Publishing, Inc. In this book Professor Davis illustrates the often unexpected reach of historical research intended originally to fill a knowledge gap. He found a forgotten figure from the past who as a scholar and teacher had contributed significantly to education. Manuel's story warranted attention, but in reconstructing it Professor Davis discovered leads to a more complex account in which the key actor, his ideas, and certain precise, albeit dynamic, social conditions intersected and influenced each other. In the end the book not only fills a gap, making the history of education in Texas and the United States more complete, it also underscores the thrust of other recent contributions to Latin American studies in casting doubt on the reliability of previously accepted standard histories. These accounts now seem dated and suspiciously wrong-headed. New research like that of Professor Davis pointedly suggests the old histories need to be reconceptualized, reorganized, and rewritten…. [Direct]

MEYER, HOWARD N. (1965). TOKENS OF TRUTH. A GENERAL ESSAY ON THE NATURE AND SCOPE OF THE NEGRO HISTORY MOVEMENT AND A REVIEW OF PUBLICATIONS DEALING WITH THE HISTORY OF THE NEGROES ARE PRESENTED. THE PUBLICATIONS INCLUDE–"THE STRUGGLE FOR FREEDOM AND RIGHTS–BASIC FACTS ABOUT THE NEGRO IN AMERICAN HISTORY" BY THE PUBLIC SCHOOLS OF THE DISTRICT OF COLUMBIA AND "THE NEGRO IN AMERICAN HISTORY" BY THE BOARD OF EDUCATION, CITY OF NEW YORK. THE NEGRO HISTORY MOVEMENT IS CONCERNED WITH THE CONTRIBUTIONS OF INDIVIDUAL NEGROES THROUGHOUT HISTORY, THE EFFECTS OF PAST OPPRESSIONS INVOLVING BOTH NEGROES AND WHITES, THE STORY OF THE STRUGGLE FOR EQUALITY, THE NATURE OF THE AFRICAN HERITAGE, AND THE FULL EXTENT TO WHICH HISTORY HAS BEEN DISTORTED OR SUPPRESSED IN ORDER TO CREATE AND PRESERVE RACISM. THIS ARTICLE WAS PUBLISHED IN"INTEGRATED EDUCATION," ISSUE 13, FEBRUARY 1965….

Butler, Johnnella E., Ed.; Walter, John C., Ed. (1991). Transforming the Curriculum: Ethnic Studies and Women's Studies. This book provides a collection of 19 essays that discuss curricular change in higher education regarding ethnic and women's studies, and presents the theoretical and practical bases for accomplishing this restyling. The papers and authors are as follows: \The Difficult Dialogue of Curriculum Transformation: Ethnic Studies and Women's Studies\ (Johnnella E. Butler); \Funding Women's Studies\ (Caryn McTighe Musil, Ruby Sales); \Private Foundation Grants to American Ethnic Studies Departments and Programs, 1972-1988; Patterns and Prospects\ (Katharine Bolland, John C. Walter); \Different Voices: A Model Institute for Integrating Women of Color into Undergraduate American Literature and History Courses\ (Johnnella E. Butler, Betty Schmitz); \Transforming the Curriculum: Teaching about Women of Color\ (Johnnella E. Butler); \Teaching 'White Women, Racism and Anti-Racism' in a Women's Studies Program\ (Ruth Frankenberg); \Gender and the Transformation of a Survey Course in Afro-American…

Ann M. Ishimaru; Regina Elmi (2024). "Showing Up for Each Other": Designing Community and Living Solidarities with Families. Educational Forum, v88 n4 p441-457. Despite the colonizing dynamics of educational institutions and the extractive research paradigms of academia, we argue that family- and community-centered research partnerships can foster collective care, cross-racial solidarities, and more just educational ecosystems. Drawing from a long-term community research collaboration, the authors (a university professor and community-based organizational leader) offer three grounded examples of our efforts to live cross-racial solidarities and realize healing and transformation with parent leaders and educators in perilous times…. [Direct]

Chelsea Williams; Jamie Bain (2023). Trauma-Informed Gatherings: What Does It Mean and What Does It Take?. Journal of Extension, v61 n2 Article 16. As community members continue to experience racial trauma at both individual and community levels, our Extension team responded by adapting an anti-racism leadership training program to be more trauma-informed. Our team designed a tool using Substance Abuse and Mental Health Services Administration's trauma-informed principles to support public health practitioners to facilitate trauma-informed meetings. This tool can be a starting point for Extension professionals to create more trauma-informed gathering spaces in all areas of their work…. [PDF]

Jones, Cara S.; Jones, Trevon R. (2022). "That Wild Month of September": Addressing Equity and Governance in a School Board Crisis. Journal of Cases in Educational Leadership, v25 n4 p307-319 Dec. This case focuses on the Board of Trustees of a large urban school district in Texas, as they worked to decide when learners would have the option to return to in-person learning even as the COVID-19 pandemic continued to affect the community, particularly communities of color. This decision-making process included two back-to-back school board meetings with 6 hr of public comment that suggested a divided community. The case raises questions of racial equity, quality educational opportunities for students, governance, and decision making during a time of crisis. Through a deep dive into a crucial moment, this case highlights the challenging nature of governance during a crisis…. [Direct]

Moule, Jean; Waldschmidt, Eileen (2003). Face-to-Face over Race: Personal Challenges from Instituting a Social Justice Perspective in Our Teacher Education Program. Teacher Education and Practice, v16 n2 p121-142 Sum. The authors, one African American and one white, use personal narrative and dialogue to examine the process of implementing a social justice perspective into a teacher education program. The process reported in this article unearthed issues related to race that caused unexpected tensions among a small faculty. For the white educator, this process entailed continuing a critical self-examination of her own racial identity development. For the African American faculty member, the process proved particularly stressful and isolating, yet led to an increased understanding of the nature of institutional racism. The authors' hope is that through sharing our struggles around race and social justice, others will be encouraged to begin or continue such transformative journeys…. [Direct]

Ali, Amal; Datta, Poulomee; Dresens, Emma; Faragaab, Nadia; Hall, Gabrielle; Heyworth, Melanie; Ige, Khadra; Lawson, Wenn; Lilley, Rozanna; Pellicano, Elizabeth; Rabba, Aspasia Stacey; Smith, Jodie; Syeda, Najeeba (2023). 'Somali Parents Feel Like They're on the Outer': Somali Mothers' Experiences of Parent-Teacher Relationships for Their Autistic Children. Autism: The International Journal of Research and Practice, v27 n6 p1777-1789 Aug. Effective parent-teacher partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from diverse backgrounds. Using participatory methods, we conducted semi-structured interviews with 15 Somali mothers of autistic children attending Australian kindergartens/schools to understand experiences of parent-teacher interactions. We used reflexive thematic analysis to identify key themes. We found that mothers were proud and accepting of their children. They had high expectations, particularly around children's independence. Mothers wished their children's differences were understood and supported by other people, including teachers. They were frustrated by low expectations of children, a lack of genuine communication from teachers and limited autism-specific knowledge, skills and experience within schools. They described racist attitudes towards their children and reported that they themselves had… [Direct]

Sarup, Madan (1991). Education and the Ideologies of Racism. As an introduction to education and the ideologies of racism within it, this book discusses the link between education and social class. The problematic relationship between class, gender, and race, and how this affects black students is addressed. The term "Black" is being used for nonwhite students rather than strictly those of African heritage; the author includes Asians in the discussion set in the context of Great Britain. The many racial ideologies that are being used against black people are explored, focusing on multicultural education as one such ideology. Art is discussed as a representative school subject that concretely demonstrates some of the problems of the multicultural and/or antiracist curriculum. Multicultural education is criticized for its emphasis on knowledge of other cultures, rather than on antiracism. It is argued that many teachers involved in multicultural education have a deficit view of working class culture and do not recognize that…

Bowker, Ardy (1993). Sisters in the Blood: The Education of Women in Native America. This book seeks to identify factors contributing to the educational success or lack of success of American Indian female students, and to offer a theoretical framework for understanding American Indian female students and their unique position within tribe and school. Part 1 covers: (1) America's dropout problem, particularly for minority groups; (2) the unique history and development of American Indian education; (3) racism and stereotyping directed at American Indians, and how research has reinforced stereotyping in the schools; (4) statistics on American Indian dropouts; and (5) Indian dropout theories focusing on personal problems, family background, and school factors. Part 2 details the results of extensive interviews with 991 women living on American Indian reservations. Subjects were 17 to 36 years old and included high school dropouts, high school graduates, and college graduates. Chapters outline findings related to poverty, cultural discontinuity, self-concept and… [PDF]

Bratt, Kirstin Ruth (2007). Violence in the Curriculum: Compulsory Linguistic Discrimination in the Arizona-Sonora Borderlands. Journal for Critical Education Policy Studies, v5 n1 May. In the small border town focalized in this article, just north of the Mexican and US border stations, daily businesses, including city council meetings, retail, and public services, are conducted in Spanish. Only the schools insist upon English, this insistence backed by state proposition 200, funded primarily by Ron Unz, but passed by Arizona voters in 2000. This is the type of policy Valdez criticizes when she explains the great burden that is placed on bilinguals through public policies. She identifies these policies as symptoms of public anger, writing that bilinguals "provoke the wrath of those who view concessions to linguistic diversity as fundamentally un-American". Furthermore, Corson explains that English-only policies reduce the status of minority-language speakers in every public context. While racial discrimination was once openly condoned and practiced under legal protection in the United States, Espinosa-Aguilar explains that it now continues under less… [Direct]

Nieto, Sonia (2000). Affirming Diversity: The Sociopolitical Context of Multicultural Education. Third Edition. This book examines the meaning, necessity for, and benefits of multicultural education for students of all backgrounds, providing a conceptual framework and suggestions for implementing multicultural education in today's classrooms. It presents case studies, in the words of students from a variety of backgrounds, about home, school, and community experiences and how they influence school achievement. There are 11 chapters in three parts. Part 1, \Setting the Stage: Approaches and Definitions,\ includes: (1) \Why the Case Study Approach?\ and (2) \About Terminology.\ Part 2, \Multicultural Education in a Sociopolitical Context: Developing a Contextual Framework,\ includes: (3) \Racism, Discrimination, and Expectations of Students' Achievement\; (4) \Structural and Organizational Issues in Schools\; (5) \Culture, Identity, and Learning\; (6) \Linguistic Diversity in Multicultural Classrooms\; and (7) \Toward an Understanding of School Achievement.\ Part 3, \Implications of Diversity…

Lewis, Ann (1990). Literacy for a Global Economy: A Multicultural Perspective. Conference Proceedings (El Paso, Texas, February 1990). A February 1990 meeting, held at El Paso Community College (Texas) honoring language and cultural diversity in the adult literacy field is summarized. The report describes the conference's tour activities sampling local cultural sites, presents "quotable quotes" of participants and leaders, and reviews the issues and trends in literacy education discussed in conference sessions. These issues include the following: (1) the need to balance workplace needs and learner needs; (2) lack of attention to the theoretical base for literacy education; (3) lack of understanding about family literacy and funding factors; (4) inadequacy of the delivery system; (5) appropriate use of the current opportunity for sound policy-making, program planning, and instructional material development; (6) the interest of business in literacy education; (7) program assessment and accountability; (8) bi-literacy and policies promoting "linguistic racism"; (9) a variety of successful literacy… [PDF]

Kezar, Adrianna J. (1999). Higher Education Trends (1997-1999): Policy and Governance. ERIC-HE Trends. The literature on higher education policy and governance has increased since the late 1980s, possibly in response to campuses' questioning of their traditional missions and processes, and focuses on five main areas: financial issues; assessment; accreditation and standards, especially for new forms of teaching and learning; nondiscrimination policies, particularly against racism and homophobia; and changing faculty roles, productivity, and tenure. Themes embedded within these areas include issues of public trust and accountability and accommodation of new environments and new students. An overview by Morsy and Altbach, \Higher Education in International Perspective: Critical Issues,\ provides insights for those trying to understand current policy issues at the macro level. The literature on governance, which tends to overlap the literature on policy, contains three common themes: the activism of boards and trustees, restructuring, and participatory governance. Lacking in the… [PDF]

Harris, Ian M. (2002). Peace Education Theory. During the 20th century, there was a growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse, 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. Peace education has five main postulates: (1) it explains the roots of violence; (2) it teaches alternatives to violence; (3) it adjusts to cover different forms of violence; (4) peace is a process that varies according to context; and (5) conflict is omnipresent. This paper traces the evolution of peace education theory from its roots in religious traditions of love, compassion, charity, and tolerance to modern theories based on reducing the threats of interpersonal and environmental violence. This brief review of some main contributors to peace education theory gives rise to… [PDF]

