Dmitriyev, G. D. (2000). Ethnicity and Culture in Russian Schools. This paper presents a brief overview of education in the Soviet Union during the Marxist era and states that one result of the Communist system collapse in 1991 was that it became imperative to democratize Russian society and schooling. The paper notes the need to reevaluate the legacy of "international upbringing" along the line of true humanism, to bring new multicultural and multiethnic dimensions into theoretical discourses, and to educate the younger generation of Russia. With "Soviet person" and "Soviet people" identities gone, education remains a powerful tool in assisting Russian people in their difficult searches of new racial, ethnic, political, ideological, gender, and other cultural identities. The paper is then organized into sections on race; racism and discrimination; ethnos, nation, nationality, ethnic, and national identity; ethnocentrism; biethnicity and multiethnicity; cultural shock; and children of refugees and migrants from the… [PDF]

Vincent, Nelson C. (1992). The Philosophy and Politics of Multicultural Education and Anti-Racist Education: An Analysis of Current Literature. Multicultural education emerged as a curriculum and pedagogical movement in the late 1960s but it has yet to be clearly understood. Several distinct approaches to multicultural education constitute a range of curricular, pedagogical, and social justice perspectives each with significantly different political, social, and economic goals. A healthy discourse between theorist and practioner is necessary for the continued growth of the field. Anti-racist education is a parallel approach that focuses on the issues of social justice and inequality. Anti-racist theorists argue that multicultural approaches to schooling have focused on the curriculum and the classroom at the expense of examining the wider social, political, and economic influences on inequality and racism, and that multiculturalists misunderstand the causes of social inequality when they understand it exclusively in terms of culture. At present, however, there is a very limited amount of research available on functioning… [PDF]

Harvard, Patricia A. (1986). Successful Behaviors of Black Women Administrators in Higher Education: Implications for Leadership. Successful strategies and behaviors used by black women administrators to acquire and maintain their leadership positions in higher education were examined. A review was undertaken of qualitative research on black women administrators from both two- and four-year colleges that are non-church related. Three major barriers to women seeking administrative positions were identified: sex-role stereotypes, organizational barriers, and women internalizing traditional female behaviors. In general, successful administrators were typically defined as those who had obtained their doctoral degree. They were described as committed, independent, dominant, active, adventurous, sensitive, secure, and self-confident. In addition to mastering the skills that are crucial to all leaders, black women administrators may experience both sexism and racism. All the literature concurred on the importance of self-confidence, technical and interpersonal skills, awareness of organizational attitudes, conforming… [PDF]

Chesler, Mark; Coffey, John F. (1976). Race Education/Training: The State of the Art; Issues and Dilemmas. The two papers comprising this conference report serve the following purposes: (1) to alert practitioners and consumers in race relations and anti-racism endeavors to the major issues in the field; (2) to facilitate continuing dialogue; and (3) to provide impetus for a more thorough assessment of the state of the art. The first, by John F. Coffey, reflects the views of the consensus of symposium participants on the state of the art of race education/training. Among the topics discussed are the history of race relations, participant philosophies, and issues and concerns about race educators and trainers. The second paper, by Dr. Mark Chesler, discusses issues and dilemmas in the area of race relations and race education. The paper focuses on the following questions: (1) Who are the appropriate agents or staff for training and change? (2) What are the critical elements for a training/education program? (3) What should an organizational diagnosis include? (4) What are some important… [PDF]

Anderson, Bernard E.; And Others (1978). The State of Black America, 1978. In this report seven scholars (Bernard Anderson, James Dumpson, Charles Hamilton, Robert Hill, Vernon Jordan, Jr., Bernard Watson and Robert Weaver) appraise the social, economic, political, and educational status of blacks and black families. Minimal gains and poor prospects for black female heads of families in the current recession job market are discussed. It is noted that in the area of education, despite substantial gains in the struggle for equality, black Americans \must continue to run fast just to stand still.\ The Carter Administration's fiscal conservatism is cited as a threat to Federal urban and housing programs. Racism is pointed to as it constitutes an ongoing denial of power and self fulfillment to the great majority of black people. It is said that 1977 was a year that demonstrated the necessity to understand politics as a long but promising process. Final recommendations to the American government comprise the issues of unemployment, urban policy and housing,…