Spring, Joel (1995). The Intersection of Cultures: Multicultural Education in the United States. Designed to be used in courses devoted to the study of multicultural education, this book aims to outline conceptual foundations of multicultural education and to discuss differences in cultural perspectives. The book is divided into two parts. Part one provides the foundation of multicultural education; part two focuses on the perspectives on teaching multicultural education. The chapters are: Chapter 1, "The Intersection of Cultures"; Chapter 2, "The Multicultural Education Debate"; Chapter 3, "Cultural Frames of Reference: Monoculturalism, Biculturalism, and Ethnic Identity"; Chapter 4, "Cultural Frames of Reference: History, Gender, and Social Class"; Chapter 5, "The Intersection of School Culture with Dominated and Immigrant Cultures"; Chapter 6, "Teaching About Racism"; Chapter 7, "Teaching About Sexism"; Chapter 8, "Teaching and Language Diversity"; Chapter 9, "Teaching Ethnocentrism";…

McBrien, J. Lynn (2005). Uninformed in the Information Age: Why Media Necessitate Critical Thinking Education. Yearbook of the National Society for the Study of Education, v104 n1 p18-34 Apr. Much has been written about the power of media to influence the public through instruments of advertising and a variety of venues (Considine & Haley, 1999; Cortes, 2000; Kilbourne, 1999). In this chapter, the author has chosen to use a singular media focus–news–to support the critical importance of teaching media literacy skills to students. She offers analyses of, in particular, news reports about the United Nations World Conference Against Racism (UN WCAR) in 2001 and media representations of terrorism and Muslims since September 2001, to underscore the need for critical thinking skills and media education. She suggests that students in a democracy must learn how and why news stories are produced in order to think consciously and critically about information they learn from news media…. [Direct]

McCormick, Theresa Mickey (1994). Creating the Nonsexist Classroom. A Multicultural Approach. It is vital that teachers recognize the sexist structure of the field of teacher education and public school education so that they can be agents of change, rather than tools for reproducing the same system generation after generation. This book is intended for teacher educators to use in their undergraduate and graduate classes, offering theoretical and practical guidelines for developing and implementing a nonsexist curriculum. Following a history of the women's movement as a context for understanding current sex and gender issues, the discussion moves to establishing a theoretical research-based framework for understanding sexism, and continues with curriculum and instruction applications for teachers. Specific guidelines are offered for using nonsexist, inclusive language in addressing students. Major themes are that contemporary education perpetuates sexism, as it does racism, and that educational excellence cannot be attained in the absence of educational equity for all. A…

Abdur-Rahman, Amina; And Others (1981). Status of Black New York Report, 1981. This is the fourth Status of Black New York Report, (1981) issued by the New York Urban League. A significant portion is based on the responses garnered from the New York City sample of a national survey of black households conducted by the Urban League. Examined are the needs, perceptions, and social and economic concerns of black New Yorkers. The first section describes the results of the survey which queried attitudes in the areas of employment, racism/discrimination, inflation, education, housing, health, family life patterns, household income, and voter participation. The second section is a program overview in the areas of education, employment and economic development, health, and housing. A status report by borough is given in section three. The last section reviews federal budget proposals for the following services: C.E.T.A., unemployment benefits, food stamps, education, Medicaid, the arts, social services, block grants, housing development, and mass transit. A summation,…

Howe, Harold; And Others (1970). Racism and American Education: A Dialogue and Agenda for Action. As a part of the responsibilities of the President's Commission for the Observation of Human Rights Year, a small group of diverse specialists was called together in 1968 to explore the role of education in combating racial discrimination. An agenda for action was prepared (using the education section of the Kerner Report) and used as a basis for the dialogue between members. This comprises the major portion of the report. In Part I, the discussion covers the following: \Racism and the Structure of American Schools\; \Competitive Systems and Structural Change\; \Class, Race, Separatism, and Integration\; \Ignorance and Identity\; \Black Studies\; \Black and White Colleges\; \Race and Teacher Training\; \Teacher Performance\; \Teachers Unions\; \Educational Rigidities\; and,\Changing the Climate of Prejudice.\ Part II contains the Agenda for action including twenty specific action recommendations: (1) to effect attitudinal changes; (2) to bring about structural and attitudinal…

Saracho, Olivia N., Ed.; Spodek, Bernard, Ed. (1983). Understanding the Multicultural Experience in Early Childhood Education. Chapters in this book are organized into sections devoted to (1) the nature of multiculturalism in children, (2) educational practices and materials, and (3) issues in preparing early childhood educators. The first four chapters in section 1 focus, respectively, on Mexican-American culture; the roots, culture, and learning styles of Black children; the use of the American Indian oral tradition with young children; and early education for Asian-American children. The fifth chapter in this first section discusses research findings concerning second language acquisition in early childhood. Chapters in section 2 explore classroom methods and materials for multicultural education, provide examples of racism and sexism in children's literature, suggest ways of counteracting racial and sex bias, and offer guidelines for successfully involving parents and the community in multicultural programs. Preparing teachers for multicultural classrooms and the role of educational institutions in…

Murphy, Peter (1987). Maintaining the Canadian Mosaic: Preparing School Leaders for the Challenge. Interim Report. Racial harmony and academic excellence are two important missions for contemporary Canadian education, and teachers and administrators must be able to promote a sense of belonging and community for its many minority groups as well as to provide all Canadians with an opportunity to share and enjoy the nation's rich cultural heritage. Education is one of Canada's most important and influential forces operating in its dynamic socio-cultural milieu. Yet, many school leaders possess minimal knowledge of multiculturalism and multi-racism, a deficiency that has generated many problems for provincial school systems. Through a variety of educational, cultural and social activities, the Canadian federal government has attempted to improve this situation, but there is an urgent need for new professional development programs to enable administrators to cope effectively with the unique problems generated by contemporary Canadian society. (CB)…

Narang, H. L. (1984). A Survey of Teacher Education Courses and Competencies for Multicultural Classrooms. S.S.T.A. Research Centre Report No. 120. This study sought to determine what courses of study related to multicultural education were being offered by Canadian universities and what teacher competencies related to multicultural skills were considered important by professionals in Canada. Two questionnaires were responded to by 25 persons involved or interested in multicultural education. The first questionnaire resulted in a list of courses available at 14 universities: the five major topics discussed in these courses were: (1) minority groups, racism, prejudice, and discrimination; (2) study of cultures; (3) language and culture; (4) cross-cultural communication; and (5) curriculum development. In the second questionnaire, respondents ranked the importance of 18 multiculturally related areas of teacher competence. The five areas perceived as most important were: (1) developing cultural sensitivity; (2) integrating multiculturalism in various subject areas; (3) knowledge of the Canadian multicultural society; (4) dealing…

Lund, Darren E. (2006). Waking up the Neighbors: Surveying Multicultural and Antiracist Education in Canada, the United Kingdom, and the United States. Multicultural Perspectives, v8 n1 p35-43 Apr. Contemporary academic discourse about diversity and discrimination is a multilayered and contested landscape, with intersecting and conflicting views from a variety of ideological and theoretical positions even from within the field of education. Compounding this tumult are manifestations of nationalist perspectives that may employ similar terminology but in very different senses. Even among scholars who define themselves as working in the field of multicultural education there is a wide range of thought and activity that often confounds attempts to define a common purpose, or indeed, any meaningful expression of political solidarity among its avowed supporters toward social justice. Certainly no one desires a monolithic vehicle for a complex and multifaceted field of inquiry that holds diversity near its heart, but scratching a bit at the perplexing and sometimes paralyzing contestation among multicultural educators might offer some helpful illumination. The author humbly undertakes… [Direct]

(1975). A Listing of Exhibit Items for the Materials Fair, August 12-15, 1975. This list of materials from a Teacher Corps Materials Fair is basically intended for use by teacher educators, and includes items dealing with many important aspects of teacher education. The first section is an annotated list of books, booklets, pamphlets, and papers published since 1968, some of which cover the following topics: (a) inservice education, (b) internships, (c) open classrooms, (d) futures of education, (e) competency based teacher education, (f) staff training and development, and (g) racism, desegregation, and minority groups. The second section contains protocol and training materials which basically concern improving teaching skills. Each item is described, addresses are provided, and some prices are listed. Section three is a list of films and filmstrips which cover a wide variety of topics in education. Each entry includes a description, the length of the film, and the address of the distributor. The last section contains an annotated list of kits, programs, and… [PDF]

Prophet, Matthew W. (1986). Forum on Dropouts. The Portland School District addresses the dropout problem through programs which fall into the following categories: (1) keeping students engaged in meaningful learning according to their needs, and counseling if necessary, (2) placing students appropriately; (3) monitoring their performance and (4) intervening to prevent and recover dropouts. Recommendations outline a system of education and youth training that considers the following: (1) the needs of families and children in order to ensure a good start in school; (2) basic academic skills and work maturity necessary for employment; (3) links among agencies and schools to meet developmental needs of children; (4) overcoming racism and lack of jobs; (5) individual learning needs of children; (6) dropout prevention; (7) personal support services, education, and employment and training programs for out-of-school youth; (8) expanded work experience opportunities for in-and-out-of-school youth; and (9) preparation for technological…

Shafer, Susanne M. (1978). Escape from Racism, Sexism, and Poverty for Minority Women: U.S.A. and U.K. Education is one means by which minority women in the United States and the United Kingdom may be encouraged to build their own particular escape from racism, sexism, and poverty. Of particular importance in their educational preparation to compete in the world are expansion of language competency and an understanding of their own culture and other cultures within their multi-racial, multi-ethnic societies. Other basic educational requirements include: (1) basic health and sex education; (2) family life studies; (3) history of women; (4) political education; and (5) career preparation. Because the socialization of girls in West Indian and East Indian families in Great Britain and in black and Chicano families in the United States exemplifies the concept of cultural dissonance, the education of minority women must help them to break free of the patterns imposed upon them by their own ethnic groups and the larger society. In general, minority women must begin to view themselves and…

Rowland, Michael L. (2006). Adult and Christian Self-Improvement Literature. Adult Learning, v18 n1-2 p15-17 Win-Spr. Many adults search for spiritual guidance and direction and persist in seeking answers to life in today's fast-paced world. With burgeoning economic challenges, political corruption, war in Iraq, poverty, health care concerns, environmental concerns, rising fuel costs, violence, racism, and oppression, many adults seek solace and greater understanding for their own lives. Some adults seek respite and comfort during these increasingly complex and challenging times by attending a church, temple, synagogue, or mosque, and/or by reading the Bible, Koran, or other books of wisdom, inspiration, encouragement, and empowerment. Many adults still participate in traditional forms of church worship activities, including Bible study groups and adult Sunday school classes that are fundamental to religious education. This article highlights a specific genre of popular religious literature. The author reviews some recent examples of popular religious literature, by focusing specifically on the… [Direct]

Finkle, Isaac, Ed.; Rieff, Philip, Ed. (1977). Moral Choices in Contemporary Society: A Courses by Newspaper Reader. This reader, which contains 135 primary source readings about morality, is one of several college-level instructional materials developed to supplement a nationwide newspaper course on moral issues in contemporary society. The authors represent a diverse group including theologians, psychologists, politicians, professional athletes, lawyers, and educators. The moral issues are explored from all viewpoints. They cut across differences in social class, level of education, and ethnic origin. Content, presented in 16 chapters, includes issues of sexual morality, abortion, aging, international and domestic politics, law, crime, pornography, racism, science, business, and education. Some of the readings such as William Graham Sumner's \Respect or Contempt for the Aged\ are scholarly essays; others such as Linda Wolfe's \Playing Around\ are personal statements of life experiences. Because the content focuses on contemporary moral issues, the majority of the readings are contemporary. Some,…

Ingram, David (2004). Looking Forward–Looking Back: A Personal Perspective. Babel, v38 n3 p4-15, 38 Sum 2003-2004. In this paper, the author looks back over some 43 years of involvement in language teaching and examines the progress educators have made as a profession. He also considers their present situation, given a Federal Government, which, at least until this year, has seemed antipathetic to languages education, and State and Territory Governments which, for the most part, have been all too willing to use this lack of Federal leadership to excuse their own relative inaction in the area of languages education. This lack of leadership at the political level has resulted in the regression of languages education almost to the point where it was two decades ago. Community attitudes towards language teaching have been further aggravated by the feverish eagerness with which, over the last six years, some politicians have grasped at racism–towards Aboriginals, Asians, and refugees–in order to win electoral favour. He also considers what the future might hold for languages education and how they,… [Direct]

Medlin, Kristin D.; Smith, Stella L.; Wendling, Lauren A. (2022). Operationalizing Antiracism in Higher Education Community Engagement. Metropolitan Universities, v33 n2 p109-128 Aug. Higher education must move beyond statements of solidarity towards action to support antiracist work at institutions. Although these statements of support are laudable, it can be challenging to successfully operationalize antiracism across all levels of an institution (individuals, activities/programs, courses, units, and entire institutions) and with all stakeholders (faculty, staff, students, and community partners). We suggest that community engagement is a key overlooked strategy and method for advancing antiracist agendas within institutions. Examples of how antiracist work actually manifests through community-university partnerships can help identify successful outcomes of antiracist practices and policies. This article will share findings from a series of dialogues engaging over 250 participants about the intersection of engagement and antiracism, and share a call to develop a set of metrics to assess and measure antiracism in higher education community engagement…. [PDF]

Hauer, Donna M. (2006). Confessions of a Recovering Racist. About Campus, v11 n1 p28-30 Mar-Apr. The author, formerly a co-leader of Nexus, a program that focused on the interconnectedness of different types of oppression, relates her personal experience on forming \first impressions.\ Participation in this program was open to students interested in the issues of diversity and was strictly voluntary and cocurricular. The program was bringing undergraduates together in a structured setting, providing opportunities for informal interaction and diversity education with the goal of breaking down stereotypes and building allies by building friendships. Joe, a student in the program, is a handsome, intelligent, confident African American man, extremely well mannered and well read but cautious, with a chip on his shoulder. The problem with Joe, assumed the author, was that he was stuck in his own issue–racism. That was understandable, given that he was a black man, but the author wanted him to be open to learning about the other oppressions. In this article, the author shares the… [Direct]

Read, Donald A. (1977). Looking In: Exploring One's Personal Health Values. This workbook deals with values clarification strategies in the area of health education. It is designed to serve as a tool for expanding self awareness. The underlying assumption is that cognitive knowledge is only half of what is necessary for understanding one's own feelings and making decisions about such potential life problems as drugs, sex, racism, environmental conditions, and so forth–the other half involves exploring gut reactions. Numerous classroom-tested exercises deal with such topical issues as drugs, physical fitness, consumer health, nutrition, sex, drugs, disease, accidents, environmental health, aging and death. It is hoped that the reader will be confronted with a need to look at his or her own behavior, to consider unproductive or unhealthy behavior, and to consider ways of changing. (MM)…

Hook, J. N. (1979). A Long Way Together: A Personal View of NCTE's First Sixty-Seven Years. This book is a history of the National Council of Teachers of English from its beginnings in 1911 through 1978. The nine chapters describe the beginning of the Council; its attempts to improve the teaching of English, especially at the secondary level; the development of the Council during and after World War I; the growing concern for student-oriented education during the 1930s; the effects of World War II and its aftermath on the Council; expanded goals and growth after World War II; the growing national and international influence of the Council during the 1960s; the Council's concern with and response to national problems such as racism, sexism, and war; and a look toward the future of the Council. (TJ)…

Marquez, Benjamin, Ed. (1975). Chicano Studies Bibliography: A Guide to the Resources of the Library at the University of Texas at El Paso. Supplement to 3rd Edition, 1974-75. Compiled to facilitate research in the field of Chicano Studies, this bibliography cites approximately 197 books and periodical articles published between 1937 and 1974. This bibliography is intended as a guide to select items which are part of the Chicano Materials Collection at the University of Texas at El Paso. Arranged alphabetically by the author's or editor's last name or by title, the entries are numbered sequentially. Entries include general bibliographic information, call number for books, and volume number and date for periodicals. Some entries include a short abstract. A subject index is provided. Twelve films and 55 tape holdings are also cited. The materials cover such subjects as the Chicano Movement, curanderismo, foreign relations, history, racism, Chicano literature, culture conflict, education, employment, and social conditions. (NQ)… [PDF]

(1972). Ways and Means of Teaching About World Order. These newsletters are a regular feature of the edition of the Progress Report sent to teachers, and further, supplement the World Law Fund's catalog of publications. Issues provide teachers with professional information on materials and techniques for teaching about world order. Typical inclusions present sample lesson plans and unit descriptions, announce new curriculum materials and innovative teaching techniques, and list resources on organizations, documents, selected bibliographies, and resource centers dealing with topics relating to teaching about world order. The eight issues, all dealing generally with world order, focus on foreign relations, peace, futurism, international education, racism, economic development, human rights, arms policy, and war. Those interested in receiving the mailings should request that their name be placed on the mailing list. (SJM)… [PDF]

Alexander, John; Saury, Rachel E. (2003). Story and Healing in Action: New Methods for Fostering Heart-to-Heart Dialogue about Race. Multicultural Education, v11 n2 p49-54 Win. In this article, the authors present a new interdisciplinary methods called \Story and Healing.\ These methods enable teachers to enter a discussion of the ills of white privilege and the epidemic of racism through the \back door\ approach. First, students are asked to contemplate transpersonal experiences such as healing and suffering, second, students are provided with tools to observe and analyze self and other, third, students are asked to apply these principles and methods to the study of a culture that is neutral to them, and fourth, the students are asked to contemplate the question of how narrative heals. The authors feel multicultural education should, at its foundation, have as a goal healing the pain \all\ Americans have around the issue of race. (Contains 10 notes.)… [PDF] [Direct]

(1976). Education: Problems in Equity. Several educational issues that are currently in the spotlight are discussed in this publication. They include: school desegregation, pregnant girls, teenage mothers, discipline, children with special needs, sex discrimination and Title IX, Title I — Compensatory Education, privacy and the right to records, and racism and sexism in text materials. Background information for each problem discussed is included; for instance, a desegregation update includes a discussion on the courts and metropolitan desegregation, including the Boston experience. Sex discrimination and Title IX focuses on the coverage provided by the legislation and addresses issues such as admissions, employment, athletics, physical education classes, financial aid, vocational education and counseling. Compensatory education provides information on how the program works, funds distribution, and parent advisory councils. The section on privacy and the rights to records addresses issues such as the law and its… [PDF]

McKay, M. M.; Pinto, R. M. (2006). A Mixed-Method Analysis of African-American Women's Attendance at an HIV Prevention Intervention. Journal of Community Psychology, v34 n5 p601-616 Sep. Grounded in a model of service utilization, this study conceptualizes attendance of African-American women at an HIV prevention intervention as associated with influences across three ecological domains–individual, service (program), and social network. First, the texts of responses to semistructured, open-ended elicitation interviews were analyzed. Survey items that conceptually matched the influences on attendance were then selected for subsequent analyses. In order to assess the contributions of groups of variables in separate domains, three blocks of independent variables were entered in a hierarchical regression. The hierarchical regression revealed that individual domain variables (age, level of education, and perception of racism) accounted for 18% of variance in attendance. After controlling for these variables, program domain variables (use of counseling and staff friendliness) accounted for an additional 7% of variance. The social network domain (influence of friends) did… [Direct]

Robinson, Jackie (1970). The SEEK Program: A SEEK Student's View. Community Issues, July 1970. The Search for Elevation through Education and Knowledge (SEEK) experience at Queens College has been a hectic and strained undertaking, culminating in a confrontation between black and white students which gained national attention. The white community at Queens reacted negatively towards SEEK students, faculty, and counseling staff. The frustration of the black and Puerto Rican community was the result of almost three years of coping with racism, budgetary mismanagement, and a dearth of black courses and teachers, and was aggravated by organizational changes which were seen as a move to destroy the SEEK program. This led to the formulation of the black and Puerto Rican Student-Faculty-Counselor Coalition. The Coalition outlined proposals designed to improve the quality of education. Demonstrations were planned to force the college to negotiate in good faith, but most of the efforts to improve education were frustrated. Black educational complexes are the only alternative to poor… [PDF]

Papastephanou, Marianna (2005). Rawls' Theory of Justice and Citizenship Education. Journal of Philosophy of Education, v39 n3 p499-518 Aug. Political liberalism purports to be independent from any controversial philosophical presuppositions, and its basic principles and features are often presented as the most accommodating of difference and heterogeneity, so long as the latter is not illiberal, oppressive and fanatic. Educational theory welcomes this assumption and attempts to utilise it in citizenship curriculum debates, often in a receptive and arguably uncritical way. I shall critique the above by unveiling the contestable epistemological and anthropological theses underlying Rawls' difference principle and by discussing the conception of education that they ground. I shall draw especially on sociology of education and its questioning of the "racism of intelligence" in order to show that political liberalism mistakes its self- and world-understanding as a reflection of general and undisputed facts. Further, I shall explain how a more critical perspective would give educational theory a more active role by… [Direct]

(2001). Alaska Native Education Study: A Statewide Study of Alaska Native Values and Opinions Regarding Education in Alaska. This document contains four reports detailing a four-phase research project on Alaska Natives' attitudes and values toward education. A literature review examines the history of Native education in Alaska, issues in research on American Indian and Alaska Native education, dropout studies, student assessment, language and culture, learning styles, teaching styles and teacher training, distance learning and technology-based education, parent and community involvement, and higher education. The other three reports present findings of interviews with Alaska Native educational and cultural experts; a random telephone survey of 1,000 Alaska Native households; and focus groups with students, parents, and elders in Anchorage and rural Aniak and with business representatives and human services personnel. Common themes that arose across the four studies included barriers to education for Alaska Native students, the role of language and culture in education, family and community problems… [PDF]

Nachbar, Cornelia, Ed.; Timpte, Robert, Ed. (1974). Human Relations Guide I: Inter and Intracultural Education. K-12. Curriculum Guide No. 39. This guide is intended to assist the educational system with curriculum in the area of racial minorities. It was developed by the Minnesota State Department of Education and provides guidelines for developing a K-12 curriculum in intercultural and intracultural education with attention to four designated minority groups in the state: American Indians; Black Americans; Mexican Americans; and Asian Americans. Thirteen goals for human relations are outlined along with a brief explanation of them. Student objectives and instructional activities are outlined for each goal. Under each goal are objectives and activities for primary, intermediate, junior high, and senior high school age groups. This is followed by a brief history of the four ethnic target groups in the state. Lengthy appendices discuss the legislative record on Civil Rights in Minnesota, demographic data on minority groups in the state, other Minnesota human relations curriculum guides, periodicals, books, and articles… [PDF]

Katz, Susan Roberta (2005). Emerging from the Cocoon of Romani Pride: The First Graduates of the Gandhi Secondary School in Hungary. Intercultural Education, v16 n3 p247-261 Aug. Despite recent educational reforms in Hungary, only 33% of Roma who enter primary school subsequently enroll in secondary school, and a mere 0.2% progress to higher education. To address this situation, in 1994 the Gandhi Secondary School opened its doors as the first college preparatory school for Roma in Europe. In 2000, the school graduated 18 of its original 56 students. Based on interviews conducted in 2004 with 10 of these students, two of the school's founders and two teachers, this paper documents the graduates' reflections on their experiences during high school and beyond. Data revealed that students found a second family at the school–indeed a protective cocoon–but did not always feel equipped to handle the racism they encountered later in both the workplace and university…. [Direct]

Davis, Sydney, Ed. (1988). Partners at School: A Handbook on How To Involve Indian and Metis Parents in School Activities. This handbook provides activities and methods that educators can use to encourage Indian and Metis parents to become more involved in the education of their children and in the provincial school system as a whole. Chapter 1 includes exercises and quizzes to help teachers understand their own views on cultural awareness, racism, and values. Chapter 2 contains exercises to stimulate teacher thinking on the purpose, nature, and goals of parental involvement, especially in regard to Indian and Metis parents. Chapter 3 focuses on some of the questions and concerns of many Indian and Metis parents in regard to participation in school activities. Chapter 4 offers suggestions and guidelines to school administrators for implementing policies regarding parental involvement in school divisions (districts). An appendix addresses the role of parent advisory groups. (MDM)… [PDF]

Citron, Abraham F. (1969). The \Rightness of Whiteness\: The World of the White Child in a Segregated Society. White children in our White-dominant society come early to feel that their skin color is the accepted one. If children are to have attitudes and behavior different from the general culture, they will have to be reared in a subculture of equality at home. Children should see their parents acting towards Blacks as they see them acting towards Whites. A basic step is involvement of White parents in organizations dedicated to building equality of opportunity in our society, such as employment, education, housing, etc. thereby moving society away from racism. Administrators and teachers should see that textbooks and teaching materials reflect the reality of a multi-group world. The White-ghetto outlook should be eliminated and children aided in breaking out of the white cacoon and into the world of real people. (LS)… [PDF]

Singh, Jane M. (1973). Language Education and Ethnic Children's Literature at Penn State University. Gross stereotypes, subtle distortions, and omissions in references to ethnic groups in children's literature play a direct part in forming children's attitudes at an early age. One of the requirements for elementary education teacher certification at Penn State University is a course in children's literature with an emphasis on guiding students into a discovery (via content analysis) of the racism and sexism which exists in children's literature. Students are made aware of stereotypes of the \savage\ Indian, the all brawn, no brains portrait of John Henry, the author-created stereotypical dialects, the subtle distortions of inherent ability, suggestions of white supremacy, the mockery of other cultural characteristics, distortions of historical realities, and derogatory words. Sexism in children's literature can be observed in the same forms: gross stereotypes, subtle distortions, and omissions. It is hoped that prospective teachers, through their own education and through their… [PDF]