(1980). Key Competencies: African and Afro-American Studies, Secondary Education. This booklet identifies major competencies for African and Afro-American studies courses in grades seven through 12 in the Philadelphia school system. Afro-American studies are viewed as (1) developing students' ability to gain insights and destroy stereotypes and (2) providing a frame of reference for understanding the forces which have shaped social problems based on race and color. Between two and five major competencies are outlined for each grade level. Each competency is followed by up to 15 behavioral objectives or learning activities by which mastery can be evaluated. The competencies include knowledge of modern and traditional African history; colonialism and slavery; contributions of Black people to science, music, art, education, and government; significant Black leaders of the 20th century; major cultural influences of African peoples to world history; important Supreme Court decisions which have affected Black people in America; and the impact of racism in American…

Hoff, Gerd R. (1995). Multicultural Education in Germany: Historical Development and Current Status. Multicultural education in Germany has been profoundly affected by history and the consequences and burdens of war. As Germany has always understood itself to be a monocultural country, there was initially little room for unpopular multicultural approaches to school organization and curriculum. Depending on the political orientation of state government, there have been diversified attempts to deal with educating a permanently increasing number of immigrant students. The four main approaches to children speaking a first language other than German, an ever-increasing group in Germany, have been: (1) separation in like-group schools; (2) assimilation; (3) a cooperative policy of trying to preserve mother tongue identity, literacy, and values; and (4) a United Europe policy to try to replace old nationalism with new Eurochauvinism. Multicultural education in Germany today must take into account changes in race relations in recent years, the growing numbers of immigrants and their…

McNinch, James (1994). The Recruitment and Retention of Aboriginal Teachers in Saskatchewan Schools. SSTA Research Centre Report #94-10. This report examines recruitment and retention of Aboriginal teachers in Saskatchewan (Canada) a decade after principles of equity were voluntarily adopted by some public school divisions. Data were gathered via questionnaires completed by 25 teachers of Aboriginal ancestry, 17 graduates of the Saskatchewan Urban Native Teacher Education Program, and 15 directors of education as well as interviews with 6 teacher education program graduates and 6 directors of education. Forces that restrain and drive the successful recruitment and retention of Aboriginal teachers are outlined. Relevant issues are discussed, including the need for education equity, the Aboriginal teacher as role model, special recruitment efforts, demographic considerations, improving hiring and retention, Aboriginal teachers and school improvement, racism and discrimination, improvement for Aboriginal students, and improvement for Aboriginal teachers. The study concludes that the successful recruitment and retention… [PDF]

Wiley, Terrence G.; Wright, Wayne E. (2004). Against the Undertow: Language-Minority Education Policy and Politics in the \Age of Accountability\. Educational Policy, v18 n1 p142-168 Jan. This article reviews historical and contemporary policies, ideologies, and educational prescriptions for language-minority students. It notes language and literacy policies historically have been used as instruments of social control and that racism and linguistic intolerance have often been closely linked with antecedents in the colonial and early nationalist periods as well as in nativist thought of the 19th century. The article concludes that the contemporary English-only and antibilingual education movements share features reminiscent of the restrictionism of earlier periods. The article next assesses policies of the federal and state governments in accommodating language-minority students. Current debates over appropriate assessment of language-minority students are backgrounded against the history of the testing movement. Recent research on high-stakes testing is reviewed with the conclusion that it is not improving the quality of teaching and learning and appears to be having… [Direct]