Wahab, Zaher (1981). The Portland Public School System: From Panacea to Battleground. An indepth account of the conflict around the education of black students in Portland, Oregon, begins with a summary of the history of segregated schools since 1867. The paper presents a multidimentional analysis of school segregation and integration. Educational statistics are cited illustrating that academic achievement of blacks, who today comprise 20 percent of the students in Portland's public schools, is very low. Concern over racial segregation in the city's public schools first surfaced in the early 1960's. Conflicts since that time up to the present have generated numerous committees and commissions, a student transfer program, desegregation plans, and accounts of institutional racism encountered by black students bused to white schools. The final part of the paper describes the Black United Front (BUF), which questions both the theoretical-juridical underpinnings and practical outcomes of busing. The BUF has demanded parent involvement in the education of children, in… [PDF]

Soto, Lourdes Diaz, Ed. (2007). The Praeger Handbook of Latino Education in the U.S.. Volume 1. Praeger Latinos in the United States have fought hard to attain equality, especially in the field of education. "The Praeger Handbook of Latino Education in the U.S." focuses on this fight for equal educational access and represents a significant addition to American educational literature. The contributors to this volume reveal that many Latino children still face challenges that were present many decades ago. In addition to such obstacles as cultural conflicts and racism, they also face teachers, curricula, and assessments that are not always respectful to their backgrounds. Three major questions form the framework for this landmark work: (1) How can schools address issues of educational equity for Latino students in the U.S.? (2) How can curricula be reformed to address the needs of these students? and (3) How can scholars, community activists, and parents collaborate for the benefit of Latino learners in the U.S.? This book consists of two volumes. The volumes present A-Z… [Direct]

Soto, Lourdes Diaz, Ed. (2007). The Praeger Handbook of Latino Education in the U.S. Volume 2. Praeger Latinos in the United States have fought hard to attain equality, especially in the field of education. "The Praeger Handbook of Latino Education in the U.S." focuses on this fight for equal educational access and represents a significant addition to American educational literature. The contributors to this volume reveal that many Latino children still face challenges that were present many decades ago. In addition to such obstacles as cultural conflicts and racism, they also face teachers, curricula, and assessments that are not always respectful to their backgrounds. Three major questions form the framework for this landmark work: (1) How can schools address issues of educational equity for Latino students in the U.S. (2) How can curricula be reformed to address the needs of these students? (3) How can scholars, community activists, and parents collaborate for the benefit of Latino learners in the U.S.? This book consists of two volumes. The volumes present A-Z thematic… [Direct]

Norell, Irene P. (1976). Literature of the Filipino American in the United States: A Selective and Annotated Bibliography. This annotated bibliography presents some of the more important and some of the newer general material on the Pilipino American. It includes printed materials specifically mentioning Pilipinos in the United States or Pilipino Americans. Excluded are background works on the Phillippines, most government documents, newspaper articles and book reviews, some ephemeral difficult to obtain material, and some highly specialized works, such as those in education/psychology. The seven sections of the bibliography focus on: general works and works on Asian Americans; the Pilipino American in the United States, with special reference to California and Hawaii; Pilipino immigration and exclusion, including legal aspects; aspects of race and racism; social and economic conditions of the Pilipino American, with special reference to labor; Pilipinos in the Armed Forces; and, Pilipino students. (Author/JM)…

Walton, Sidney F., Jr. (1969). The Black Curriculum: Developing a Program in Afro-American Studies. This book attempts to present a documented and comprehensive chronology of a recent effort to secure a black curriculum in a large, urban community; to offer a blueprint for uplifting the black man in America; and, to incite society to change. The main body of the book is devoted to laying out a black educational program and curriculum. Among the topics discussed are the following: (1) the role of semantics in the perpetuation of racism; (2) the recruitment of black teachers; (3) the Afro-American Studies Program at Merritt College; (4) developing relevant course content and activities at all levels of education; (5) the role of black educators; (6) the role of white educators; and (7) counseling black students. Included in the text are short poems and interviews. (Author/JW)…

Claytor, Constance; Potter, Joan (1994). African-American Firsts. Famous, Little-Known and Unsung Triumphs of Blacks in America. Stories of more than 400 "firsts" by African Americans, break-through achievements in a variety of fields, are told in question-and-answer form ("Who was the first African American to …?"). These are stories of people who were forced to contend with racism, directly or indirectly, in their struggle towards goals that require dedication and effort. That these people were able to succeed in a climate of racial injustice adds to their achievement. Achievements are grouped into the following categories: (1) business; (2) education; (3) entertainment; (4) film; (5) history; (6) journalism; (7) law and government; (8) literature; (9) military; (10) music; (11) religion; (12) science and medicine; (13) sports; (14) theater and dance; and (15) visual arts. Over 75 pages of photographs are included. (SLD)…

Fehr, Dennis Earl (1993). Dogs Playing Cards: Powerbrokers of Prejudice in Education, Art and Culture. Counterpoints. Studies in the Postmodern Theory of Education. Volume 5. The brutality toward women, minority groups, underclasses, and the environment, that has haunted western civilization is linked to the three great western religions: Judaism, Christianity, and Islam. Further, it is suggested that capitalism is a primary mechanism by which this brutality is implemented. The book begins with a survey of western civilization that expands the traditional borders of the subject by including voices of women and other heretofore silenced groups. This survey uses the artistic record as its primary database. Following the survey, oppression in its contemporary forms is examined as it manifests itself in art, capitalism, censorship, education, race, sex, and violence. Eight chapters are organized in two sections. Section One: \A Revised Survey of Western Civilization\ includes: (1) \The Birth of Oppression\; (2) \From the Ancient World to the 'New' World\; (3) \Modernism\; and (4) \Postmodernism\. Section Two: \Education, Art, and Culture Today\ contains: (5)…

(1968). Proceedings 68; Association of University Evening Colleges; 30th, San Francisco, California, November 10-14, 1968. In this annual convention of the Association of University Evening Colleges (AUEC), emphasis was on the universities' proper urban extension role and responsibility in the inner city, and on steps toward greater flexibility and wider educational opportunities in higher continuing education. Whitney Young's keynote speech on the need to correct white racism was followed by commentary and questions and answers. Another speaker, from Oxford University, discussed the new social responsibility of English universities. In his own address, the AUEC president suggested 12 questions and problems for consideration or decisive action. Discussion sessions dealt with specific institutional responses to inner city educational needs (including leadership development and liberalized student recruitment and admission); academic credit by examination; adult degrees; noncredit certificate programs; continuing education in business and industry; and problems relating to student personnel services,… [PDF]

King, Joyce E. (2006). "If Justice Is Our Objective": Diaspora Literacy, Heritage Knowledge, and the Praxis of Critical Studyin' for Human Freedom. Yearbook of the National Society for the Study of Education, v105 n2 p337-360 Oct. The visionary social struggle that resulted in the 1954 "Brown v. Board of Education" decision did not take into account the ways ideologically distorted knowledge sustains societal injustice, particularly academic and school knowledge about black history and culture. This delimited vision of equal justice raises a number of questions of concern to this chapter: Is equal access to a faulty curriculum justice? What pedagogical alternatives are available, if academic scholarship and school knowledge are flawed by the ideology of white supremacy racism? If racial division is learned, does our vocation as educators call for the critical moral agency to realize the unfulfilled hopes of "Brown"? In other words, "if justice is one's objective," how can one educate for true human freedom? This chapter presents a morally engaged pedagogical approach that has evolved from the author's teaching and research on race, ideology, and education: the praxis of Critical… [Direct]

Rosen, David, Ed.; And Others (1974). We'll Do It Ourselves: Combatting Sexism in Education. The idea that women and gay people must \do it themselves\ forms the central theme throughout this book. The essays document the oppression women and gay people experience, and describe ways in which alternative futures can be built. In \channelling,\ the author describes the process by which sex roles are developed and hardened. Two essays graphically depict the interrelationship between racism and sexism. Another article reviews the literature documenting the way institutions of higher education discriminate against women. From his own experience and knowledge of gay struggles at colleges and universities, an author writes of \The Oppression of Gay People.\ The remaining essays describe practical ways in which women and gay people can begin to build alternative futures for themselves. Most chapters include a list of resources or a complete bibliography. (Author/PC)…

Wittes, Simon; And Others (1972). Resources for Social Change II: A Guide for School Administrators. This manual provides analyses of issues on and examples of programs relevant to contemporary school crises. Five authors comment on (1) the administrator's dilemma in school disruptions; (2) a case study of school disruption and the responses of two school administrators; (3) three major clusters of issues relevant to the state of American secondary education — racism, organizational structures and processes, and professionalism and accountability; and (4) some alternative administrative roles culled from prior discussions. In each chapter, the authors provide an analysis of key issues and describe a series of steps that can be taken to improve current school situations. The action plans suggested are taken from actual or modified versions of plans attempted in various schools throughout the nation. Related documents are EA 004 668 and EA 004 670. (Author/JF)… [PDF]

King, Susan E. (1994). African-American Women and Doctoral Study: Three Case Studies. Case studies are presented of three African-American women who earned doctoral degrees in physical education and sport disciplines between 1971 and 1990. Personal interviews were conducted with the informants on issues related to the campus environment as well as financial and academic factors. The case studies are analyzed in terms of the women's enrollment decisions, financial aid, advisor relations, the need for Black advisors, and alienation and racism in the campus environment. The case studies revealed that personal qualities such as faith, determination, and political savvy were essential to the persistence of these African-American women, as these personal qualities enabled them to function successfully in a predominantly white environment and to cope with nonsupportive faculty members. The study concludes that, although doctoral students of all races need a substantial measure of personal qualities and support, African-Americans and other ethnic minorities in physical… [PDF]

Ana M. Hernandez; Annette Daoud (2025). Reimagining Latinx Family Engagement in Schools through Technological Equity, Culture and Linguistic Assets. Journal of Latinos and Education, v24 n1 p170-183. Research related to the engagement of parents in education continues to perpetuate critical misconceptions in the education of English Learners (ELs), as ideological mind-sets and mislabeling of Latinx families intentionally diminish their roles, importance, participation, and histories. The effects of COVID-19 pandemic on mitigating online instruction, exposed the magnitude of the technological inequities for Latinx families already marginalized by systemic discrimination and social injustices. Schools not only need to commit to training all educators on how to engage all families but to also consider providing technology training to parents of ELs. This five-year study aimed to improve the education of ELs by increasing the engagement of parents through technology. The research presented how the parents' confidence levels on the use of technology remained moderate to low, even after participating in teacher-parent workshops targeted at increasing their skills. However, the study… [Direct]

Gallavan, Nancy P. (2005). Helping Teachers Unpack Their \Invisible Knapsacks\. Multicultural Education, v13 n1 p36 Fall. Sonia Nieto (2004) defines multicultural education as \a process of … basic education for all students … [that] challenges and rejects racism and other forms of discrimination in schools and society and accepts and affirms the pluralism … that students, their communities, and teachers represent\ (p. 346). This definition necessitates inclusion and authenticity (Neito, 2004. p. 353) emphasizing that all people, especially teachers, need to learn about and respect themselves, one another, and all other people in honor of their many diverse cultural characteristics (Banks, 2001; Zeichner, 1993). To achieve these goals, teachers must understand, facilitate, and appreciate pedagogy that is culturally responsive and responsible by creating educational environments that offer safe, welcoming, and caring communities of learners for all of their students (Gay, 2000). In this article, the author aims to equip teachers with defining opportunities to increase their levels of competence,… [PDF]

Troyna, Barry (1993). Racism and Education: Research Perspectives. Modern Educational Thought Series. This book focuses, from a British perspective, on the dilemma facing educational systems in culturally diverse societies: too much allowance for diversity can lead to fragmentation and loss of control; too little can lead to alienation, unrest, and loss of control. The book's first part draws on the author's research in educational policy in England and Wales at both state and institutional levels to argue that policy makers and practitioners have avoided coming to grips with one of the central impulses of culturally and ethnically mixed societies: racism. The second part focuses on the research enterprise itself. It highlights some of the methodological limitations of existing research on multicultural and antiracist education research, which has played a powerful role in the framing of educational policy and practice. The book's final chapter provides a defense of antiracist education against the criticisms mounted by those on the New Right, multiculturalists, and critical…

Blais, Dottie (2006). Ivory Tower: Lessons for a Teacher. Teaching Tolerance, n30 p18-22 Fall. In this article, a veteran teacher writes openly about a question that too often is left unspoken and unanswered: How does a teacher's whiteness get in the way of successful multicultural education? She relates some hard lessons she learned from an experience she had with Shonda, a gifted African American high school student regarding her perceptions about race. The teacher had tried to be color-blind, reasoning that blackness should not matter. Compassion and good intentions matter, but neither erases racism, and unless we first view each other as different, we can never see each other as the same. Both Shonda and her teacher never discussed race, but should have. Both student and teacher needed to acknowledge each other's, and their own, race, and all its cultural implications. The teacher learned that people do not need to be rescued; they need to be respected, and her protectionist attitude served only to alienate Shonda from her. Self-respect must be self-defined. Without it,… [Direct]

Wallace, Joan D., Ed. (1978). Cultural Pluralism and Citizen Education. Conference proceedings are presented which explored the relationship of cultural pluralism to citizen education. Discussants included members of federal offices, national organizations, state departments of education, and private foundations from the U.S. Office of Education, the Office of Bilingual Education, the Council of Chief State School Officers, the Association for Supervision and Curriculum Development, and the Council for Educational Development and Research. Three major topics were examined: (1) the implications of ethnic pluralism for citizen education, (2) the school's responsibility for teaching the implications of ethnic pluralism in citizen education programs, and (3) immediate action which schools might take regarding instruction in the implications of ethnic pluralism as an element of citizen education. Discussion of the first topic covered definitions of citizen education, the benefits of bilingual education, and racism as an impediment to social change…. [PDF]

Moore, Thomas L.; Reeves-Kazelskis, Carolyn (1992). Effects of Formal Instruction on Preservice Teachers' Beliefs about Multicultural Education. This study was conducted to determine whether formal instruction in multicultural education would produce changes in preservice teachers' beliefs about basic concepts related to the topic. The sample consisted of 31 preservice teachers enrolled in 2 sections of a practicum course in early childhood education. Three professors planned and delivered five hours of formal instruction, including lectures and an oral dialog between two professors of different racial backgrounds. Preservice teachers (N=31) received the instruction in three sessions. Prior to the first lecture session and six weeks after the last one, the education majors responded to the Survey of Multicultural Education Concepts (SMEC). The SMEC is designed to assess beliefs and attitudes about multicultural education with items representing: racism, sexism, stereotyping, linguistic views, special holidays, and educational practices. Results of the study suggest that carefully planned and implemented formal instruction… [PDF]

(1973). Non-Sexist Education for Survival. This collection of 11 articles focuses on sexism in education. \The Socialization Process\ refers to schools which, intentionally or not, reinforce cultural and sexual stereotypes, and maintains that schools should provide a model of nonstereotypic education. \Sex Role Stereotypes\ discusses certain educational conventions which still stereotype women and minorities by limiting interaction and by reinforcing beliefs about their lesser ability and value. \Education for Survival\ proposes some changes necessary for non'sexist education. \Education and Economic Survival\ maintains that groups without power or secure prospects of economic survival cannot effect change. \Counseling for Careers\ interviews the directors of seven college placement centers to discover where they are sending women graduates. \Schools and Physical Survival\ discusses women and physical activity. Many of the pluses of being a woman are described in \The Female of the Species.\\Sexual Stereotypes-Psychological… [PDF]

Kiselica, Mark S., Ed. (1999). Confronting Prejudice and Racism during Multicultural Training. This book examines multicultural training program components to assess how trainees adopt, digest, or resist multicultural principles and practices. The following chapters are contained in "Part I: Theoretical and Practical Considerations": (1) "Managing Resistance to Diversity Training: A Social System Perspective (Charles R. Ridley, Chalmer E. Thompson); (2) "How to Create a Climate for Cultural Diversity Appreciation within the Classroom" (MaryLou Ramsey); (3) "Innovative Pedagogy for Critical Consciousness in Counselor Education" (Don C. Locke, Marie Faubert); (4) "Understanding the Different Psychological Dispositions of White Racism: A Comprehensive Model for Counselor Educators and Practitioners" (Michael D'Andrea, Judy Daniels); (5) "R.A.C.E. – Racial Affirmation and Counselor Educators" (Michael Mobley, Harold Cheatam); (6) "Confronting Racism through Increased Awareness, Knowledge, and Skill as a Culture-Centered…

Jordan, Vernon E., Jr. (1976). The State of Black America, 1976. This report contains the National Urban League's statistics on the state of black America. The areas addressed are: the economy, employment, housing, health, education, legislation, crime, and social welfare. By any of the accepted indicators of progress-employment, housing, education, etc.–many of the gains blacks made over the past decade were either wiped out or badly eroded in 1975, and the portents for the future are not encouraging. The report is replete with facts that support the league's contention that 1975 was most destructive to black progress. In addition to the moral failures underscored, the report reveals unwholesome social policy trends. Basically, the Nation'sunwillingness to face up to the seriousness of the problems that years of racism have created, and the unwillingness to deal with those problems with the intensity and commitment their solution demands is emphasized. The report concludes with a number of recommendations that the American people should… [PDF]

Shulman, Judith (1992). Tender Feelings, Hidden Thoughts: Confronting Bias, Innocence, and Racism through Case Discussions. This paper describes a case study approach to multicultural education and examines what was learned from a project utilizing teacher-written cases in a seminar for new teachers. A case is described and analyzed. Data were gathered by reflecting on what had been taught about teaching in diverse classrooms and discussing potential implications for teacher education and professional development. Findings suggest that case-based teaching provides opportunities for teachers to accomplish many things: make explicit their beliefs about teaching and learning; test assumptions about practice; confront personal biases; achieve a deeper understanding of issues related to race, gender and culture; and transform what is learned into instructional practices tailored to students. The publication is organized into five sections: (1) Case Methods in Multicultural Education: Background; (2) Confronting Bias, Innocence and Racism: A Case in Point; (3) Findings: Impact on Participants, Changes in…

Gentry, Atron A.; Peelle, Carolyn C. (1994). Learning To Survive: Black Youth Look for Education and Hope. The stories of gang members and former gang members show that positive solutions can be found to the crisis of American urban youth. Personal experiences and challenges similar to those faced by young black students are used to indicate that there is hope. It is evident that poor black youth cannot survive or become part of the mainstream in America without economic improvement. Interviews with gang members and former gang members make it apparent that even the most cynical want to get an education and find the "hope factor." Opening chapters review the crisis state in which urban children exist and the problems of equal education and of race and class in education. Chapters 3 through 5 focus on particular situations, describing the Westside Center in Pasadena (California), some California gangs, and Pace School, Los Angeles County. Chapter 6 reviews institutional racism and renewal and discusses a case study in the Boston (Massachusetts) secondary schools. Chapter 7…

Jones, Crispin, Ed.; Rutter, Jill, Ed. (1998). Refugee Education: Mapping the Field. With over 35,000 asylum-seeking and refugee children in British schools, British policy has become increasingly restrictive toward refugees. Some of the successful initiatives for the proper integration of these children, along with effective provisions, are detailed in this collection of articles. This book, which is intended for teachers, academics, and policy-makers, examines the psychological adaptation of refugee children and young people. It discusses current issues in refugee education and the plight of refugees throughout the world, focusing on the fact that most refugees are women and children. The book examines strategies for supporting refugee children in the early years and what specific programs have been enacted in East London primary schools. Various chapters focus on working with refugee children, the experiences of these students in the United Kingdom's education system, and the educational needs of these children. Suggestions regarding induction practices, positive…

Ellis, Joseph R., Ed.; Triplett, DeWayne R., Ed. (1978). Education of Native Americans Today. Thresholds in Education, v4 n2 May. Various aspects of Indian education are treated in the two poems and 12 articles that constitute this issue of "Thresholds in Education." An article entitled "Indian Self-Determination and Indian Education" charts the growth of the self-determination movement, the influence of cultural pluralism, and the increasing involvement of Indians in their educational processes. "Rough Rock Demonstration School: The First Indian Contract School" tells of program design, administration, and funding difficulties encountered in a school totally controlled by its Navajo community. "Little Big Horn High School and Preschool" describes the development and implementation of urban Native American education programs in Chicago. Also included is Lyman Pierce's "Trends in Indian Education: The Views of an Urban Native American Community Leader". Three articles deal with cross cultural education in Alaska; one cites factors accounting for the success of…

Chu, Donald (1989). The Character of American Higher Education and Intercollegiate Sport. The discussion of the relationship between higher education and intercollegiate athletics looks at the closeness and formality of the connection as a peculiar characteristic of American institutions. After a brief overview of the current situation of intercollegiate athletics, five chapters chronicle the history and examine the issues of this relationship. The first traces its development, looking at the issues of control and finance in American higher education and the search for money, students, and athletic prestige. The second examines the rationalization of institutionalized athletics programs in terms of their benefits for students and for the institution. The third reviews the condition of higher education and athletics and particular current issues: racism, sexism, unethical behavior, and the control of athletics and athletes. Sports are then examined from the point of view of the functions they perform for higher education: contribution to the sense of community, student…

Sanchez, Antonia (1981). Counseling the Bilingual Student. Searchlight Plus: Relevant Resources in High Interest Areas, 54+. This information analysis paper, based on a computer search of the ERIC database from November 1966 through December 1980 examines the topic of counseling the bilingual student. An introductory narrative highlights issues and trends, and suggests possible implications for the future of guidance, focusing on: (1) the concept of bilingual education from a transcultural perspective; (2) typical problems facing bilingual students and families; (3) useful counseling strategies; (4) effective programs for bilingual students in the areas of counseling, bilingual and vocational education, and auxiliary services; and (5) the practical implications of bilingualism for guidance counselors and for the United States. The significance of the guidance counselor's role is discussed and an expansion of that role is suggested. Cultural conflict, ethnic identity, and racism are explored in a discussion of an educational needs survey of Latinos. The complete computer search, including annotations of 13… [PDF]

Gold, Martin M., Comp. (1974). Wright Institute Workshop/Conference on Democratic Education for American Society, 26 and 27 July 1974. Seven essays presented at three workshops/conferences examining democratic education in American society are provided. Topics of the three workshop sessions include (1) The Price of Failure: Equality of Educational Opportunity and the Realities of Competition; (2) The Burden of Success: Recruitment and Training of National Elites; and (3) The Possibility of Alternatives: Educational Politics and Social Goals. The two papers presented at the first workshop session are \Institutional Racism: A Barrier to Educational Change\ and \Reversing School Failure: Why It Doesn't Happen, Limited Exception Where It Does.\ Papers presented at the second workshop session include: \Going Home Again: The Culture of the Chicano Academic\ and \The Burden of Success: Women in Graduate School.\ Papers provided for the third workshop session include: The Lessons of Relation\ and \Educational Alternatives–Something Between Despair and Pollyanna.\ A seventh paper, \Democratic Education for American… [PDF]

Coburn, Cynthia, Comp.; And Others (1992). Selected Readings from CHIME in Conjunction with the Good Common School Project, 1991-92. These five issues of selected readings for 1991-92 present annotated bibliographies of resources available from CHIME (Clearinghouse for Immigrant Education). CHIME facilitates public access to literature, research, teaching materials, and human resources to promote the effective education of immigrant students. The title topics of the issues are: (1) immigrant parent participation in schools; (2) Haitian students in U.S. public schools; (3) multicultural education; (4) addressing racism and violence in schools; and (5) effective support services for immigrant students. More specific topics within the issues include language minority parents, Southeast Asian refugee parents, limited-English-proficient students, home-school partnerships, Korean American students, Haitian culture, racial and ethnic diversity, racial conflict, school violence, gangs, conflict resolution, posttraumatic stress disorder, mental health needs of refugee children, and school counseling. Entries include… [PDF]

Bennett, Christine; And Others (1989). Preservice Multicultural Teacher Education: Predictors of Student Readiness. This paper reports the latest in a series of studies on the impact of a multicultural education course for preservice teachers. The course is based on a conceptual model of multicultural teacher education that includes four interactive goals: (1) to develop multiple historical perspectives and cultural consciousness; (2) to develop intercultural competence; (3) to combat racism, prejudice, and discrimination; and (4) to develop multicultural teaching skills. Previous research on the course had established that overall, the course had a positive impact on students' knowledge, attitudes and behaviors, but it also revealed that students enrolled in the course differed dramatically in their readiness and receptivity for multicultural education. While many students appeared to feel positive and receptive to the course content and experience, others seemed to be highly resistant. Since cognitive structures can affect ways students receive and process course information aimed at building…

Lunenburg, Fred C. (2003). New Challenges, New Directions: School Improvement, Democratic Community, and Social Justice. Building on the strengths and shortcomings of modernist views of organizations and leadership, this discursive paper enters the national conversation among scholars and practitioners about what constitutes the core of their knowledge and practice. It provides a discussion of three national themes about the core of educational administration–school improvement, democratic community, and social justice–and how each theme relates specifically to current national and state political policy initiatives. Within the section on school improvement, the paper addresses clarifying educational purposes; encouraging collective learning; aligning with state educational standards; providing support to teachers; and making data-driven decisions in education. Within the section on democratic community, the paper touches upon democratic values; family and community involvement in education; national and state educational policies; and curriculum development, with a look at critical thinking and… [PDF]

Mann, Peter B. (1972). Higher Education in Black and White: A Seminar Report. This is the report of a conference held by the Southeast Regional Council of the American Association for Higher Education to discuss the future of higher education in that region: to identify major problems, state goals, and suggest means of achieving these goals. The 32 conferees were divided into 3 discussion groups and each of the groups settled on the race problem and equal education for blacks and whites as being the major barrier to overcome in the future. In this vein, 3 goals were established as being of primary importance: (1) to provide equal opportunity for and equal access to higher education for all citizens, regardless of color or class, insofar as they can benefit from it; (2) to eliminate racial dualism in higher education across the Southeast; and (3) to assume major responsibility for eliminating white racism, both in educational institutions and in society at large. Other problems were also discussed at the conference ranging from public support of and confidence… [PDF]