Eberhard, Wallace B., Ed.; Lisby, Gregory C., Ed. (1992). Southeast Colloquium of the Association for Education in Journalism and Mass Communication. Proceedings (17th, Stone Mountain, Georgia, March 26-28, 1992). This record of proceedings presents papers and abstracts of papers from the newspaper, law, and history divisions of the Southeast Colloquium of the Association for Education in Journalism and Mass Communication. The two papers in the history division are: "Southern Editors Say 'No' to 'Lo the Poor Indian'" (Kenneth Rystrom); and "'Got No Souls…': Racism in Southern Reconstruction Newspapers" (Donna L. Dickerson). The law division is represented by "The Buckley Amendment and Campus Police Reports" (Ellen M. Bush). "Measuring Mass Media Orientation" (Dorothea Howe and Gerald Stone); and "Making the Best of a Tough Job: Pulitzer Prize Winning Correspondent Eddy Gilmore" (Maury M. Breecher) are the newspaper division's contributions to the full-text portion of this record. The proceedings also presents 67 abstracts of papers, and a list of 8 papers for which abstracts were not available. (RS)… [PDF]

(1998). Traveling the Transfer Path: Student Experiences at City College of San Francisco. This study was conducted in order to reveal the nature of community college life at City College of San Francisco (CCSF) and investigate the transfer process through the "eyes" of CCSF students. Interviews were conducted on approximately 30 faculty, 15 administrators, and 60 students to discover the motivations behind decisions to transfer from certain urban community colleges to baccalaureate institutions. Interviews revealed that some students enter the community college without intending to transfer, but are inspired by caring faculty or special school programs to pursue further education. Faculty outreach appears to make a crucial difference in the lives of students and their transfer goals and success. However, barriers to transfer do exist, among which are college bureaucracy, misinformation from faculty, the ease in dropping courses, racism, and condescending teachers. The report contains suggestions for further research and an appendix, which includes a description… [PDF]

Reddy, Maureen T., Ed.; TuSmith, Bonnie, Ed. (2002). Race in the College Classroom: Pedagogy and Politics. This collection of essays by college instructors who teach in the humanities, social sciences, science, and education, addresses the challenges faced by professors who believe that teaching responsibly requires an honest examination of race. Papers include "Introduction: Race in the College Classroom" (Maureen T. Reddy and Bonnie TuSmith); "Two Voices from the Front Lines: A Conversation about Race in the Classroom" (Karen Elias and Judith C. Jones); "Teaching in Florida: The End of Affirmative Action and the Politics of Race" (Sarika Chandra); "A Ghost in the Collaborative Machine: The White Male Teacher in the Multicultural Classroom" (Peter Kerry Powers); "Decentering Whiteness: Resisting Racism in the Women's Studies Classroom" (Patti Duncan); "Smashing the Rules of Racial Standing" (Maureen T. Reddy); "When the Political is Personal: Life on the Multiethnic Margins" (Jennifer Ho); "The Entanglements of…

Best, Fred; Stern, Barry (1976). Lifetime Distribution of Education, Work and Leisure: Research, Speculations and Policy Implications of Changing Life Patterns. The concept of lifelong learning is generally defined as the expansion of formal and informal education from the relatively exclusive life stage of youth and early adulthood. This presentation has two stated purposes: (1) to demonstrate that the success of current proposals for lifelong learning will be highly dependent on their integration with the institutions and human activities concerned with work and leisure; and (2) to outline and demonstrate a belief that progress is combating a wide range of interrelated social problems such as unemployment, over and under education, worker alienation, poverty, racism, sexism, forced retirement and institutional obsolescence will require integrated policies and programs and that the redistribution of education, work, and leisure throughout entire lifetimes may represent an effective means of addressing many of these social ills. The paper deals with four basic areas: (1) a general framework for social analysis based on overall lifetime… [PDF]

Nieto-Gomez, Anna, Ed. (1974). New Directions in Education: Estudios Femeniles de la Chicana. A team of outstanding Mexican American women educators from the Southwest designed these course outlines for college and university levels focusing on "la mujer Chicana" in history, literature, sociology, and higher education. This curriculum guide includes materials aimed to stimulate the student's examination of the Chicana in finding out who and what she is through a study of her culture, language, and heritage. Course outlines include: (1) "La Chicana in Higher Education"–an examination of higher education as an organization designed to prepare the Chicana to participate more effectively within the college and/or university structure; (2) "La Chicana in Literature"–a positive reinforcement for Chicana self-identity designed to motivate women to express themselves through literary works; (3) "Sociology of the Chicana"–a vivid presentation of the struggle against racism and sexism in society in general and in the Chicano community; and…