Bobson, Sarah, Comp. (1975). The Education of Puerto Ricans on the Mainland: An Annotated Bibliography. Responding to the special educational needs presented by an increasing number of Puerto Ricans residing in the U.S. mainland, this ERIC Clearinghouse on Urban Education annotated bibliography covers a span of 442 documents directed to educators concerned with meeting the critical pedagogical needs of children and youth from this ethnic minority. Seven sections, whose assigned titles adequately convey their individual contents, comprise the body of the bibliography. The sections are as follows: General Information, Historical Perspective/Background Information on Puerto Rico, Inservice Education/Inservice Workshops, Puerto Ricans and the Schools, Sociological Analysis, Spanish Language Texts, and Bibliographies. The sections on (1) Puerto Ricans and the Schools, and (II) Sociological Analysis are further divided into subsections; the former delimits the topic into General Information, Bilingualism/Bilingual Education Programs/TESL, Reading Instructions, Compensatory Education, Ethnic… [PDF]

Hilliard, Asa G. (1997). Annotated Selected Bibliography & Index for Teaching African-American Learners: Culturally Responsive Pedagogy Project. This annotated bibliography and index presents nearly 2,000 references that are substantially unique to African or African American teaching and learning. Designed to support teacher education, the bibliography features references that were chosen if they were culturally relevant, recognized the African or African American experience, and drew from the cultural experience of African and African American people. References also had to contribute to the enhancement of teaching and learning, had to be based on empirical research, and had to employ rigorous scholarly analysis, synthesis, and/or theory. Topics included in the index are: African culture; anthropology; bi-racial, inter-racial issues; criminal justice, violence, gangs; curriculum; economics; gender issues; general and miscellaneous; health; history; learning styles and teaching styles; linguistics, language, ebonics; literature and literary criticism; media and popular culture; methodology and pedagogy; philosophy;… [PDF]

Stern, Sol (2004). Fwd: Opportunities Lost–How New York City Got Derailed on the Way to School Reform. Volume: I, Number: 3. Arresting Insights in Education. Thomas B Fordham Foundation and Institute Mayor Michael Bloomberg gave his first hint about his plans for reforming the New York City school system on Martin Luther King Day in January 2003. Mayor Bloomberg did not offer a single excuse for the disastrous state of the city's schools. Nor did he attribute that failure to poverty or racism. Breaking with 50 years of liberal political rhetoric about \insufficient funding\ of public education, Bloomberg owned up to the fact that an operating budget of more than $12 billion (about $12,000 per student) ought to be sufficient to provide decent schools for the city's 1.1 million schoolchildren. This article includes the following sections: Taking Charge–Briefly; Whole Language Hoopla; Constructing School Failure; You Will be (Re)Educated; and Potemkin Village Reform. [Report also produced by the Thomas B. Fordham Institute.]… [PDF]

McKinnon, Linda T.; And Others (1980). Mexican American Education Fact Sheets and Mini Reviews. This collection of fact sheets and mini reviews deals with various problem areas in Mexican American education. "Mexican Americans in Higher Education" identifies the major factors (primarily money and language) which affect low enrollment and high attrition of Mexican Americans in institutions of higher learning, and suggests that colleges recruit more Mexican Americans, provide more effective counseling, and establish more Chicano programs. "Chicanas and Politics" presents a bibliography in six categories, covering the period from 1970 to 1978, which deals with the Chicana's activism in her struggle against racism, sexism, exploitation, and stereotypes. "Multicultural Education and Mexican Americans" looks at the failures of the American educational system to assimilate and acculturate Mexican Americans, and implies that the major factor for this discrepancy is the failure to understand the Mexican American student; the importance is stressed of… [PDF]

Bose, Soumita; Doromal, Justin B.; Greenberg, Erica; Lauderback, Eleanor; Nelson, Victoria; Sandstrom, Heather (2023). Toward Pay Equity: A Case Study of Washington, DC's Wage Boost for Early Childhood Educators. Urban Institute The District of Columbia Early Childhood Educator Pay Equity Fund provides large and sustainable wage supplements for early childhood educators working in child care. Synthesizing qualitative evidence from 11 key informants, including DC early childhood education leaders, advocates, and implementation partners; 39 parents and legal guardians of young children enrolled in licensed DC child care facilities; and 29 child care center directors and home and expanded home providers, this case study highlights the historical context behind the Pay Equity Fund, the vision and goals of the fund, early implementation successes and challenges, and future goals. These findings can inform jurisdictions across the country as they design and implement compensation improvements for the child care workforce…. [PDF]

(1990). Urban Indian Education. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 16, 1990). This report summarizes a joint session held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on issues in urban American Indian education. Issues and problems were in the areas of: (1) the position of Native Americans as a very small minority in large urban schools; (2) lack of funding for Indian programs in urban areas, particularly for vocational education and Head Start; (3) greater severity in urban areas of problems such as high Indian dropout rates; (4) problems of racism and poor racial relations; (5) lack of a tracking system for students who go back and forth between the reservation and family in urban areas; (6) competition with other minority groups for funding and administrative awareness; (7) difficulties in identification of Indian students; (8) the development of Indian gangs in some urban areas; and (9) the need for Native Americans to learn how to influence the \system\ at local, state, and federal… [PDF]

Ho, Kristine Michelle (2009). Race and Equity in the Mathematics Classroom: Teacher Learning via Artifacts. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. The field of education has recently recognized the importance of investigating how issues of race impact equity in mathematics education. Historically there has been great emphasis on researching how to support teachers in their practice. Specifically examining the intersection of all these components is a growing focus of a cadre of researchers. There remains, however, a great deal to learn and study. This study utilizes qualitative methods to observe and analyze how teachers engage with specific artifacts in order to address issues of race, equity, and the teaching of mathematics. The objective of this study is to offer insight on teacher growth in response to engagement with artifacts. The theoretical framework that grounds this study includes Lave and Wenger's (1991) framework and a Situative Perspective of teacher learning (Pressini, 2004) that details how communities of learners interact with artifacts as a tool for learning. In addition, Critical Race Theory… [Direct]

Todd, Roy (1991). Education in a Multicultural Society. Issues in Education Series. This book explores the policies, debates, and controversies that have emerged as British education has developed in response to the ethnic diversity and multicultural nature of contemporary society. The three major dimensions of educational concern in the face of the social change resulting from increased diversity are the rapidity of the change, the breadth of new educational policy, and the intense nature of the debates and episodes in its evolution. Chapter 1 provides an overview of the development of cultural and ethnic diversity in Britain. Chapter 2 outlines the development of educational responses, including ideological responses, central and local government policy development, and the implications of these policies for the school curriculum. Racism in society and the schools is addressed in chapter 3, with a discussion of teaching about race and race relations. Chapter 4 summarizes four of the major episodes of conflict concerned with multicultural education in the 1980s,…

Weinberg, Meyer (1968). Integrated Education: A Reader. This book consists of a selection from the articles, addresses and documents that have been published in the magazine \Integrated Education,\ comprising fifty items appearing between April, 1963 and September, 1967. The items are arranged in six sections. Part One is devoted to the general problem of educational deprivation, and to the question of making public schools into centers of opportunity while ridding them of racial inequality. The similarities and diversities of segregated education in the American metropolitan complexes are illustrated by the selections in Part Two, entitled \Places and Practices.\ Part Three, \Points at Issue,\ addresses itself to discussing the dimensions of change called for by the eradication of racism from educational systems, the simultaneous implementation of programs of instructional improvement and of integration, and the amount of authority over a public school that can be lodged in the hands of an organized community. Part Four, \Prospects for…

Coursen, David (1977). Conflicting Moralities in Education. ACSA School Management Digest, Series 1, Number 1. ERIC/CEM Research Analysis Series, Number 28. The author begins by noting that if morality depends on how one sees the world, everything that teaches about the world is ultimately a moral question. A number of examples of conflict in textbook selection act as illustrations of moral issues in education–the controversy in Kanawha County, West Virginia; the controversy over evolution and creation; and the accusations of sexism and racism in textbooks. Examined historically, it is the removal of moral content from education rather than its inclusion that represents a departure from tradition. Among the reasons offered for the inclusion of morality in the curriculum is the \hidden curriculum\–the things the schools teaches implicity, even unintentionally. Moral issues cannot be avoided in the schools. Two approaches to teaching about morality are examined–values clarification and consideration of Kohlberg's stages of moral judgment. Objections to Kohlberg are examined and the unanswered question of the public's response to moral… [PDF]

Poe, Janita (2022). Advancing Global Citizenship of Underrepresented and Hypersegregated U.S. Students in Higher Education through Virtual Exchange. Journal of International Students, v12 spec iss 3 p38-56. The celebration of diversity is at the heart of global education initiatives. Yet, participation in study abroad and related programs in the United States–a purported 'melting pot' of races and cultures–remains, disproportionately, the domain of affluent whites. Against this background, this study seeks to learn from the experiences of underrepresented and hypersegregated students in international virtual exchange (IVE), an educational experience involving sustained interaction between geographically separated participants using technology and trained facilitators. Using a survey, semi-structured interviews, exchange field notes, and the researcher's own abroad experiences, the data revealed five main themes: 'Virtual connections beyond the classroom,' 'Bias reduction,' 'Color matters,' 'Equality in digital space,' and 'One step closer to abroad.' Findings suggest that U.S. universities and other educational institutions serving underrepresented groups can increase student… [PDF]

Shaw, Emily J. (2005). Researching the Educational Benefits of Diversity. Research Report No. 2005-4. College Board There are many different ways to research the educational benefits of diversity. Most of the findings from the research in this field suggest that experiences with diversity in higher education result in significant benefits on learning and democracy outcomes. This paper offers several examples of previous studies, as well as recommendations and considerations for institutions interested in designing and carrying out their own research studies on the educational benefits of diversity. Appended are: (1) Explanation of Acronyms; (2) Sample Items from the Diversity Assessment Questionnaire (DAQ); (3) Diversity Experiences; (4) Openness to Diversity/Challenge Scale Items; (5) Independent Variables Investigated by Pascarella, Edison, Nora, Hagedorn, and Terenzini (1996); (6) Modern Racism Scale (MRS); (7) List and Description of Measures Used in Gurin, Nagda, and Lopez (2004); and (8) Interactional Diversity Items from the College Student Experiences Questionnaire (CSEQ)…. [PDF]

(1993). Teaching for Change: Anti-Racist, Multicultural Curricula, Critical Teaching. This publication is a 60-item catalog listing of curricula, teaching guides, and other resources for teachers that focus on developing and promoting pedagogy, resources, and cross-cultural understanding for social and economic justice in the Americas. Many of the offerings particularly address racism and issues in Central America and South America. The selections are designed for elementary school and secondary school education, and also include newsletters, travel opportunities, and recommended professional books. Some of the topics covered are the following: (1) cooperative learning; (2) Malcolm X; (3) the labor movement; (4) Rigoberta Menchu; (5) Hispanic folktales; (6) civil wars in El Salvador and Guatemala; (7) Caribbean culture and history; (8) educational activism in the United States; (9) standardized testing; and (10) battling the school choice movement. Included are an order form and an information request form. (JB)… [PDF]

(1980). Church and College: A Vital Partnership. Volume 2: Mission–A Shared Vision of Educational Purpose. In the two-year period 1979-80, the National Congress on Church-Related Colleges and Universities was a cooperative effort of 23 denominations to examine the issues facing their institutions of higher education. The significant papers and events appear in this and three other volumes. Contents of this volume include an overview and four other sections. Section Two addresses educational purposes and programs: interdependence and enrichment, distinguishing characteristics, and identity and integrity. Section Three looks at issues of society, and the appropriate academic involvement in social issues through curriculum and other institutional efforts. The issues of racism and poverty are addressed specifically in several articles. Section Four considers forms of relationships between church and college; viable relationships, how they are made, images and expectations. Section Five contains a list of authors and critique authors, and their institutional affiliations. (MSE)…

Barth, James P.; And Others (1971). The Westminster Eighth Grade World Problems Course (Pilot Project). The rationale, objectives, and social studies units are provided in this curriculum guide for grade 8. Focus is upon students' assessing, hypothesizing, and synthesizing the world's critical problems. Teaching techniques are process education oriented emphasizing inquiry training, problem solving, and inductive learning in an attempt to prepare students to understand and cope with the complexity and challenges of social issues in a rapidly changing world. A set of selected world problems are interrelated, they are separated for organization purposes. The four activity units encourage student participation. I. \The Struggle for Life,\ attempts to survey problems of hunger, poverty, disease and overpopulation. II. \Urbanization,\ deals with the world trend toward urban living. III.\Cultural Diversity and Intolerance,\ looks at ethnocentrism and racism throughout the world. IV. \Nationalism,\ examines this phenomenon as a force that both builds and destroys in today's world. (Author/SJM)…

Kouritzin, Sandra G. (2004). The British Columbia Literature 12 Curriculum and I: A Soliloquy. Curriculum Inquiry, v34 n2 p185-212 Jun. A critique of the prescribed Literature 12 curriculum for British Columbia teachers, this article is a life-history narrative juxtaposed against my own literary education, examining how my lived experiences were reflected and reinforced in the Literature 12 curriculum, and in the literary canons of both high school and university English teaching and vice versa. After first introducing the curriculum documents and the required textbook for the teaching of Literature 12, this article then deconstructs the curriculum objectives and the canon, pointing out that the study of English literature, as traditionally conceived in high schools and universities, reinforces Eurocentrism, racism, elitism, and, particularly for the purposes of this article, misogyny. It concludes by reminding teachers that some students bring experiences of oppression with them to the classroom, and that it is therefore our responsibility to challenge the norms present in the literary canon…. [Direct]

Bradley, Carla (2005). The Career Experiences of African American Women Faculty: Implications for Counselor Education Programs. College Student Journal, v39 n3 p518 Sep. Despite three decades of affirmative action efforts, counseling programs continue to struggle with the challenge of recruiting and retaining African American women faculty. African American women in general, and African American female professors in particular, have emerged from what Hudson-Weems (1989) terms as a tripartite form of oppression, of racism, classism, and sexism. Nonetheless, in spite of these barriers, some African American women faculty acquire tenure and promotion and achieve great strides in the academy Gregory, 1995). As counselor education programs struggle to diversify their faculty, they need to be cognizant of the interlocking effects of gender and race and its career implications for African American women professors. This article provides a starting point for understanding the career experiences of African American women counselor educators. Strategies for supporting, mentoring and retaining African American women counseling faculty will also be presented….

Magga, Ole-Henrik (2005). Indigenous Education. Childhood Education, v81 n6 p319 Aug. In this article, the author discusses educational experiences of indigenous children. The author points out that while there are those who have the luxury of access to formal schooling, many do not. In the Second Session of the UN Permanent Forum on Indigenous Issues, many indigenous representatives discussed common education issues including poor retention, attainment, and graduation rates throughout the compulsory and non-compulsory years of schooling. The proposed solutions that resulted from the Forum on Indigenous Issues include the following: (1) Participation; (2) Access; (3) Indigenous Languages, Proficiency in the Lingua Franca, and Numeracy; (4) Appreciation, Understanding, and Respect for Indigenous Cultures; and (5) Anti-Racism Strategies. Indigenous peoples believe that the full and effective implementation of the strategies explained in this article will lead to equitable educational attainment for indigenous children and young people….

Imel, Susan (1995). Race and Gender in Adult Education. Trends and Issues Alerts. Topics related to race and gender have begun appearing with increasing frequency in the adult education literature. The most prevalent trend in the literature is a focus on creating learning environments for diverse audiences, including appropriate strategies for teaching and learning and debate on whether separate approaches and/or special programs based on race and/or gender are needed. The intersection of gender, race, and class and their role in shaping how adult learners view learning and knowing is receiving increasing attention, and discussions of race and gender are being framed within the larger contexts of power structures and power relations. Among other gender- and race-related issues receiving increasing attention in the adult education literature are the following: how the field of adult education perpetuates racism and sexism, how adult education portrays women and gays/lesbians, how the role of women and African Americans can be reclaimed in the history of adult… [PDF]

Takaki, Ronald (1993). A Different Mirror: A History of Multicultural America. First Edition. The history of the United States is recounted from the viewpoint of the many peoples previously left out of the historical canon. The traditional Eurocentric viewpoint is turned inside out, beginning with the arrival of English strangers as seen by Native Americans. Also examined are the perspectives of African Americans, the Irish, Asians who came from China and Japan, European Jews, and Latinos. How racism has divided U.S. society is explored, considering how the conflict of the inner cities has developed. Issues of access to education and equal education are explored for several ethnic groups, including African Americans, faced with school segregation and racial prejudice. The consideration of education for Chicanos centers on political influences and the roles for which Chicanos were being educated, with education linked to questions of equal employment. For the Japanese immigrants to Hawaii, education provided a way of recognizing new opportunities and clarifying…

Millman, Sierra (2007). Piling It On. Chronicle of Higher Education, v53 n41 pA6 Jun. On March 2, Michael J. D'Andrea, professor of counselor education at the University of Hawaii Manoa campus, received a letter informing him that "effective immediately upon your receipt of this letter, you are being reassigned to work at home with pay while the University of Hawaii … addresses several issues concerning your alleged intimidating, hostile and bullying behavior." D'Andrea was also instructed not talk with colleagues at the College of Education, not to meet with students nor contact them by phone. Sending anyone at the college an e-mail message was also restricted. Citing that administrators may prevent him from teaching, visiting his office or being physically on campus, D'Andrea sued the university for infringing his rights of speech. Prior to a hearing in April, the university offered to lift the restrictions on speech. D'Andrea says he has never intimidated, bullied, or threatened anyone and that the university is punishing him for his peace and… [Direct]

Weiler, Jeanne (1997). Career Development for African American and Latina Females. ERIC/CUE Digest, Number 125. Low-income African American and Latina adolescent females need extensive support for developing and implementing career plans. This digest discusses ways schools and other institutions can provide an education that furthers career development. Interventions that have been shown to be effective with disadvantaged African American and Latina female students are: (1) school-based initiatives; (2) collaborations between institutions; (3) providing access to career information; (4) ensuring gender equality in occupational information; (5) finding ways to cope with racism, sexism, and discrimination; and (6) providing role models and mentors. Programmatic changes in schools and counseling departments, along with creative collaborations among schools and other institutions in urban areas are needed to meet the career development needs of African American and Latina girls. Organized efforts should be combined with personal encouragement and support from family, teachers, and community… [PDF]

Cohen, David; Sherrill, Laurence (1978). Ethnicity in Library Schools: Guidelines and Curricular Models. This overview of the treatment of ethnic minorities in the curricula of library schools includes a brief review of research on sexism, racism, and library services for minority groups; a discussion of library school programs for minority students; and an examination of contemporary library school course content in which courses covering topics related to library services for ethnic groups are listed. Special contemporary problems related to training librarians for services to minority groups are considered, and a set of general guidelines for multiethnic education are discussed with regard to current library education practices. The question of whether library education for ethnic minorities should be integrated with the rest of the library science curriculum is addressed, as well as the issue of the place of ethnic concerns within the library education context. A detailed curricular model for library services to ethnic groups is then presented in which the nature of an integrated…

Astuto, Terry A.; Clark, David L. (1991). Projection of State Policy Initiatives for the 1990's. State boards of education are routinely placed in the challenging position of reacting to emerging problems or responding to policy proposals generated by other actors in the policy arena. This policy briefing paper was written to help members of the North Carolina Board of Education identify educational policy issues they are likely to confront by the end of the 1990s. Data were derived from: (1) an inventory of policy options under consideration in other states; (2) analysis of evaluation reports of recently adopted initiatives; (3) discussions with policy experts; and (4) a review of North Carolina demographic data. The paper describes educational policy initiatives that are emerging in three critical areas–improving the conditions of children and youth, improving schools, and improving state support systems for education. In conclusion, three driving forces will demand educational policy responses throughout the decade–crisis in the lives of American children and youth (who… [PDF]

Doughty, Howard A. (2005). The Technological Imperative: Information Systems and Racial Profiling from Nazi Germany to the War on Terror. College Quarterly, v8 n4 Fall. Both parts of the author's past–a concern with terrorism and with the education of future agents of the state who will be expected to curb, if not to eliminate, it–contribute to what he wants to say in this essay. He seeks to make six points: (1) Racial profiling is not a discrete issue but an instance of a more pervasive racism that is evident in the overzealousness of law enforcement, the discrimination inherent in the criminal justice system and the stratagems of the so-called "war on terror"; (2) The issue of racism is also connected to historical, legal and political events which cannot easily be isolated and which confound efforts to make it into an issue of clear ideological distinctions between right-wing and left-wing politics; (3) Much of the debate over racial profiling is compromised because it takes place within an ideological context of hegemonic liberalism which begets false and futile attempts to balance civil liberties with security; (4) To overcome this… [PDF]

vanLent, Peter (1999). The Image of Higher Education in American Indian Popular Literature. In their attempts to lead a dual-life experience, characters in popular literature written by and/or about Native American Indians occasionally enroll in institutions of higher education; like many of their real-life counterparts very few of these student characters find the experience to be a positive undertaking. This narrative pattern reflects a "tragic reality" in American higher education today. The paper deals with four novels which target specific problems encountered by Native American students in college, i.e.: "Wolfsong" (Louis Owen); "Turtle Belly" (Joel Monture); "First Eagle" (Tony Hillerman); and "Agoak" (Yves Theriault). Parallels can be drawn between reality and the negative image of higher education in American Indian popular literature, since the primary reasons for higher education's failure with Native Americans are outlined in the novels discussed: social maladjustment, disinterested faculty, irrelevant… [PDF]

Arnot, Madeleine, Ed.; Barton, Len, Ed. (1992). Voicing Concerns: Sociological Perspectives on Contemporary Education Reforms. The 11 papers in this book address, from a sociological perspective, a variety of contemporary educational reform issues in Great Britain. The papers examine the direction and role of sociological research in education. Sociology education has an important role to play in raising questions about the British educational system and its premises. The discipline has come under harsh attack by conservative politicians and educators in recent years. The papers include: "Parents and the State: How Has Social Research Informed Education Reforms?" (M. David); "Not in Front of the Children: Responding to Right Wing Agendas on Sexuality and Education" (L. Kelly); "Feminism, Education, and the New Right" (M. Arnot); "Special Needs: Personal Trouble or Public Issue?" (L. Barton, M. Oliver);"On the Specificity of Racism" (A. Gurnah); "Teachers' Responses to the Reshaping of Primary Education" (A. Pollard); "Staying On and Staying In:… [PDF]

Sefa Dei, George J. (2006). Black-Focused Schools: A Call for Re-Visioning. Education Canada, v46 n3 p27-31 Sum. Despite its notable successes, the public education system fails many students, as evidenced by the disengagement, failure and high dropout rates for Black, Aboriginal, and other minority youths. African-Canadian parents and communities are continually being asked to take responsibility for solving the many problems affecting them; however, the blame does not rest entirely with these so-called "problem students" or their families. Both individual and collective responsibility must be addressed by asking: What are our responsibilities to each other? What are the responsibilities of the state to its citizens? How are we to explain the fact that in the last few years, provincial governments have repeatedly shirked their responsibilities? What about the complicities of our institutions in creating the street culture of youth violence today? What have been the effects of a zero tolerance policy and the associated acts of social exclusion, rising racialized and gendered poverty,… [Direct]

Cashman, Holly R. (2006). Who Wins in Research on Bilingualism in an Anti-Bilingual State?. Journal of Multilingual and Multicultural Development, v27 n1 p42-60. Despite its multilingual heritage, the USA has a history of linguistic intolerance. Arizona, in the country's desert Southwest, is decidedly anti-bilingual although it has significant non-English-speaking groups, especially Spanish-speaking Mexicans/Mexican-Americans and indigenous groups such as the Navajo, Hopi and Yaqui tribes, among many others. This anti-bilingual ideology has resulted in the passage of legislation restricting residents' linguistic rights, such as Proposition 106 to make English the sole official language of all state business and Proposition 203 to eliminate bilingual education in state-funded schools. Several explanations have been put forth to account for this anti-bilingual ideology, from racism to ignorance to fear. In this paper I argue that researchers of bilingualism in a state ideologically opposed to language minority groups' bilingualism have certain responsibilities vis-a-vis the members of language minority groups who are the participants in their… [Direct]

McGinnis, Kathleen (1991). Educating for a Just Society, Grades 7-12. This manual examines peace and justice themes with a specific domestic focus on issues rooted in the cultural, political, social, and economic fiber of the U.S. culture and economy. Each unit begins with overall goals for the unit with lessons developed around each goal. The lessons include brief background information for the teacher and suggested classroom activities. Worksheets accompany many units. Recommended written and audiovisual resources are listed. The volume contains the following: (1) "How To Use This Manual"; (2) "Introduction"; (3) "Conflict Resolution and Dealing with Violence"; (4) "Ageism"; (5) "Justice for People with Disabilities"; (6) "Sexism"; (7) "Racism"; (8) "Multicultural Education"; (9) "Poverty in the United States"; and (10) "Advertising and the Media." (EH)… [PDF]

Bahree, Patricia (1986). Asia in the European Classroom: The CDCC's Teachers Bursaries Scheme. Asia now claims more than half of the world's population and economically presents a challenge to the former western domination of the world's markets. With these changes, education for international understanding is essential. How can the classroom become the site for effective and balanced instruction about Asia? This document presents numerous classroom approaches for teaching about Asia in a non-fragmented way. A multidisciplinary approach is suggested, employing art, history, current events, music, literature, religion, foods, and using the school as a cultural broker, rather than simply introducing courses labeled Asian history. Teaching students to question and challenge stereotypes, and to evaluate and compare Asian systems against their own will lead to global understanding and a lessening of racism. Sections on teaching materials, learning resources, and how to incorporate teaching about Asia in the existing curriculum are included. (NL)…