Broudy, H. S. (1985). Past and Future in Education. A review of the history of changes in emphasis in the educational system covers the period from the 1930's to the present. After World War II the returning veterans attending college as a result of the GI Bill had a lasting effect on higher education. It forced a rethinking of teacher education, and the emerging schools of education and teachers colleges contended that preparation for teaching required a professional curriculum. Curriculum reform after Sputnik centered on "excellence" in science and math curricula. In the 1960's behavioral objectives and competency-based teacher education were espoused. In the 1970's subject matter curricula were attacked, and civil rights legislation and diverse groups charged the schools with the task of removing racism and discrimination in one generation. In the 1980's the emphasis is back to "excellence." The reasons for the swings in educational reform movements may be found in the constant tension between schooling for…

Schoem, David, Ed.; And Others (1993). Multicultural Teaching in the University. This book provides a collection of papers that address the enhancement of faculty teaching and learning in an increasingly interconnected multicultural society. Three interconnected dimensions of multicultural teaching are focused upon: content, process and discourse, and diversity of faculty and students. Papers and their authors are as follows: "Teaching About Ethnic Identity and Intergroup Relations" (David Schoem); "Continuing the Legacy: On the Importance of Praxis in the Education of Social Work Students and Teachers" (Edith A. Lewis); "Teaching With and About Conflict in the Classroom" (Ximena Zuniga and Mark A. Chesler); "Latinos in the United States: A Framework for Teaching" (Robert M. Ortega et al.); "Reflections on the Teaching of Multicultural Courses" (Luis F. Sfeir-Younis); "Anti-Racism and Multiculturalism in a Law School Class" (T. Alexander Aleinikoff); "Our Lives, Our Histories" (K. Scott Wong);…

Schwartz, Wendy (1988). More Recent Literature on Urban and Minority Education. ERIC/CUE Digest No. 49. This document reviews the following books on urban and minority education: (1) \Communicating Racism: Ethnic Prejudice in Thought and Talk\ (Teun A. van Dijk), which discusses the ways that prejudice and negative stereotypes are conveyed in discourse and then socially reproduced in everyday thought, talk, and action; (2) \American Business and the Public School: Case Studies of Corporate Involvement in Public Education\ (Marsha Levine and Roberta Trachtman, Eds.), which presents case studies that provide a good cross-section of local environments, school agendas, and business efforts that can define and help determine the success of the school-business relationship; (3) \Human Rights and Education\ (Norma Bernstein Tarrow, Ed.), which contains 13 essays that address both the universal right to be educated, and education abut human rights; (4) \Young, Black, and Male in America: An Endangered Species\ (Jewell Taylor Gibbs, Ed.), which contains essays discussing the social and… [PDF]

Arellano, Adele; Baker, Susan; Berta-Avila, Margarita; Echandia, Adriana; Murai, Harold; William-White, Lisa; Wong, Pia Lindquist (2007). The M/M Center: Meeting the Demand for Multicultural, Multilingual Teacher Preparation. Teacher Education Quarterly, v34 n4 p9-25 Fall. The Multilingual/Multicultural Teacher Preparation Center (M/M Center), a teacher preparation program offered by the Bilingual/Multicultural Education Department (BMED) at California State University, Sacramento, is entering its third decade of operation. The M/M Center was established by a group of progressive teacher educators, most with a history of activism and advocacy around democratic education, immigrant rights, and the elimination of racism and other forms of discrimination in local schools and our own university. The Center founders developed a comprehensive program to prepare teachers to be change agents actively working towards social justice in low-income and culturally and linguistically diverse classrooms, schools, and communities. Race-conscious and language-conscious policy-making and program development characterize the program's history and current operations. Multicultural content and the application of theory into practice through extensive field experiences in… [PDF] [Direct]