Curtner-Smith, Matthew D.; Sofo, Seidu (2004). Influence of a Critically Oriented Methods Course and Early Field Experience on Preservice Teachers' Conceptions of Teaching. Sport, Education and Society, v9 n1 p115-142. In recent years there has been a growing interest in arming physical education teachers with critical pedagogies. The purpose of this study was to determine the influence of a critically oriented methods course and early field experience (EFE) on 20 preservice teachers' (PTs) conceptions of the teaching-learning process. Data were collected using the critical incident technique and a reflective questionnaire. They were analyzed by employing the analytic induction method. Results indicated that the inward focus of the methods course and EFE on the analysis of teaching had a considerable influence on the PTs. Conversely, the outward focus on curriculum studies as well as four permeating themes (elitism, racism, classism, and sexism) appeared to have virtually no impact on them at all. Possible reasons for and implications of these findings are discussed. (Contains 1 figure, 4 tables and 5 notes.)… [Direct]

Johnson, Donald (1995). The Promise of Brown: Has It Been Fulfilled?. On April 10, 1994, The Metropolitan Center for Urban Education at New York University's School of Education sponsored its third conference on the impact of the famous "Brown v. Board of Education of Topeka" decision. Fourteen discussion groups analyzed the following questions: What was the promise of "Brown," and has that promise been fulfilled? Discussion groups explored the most efficacious strategies for achieving the promise of "Brown" in the present context. They also examined the more fundamental question of whether the "Brown" decision had been the giant step forward that most civil rights leaders a generation earlier had assumed it would be. This document summarizes the major points raised by the discussion groups, including those that pertained to other factors of racism: continued segregation, voluntary segregation on the part of blacks, integration versus quality education, the multicultural movement, tracking as the most recent… [PDF]

Lamorey, Suzanne; Perry, Nancy (2001). Contemporary Issues Education: Rural Perspectives and Resources. As the inclusion movement integrates students with disabilities into community situations, these students become more vulnerable to various forms of exploitation and manipulation. This paper compares rural and urban teachers' provision of contemporary issues education to special education students and describes the development of Web-based supports to facilitate such education, particularly in rural areas. A survey was completed by 102 rural and urban special educators and urban general educators in Arizona. About 60 percent of rural special educators addressed each of the following topics with their students: attitudes toward disabilities, tobacco use, teen pregnancy, drug abuse, and alcohol abuse. Among urban special educators, 81 percent addressed attitudes toward disabilities, and 50-57 percent addressed racism, tobacco use, and drug abuse. The items least discussed by both rural and urban teachers all involved sexuality or sexual abuse. Barriers to contemporary issues education… [PDF]

Gomolla, Mechtild; Kollender, Ellen (2022). Reconfiguring the Relationship between 'Immigrant Parents' and Schools in the Post-Welfare Society. the Case of Germany. British Journal of Sociology of Education, v43 n5 p718-736. This article problematises the discourse on 'immigrant parents' against the backdrop of a broader transformation of the welfare state in migration societies such as Germany. While studies have shown that post-welfare rationalities play a prominent role in shaping perceptions of what constitutes a 'good parent', little research has been conducted on how these dynamics influence political perceptions related to diversity in school and to 'immigrant parents' in particular. To fill this gap, the article presents results from a discourse analysis of the culturalist framing of 'immigrant parents' — in interaction with assignments regarding social background and gender — within the field of education as gleaned from political documents from the post-war period. By exploring developments in political narratives around the school-parent relationship, the study highlights how current educational reforms foster processes of parents' 'exclusionary participation' in schools by emphasising and… [Direct]

Black-Branch, Jonathan L.; Lamont, Wendy K. (1996). Cultural Reciprocity: Exploring the Impacts of Cross-Cultural Instruction on Professorial Self-Reflection. Cultural reciprocity refers to the dynamic and material exchange of knowledge, values, and perspectives between two or more individuals of different cultural (e.g., racial, ethnic, socioeconomic, religious) backgrounds. In this paper, cultural reciprocity is discussed as it pertains to professors of education and their students, based on the history of their interactions and diversity of experiences in cross-cultural settings. The ongoing study is personal and collaborative as a Japanese-Canadian female, and an Anglo-Saxon male engage in self-reflection with respect to their experiences in teaching Canadian College of Education students in a cross-cultural setting. After a substantial literature review, narratives taken from e-mail correspondence and personal notes are used to relate a specific example in which the female teacher used her own experience to discuss the nature of prejudice, racism, and ethnicity in an educational foundations class. Reflection on responses from the… [PDF]

Jeffery, Donna (2005). "What Good is Anti-Racist Social Work if You Can't Master it?": Exploring a Paradox in Anti-Racist Social Work Education. Race, Ethnicity & Education, v8 n4 p409-425 Dec. Anti-racist pedagogies, pedagogies built around the idea of self-reflexivity and the examination of white privilege, confront enormous obstacles in a profession such as social work that defines its mandate as the practical and benevolent treatment of society's marginalized and "unfortunate" individuals and groups. Pedagogy about race and racism within social work education is structured to fit within the accepted parameters of how practice is defined. Yet the day-to-day practices on which the profession rests, and which sustain the profession, reproduce whiteness. Thus "doing" race following this same formula functions to reproduce whiteness and race as one more skill at which to be competent. As long as social work practice is synonymous with diversity management and the development of competencies, we remain unable to reconcile being a "good" social worker with anti-racist practice…. [Direct]

(1990). Postsecondary Education. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 16, 1990). This report summarizes two joint sessions held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on issues in Native American postsecondary education. Issues and problems are: (1) recruiting Native students and helping them choose a college; (2) difficulties Native students face at college, such as racism, lack of support, unfamiliar or uncomfortable social situations, and insufficient academic preparation; (3) inadequate student financial aid and funding for tribal colleges, and problems of Indian identification related to eligibility for financial aid; (4) the need to expand the tribal college system and develop cooperative agreements with four-year institutions; and (5) the need to shift programmatic emphasis at tribal colleges to multicultural education, integration of Native studies throughout the curriculum, and traditional Native values and concepts, and to develop instructional materials that address these areas…. [PDF]

Grant, Carl A. (1979). Education That Is Multicultural for Urban Schools: Rationale and Recommendation. Diverse school populations, desegregation and integration, minority-majority group splits, institutional racism, and the singularity of school norms are significant factors which affect respect for individual differences within urban schools. These facts illustrate the need for adoption of education that is multicultural to effect systematic change within the schools. Essential to this concept is a thorough understanding of the dyanamics of the school as a social system and careful use of planned change strategies for both inservice education and total school change. Equally important is the realization of the problems of the cities and the difficulties educators will encounter as they attempt to make substantive rather than cosmetic changes in schools. By using resistant elements constructively and by working cooperatively with all members of the school community, educators can enhance current plans for integration and initial attempts to make education multicultural, assuring that…

McGinnis, J. Randy (1995). Student Perceptions of Science Teacher Actions in Two Culturally Diverse Middle-Level Science Classrooms: A Case Study in the American Deep South. The purpose of this study was to give voice to students' perceptions in two science classrooms taught by two white teachers in an urban multicultural middle-level school situated in the American Deep South. Student participants were 35 students of different ethnicities in grades 7 and 8. The theoretical reference used is social contextual, a reference advocated by a growing number of education researchers. Insights emerging from the study are intended to support critical reflection on the part of science teachers practicing in that context and to others who see application in different contexts. It is asserted that students of diverse backgrounds schooling in a context historically associated with racism directed toward African-Americans are sensitive to teacher attitudes and actions that could be interpreted as discriminatory. Implications for science teacher practices and for future research in middle-level contexts are discussed. (Contains 12 references.) (Author/SLD)… [PDF]

De Mott, John (1980). The Press is Failing the Cities. The failure of today's newspapers to provide creative leadership in successfully integrating our cities is tragic. White racism has become a critical factor in the neglect of our cities, as has the reluctance of some newspeople to involve themselves more deeply in efforts to explain today's urban crisis. Much of the journalism profession's disappointing performance in urban affairs reporting can be blamed on journalism education's failure to provide the requisite expertise in urban affairs to aspiring journalists. During the past few years, most of the special programs in urban affairs that were created in the late 1960s and early 1970s in schools and departments of journalism around the country have been dismantled. Some examples of progress can be seen, however, as the subject of urban affairs creeps slowly back into the agenda of conventions and other meetings of journalistic organizations. The progress is, however, slow and slight. (AEA)…

Handy, Adam J. (1999). Ethnocentrism and Black Students with Disabilities: Bridging the Cultural Gap, Volume I. This book investigates the educational methods, achievements, and teacher expectations among black and white students with disabilities. It finds that poverty, racism, cultural differences between blacks and whites, and inferior socioeconomic conditions are the main causal factors that result in black children being \labeled\ as exceptional and placed in special education classes at an alarmingly disproportionate rate. Historical legislation and events are cited which have resulted in case law, along with current research findings, that support the thesis that the disparity in academic achievement levels and self-esteem between black and white students has been systematically polarized. It is argued that the black family's child-rearing practices and cultural differences may be viewed with contempt by the majority race and that the unfavorable view of black culture has created hurdles for black students which result in low self-esteem and low academic performance. The need to…

Royel M. Johnson, Editor; Shaun R. Harper, Editor (2024). The Big Lie about Race in America's Schools. Race and Education. Harvard Education Press "The Big Lie About Race in America's Schools" delivers a collective response to the challenge of racially charged misinformation, disinformation, and censorship that increasingly permeates and weakens not only US education but also our democracy. In this thought-provoking volume, Royel Johnson and Shaun Harper bring together leading education scholars and educators to confront the weaponized distortions that are currently undermining both public education and racial justice. The experts gathered in this work offer strategies to counter these dangerous trends and uphold truth in education. In focused, practical chapters, the contributors examine efforts both broad and specific, from restrictive education legislation, to book bans, to twisting terminology like Critical Race Theory (CRT) and diversity, equity, and inclusion (DEI), that are obscuring truth in public education. They demonstrate how this narrowing of allowable ideas does a disservice to all students and… [Direct]

King, Lourdes Miranda (1978). Puertorriquenas as Hispanics in the United States. Although the Hispanic woman finds herself in a minority status within a minority population, her persistence and resiliency attest to her readiness for change. She bears the triple brunt of sexism, racism, and colonialism. She is victimized by poverty, prejudice and rejection by the dominant population. Like women in the population at large, her income is far below that of males, the expectancy levels for her achievement are quite low, and she finds she is often rejected as a fully participating citizen. Being a minority, as well as a woman, she has low social status and consequently low self-esteem. Her language is often mistaken for illiteracy or, at least, is the sign of the unwanted immigrant. Although her educational attainment is lower than that of women in general and that of Hispanic men, there are some hopeful signs. Her participation in secondary education is on the rise and increased education is a key element in improving her chances for jobs not presently open to her….

Brown, Sally, Ed.; Riddell, Sheila, Ed. (1992). Class, Race and Gender in Schools. A New Agenda for Policy and Practice in Scottish Education. Practitioner MiniPaper 12. The Educational Institute of Scotland, a trade union representing approximately 80% of Scottish teachers, is committed to an anti-racist, anti-sexist education system which, in pursuing excellence for each learner, will also advance social equality. The conference reported in this document was designed to further this commitment. Papers presented in this collection include: (1) "Research and Practice in Pursuit of Social Justice in Education" by Sheila Riddell and Sally Brown; (2) "Social Class in Scottish Education" by Lindsay Paterson; (3) "Social Class and Educational Disadvantage: Are the Schools to Blame?" by David Hughes; (4) "Racism and Education: Issues for Research and Practice" by David Gillborn; (5) "Turning a Multi-Cultural and Anti-Racist Education Policy into Practice" by Helene Witcher; (6) "Gender and Education: Progressive and Conservative Forces in the Balance" by Sheila Riddell; (7) "Gender Issues:…

Garner, Barbara, Ed. (2003). Focus on Basics: Connecting Research & Practice. Volume 6, Issue B. National Center for the Study of Adult Learning and Literacy (NCSALL) \Focus on Basics\ is the quarterly publication of the National Center for the Study of Adult Learning and Literacy. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. \Focus on Basics\ is dedicated to connecting research with practice, to connecting teachers with research and researchers with the reality of the classroom, and by doing so, making adult basic education research more relevant to the field. The theme of this issue of \Focus on Basics\ is \-isms.\ Articles appearing in this issue are: (1) YES! A Literacy Program's Antiracist Journey (Margery Freeman and Lou Johnson); (2) Multicultural Education: Connecting Theory to Practice (Allison Cumming-McCann); (3) Idealism and Realism in the Formation of a Culturally Sensitive Classroom (KayTee Niquette); (4) A Conversation with FOB: Addressing Racism, Gender, and Classism in ABE (Jereann… [PDF]