Shulman, Judith (1992). Tender Feelings, Hidden Thoughts: Confronting Bias, Innocence, and Racism through Case Discussions. [Revised.]. This analysis of a pilot study in inservice teacher education seminars provides insight into the potential of case-based methods in multicultural education and exposes some of the difficulties that accompany this approach, for both discussion leader and participants. Rather than passively listening to generalized knowledge on multiculturalism through lectures, teachers have an opportunity to explore key issues in the context of real classrooms. They can make explicit their beliefs about teaching and learners; they can test out their assumptions about practice; they can confront their personal biases through a shared, socially constructed, and deeper understanding of issues related to race, class, gender, and culture; and they can transform what they learn into effective instructional practices. The intensity of participants' contributions during the discussions, while at times difficult for both the participant and the facilitator, indicates how important this vehicle is for… [PDF]

Boyd, Dwight (2004). The Legacies of Liberalism and Oppressive Relations: Facing a Dilemma for the Subject of Moral Education. Journal of Moral Education, v33 n1 p3-22 Mar. In modern Western moral and political theory the notion of the liberal subject has flourished as the locus of moral experience, interpretation and critique. Through this conceptual lens on subjectivity, individuals are enabled to shape and regulate their interactions in arguably desirable ways, e.g. through principles of respect for persons and the constraints of reciprocal rights, and moral education has largely adopted this perspective. However, this article argues that some kinds of morally significant relations–those framed by social groups related to each other through structures of hierarchical power–constitute a different kind of subjectivity that needs more theoretical and empirical attention. In contrast to four core characteristics of liberal subjectivity, a view of subjectivity that can be located in how individuals are members of particular kinds of social groups is offered. It is argued that unless it can accommodate working with attention to this form of subjectivity… [Direct]

(1978). Education for an Inclusive, Multicultural Society: The Problems and Opportunities of Bilingual, Bicultural Education. Report of a Consultation Held in Hartford, Connecticut, December 2-3, 1977. This document presents the proceedings of a consultation held for the purposes of sharing experience, expertise, problems, and directions in bilingual/bicultural education, and of sharing ways of developing public understanding and support for a pluralistic oriented education. One paper discusses the promise of a multicultural American society. It points out that the notion of the melting pot is a myth that prevents people from dealing honestly with racism and with diversity. Tolerance for diversity and a recognition of the importance of ethnicity are urged. An overview of bilingual, bicultural education is provided by another paper. A third article discusses where the state of Connecticut stands on the question of meeting the needs of students in the public schools who do not function well enough in English to benefit from regular classroom instruction. Group participants in this consultation were asked to identify areas of importance stemming from their discussions. The areas…

Bina, Clarence A. (1991). The Bonfire of the Buffalo Commons: A Multicultural View from the Mid-Continent. Much of today's multicultural education is ethnocentric and has little apparent concern for cross-cultural contacts, our best hope in ameliorating racism. Increasingly, multiculturalism exalts particular racial and ethnic pride at the expense of social cohesion of the American society as a whole. However, the notion of a "common American culture" has become suspect because it is seen as white, Eurocentric, and elitist. Since most people agree that no one can learn much without content, the question becomes, Whose history is taught? In reviewing debates on multicultural education, the fact that the United States social and economic system is based on the western tradition is emphasized. Another issue in multicultural education is that educators are generally not comfortable with teaching about alternate cosmologies or religions, but these are essential elements for understanding other cultures. Management education in both business and public administration has generally…

(1977). Sourcebook of Equal Educational Opportunity. Second Edition. This reference book offers current information about equal opportunity in education through the elimination of racial, cultural, sexist, and linguistic barriers facing minority groups. The volume consists of seven parts, plus subject and geographical indexes. The first section includes a general demographic overview of the U.S., with statistics on income, employment and education. It also discusses cultural pluralism versus the melting pot theory, and examines in a general way the subjects of sexism and racism. The second section deals with both historical roots and contemporary trends in American Indian/Native Alaskan education. Part three presents data on the Asian American/Pacific Islander populations, with specific information on bilingual and bicultural educational projects. The fourth section focuses upon desegregation efforts with regard to Black Americans and discusses standardized testing in relation to the black student. Part five deals with higher education programs for…

Atkinson, Tannis (1988). Speaking Our Own Voice. Report of the Conference for Literacy Practitioners (Toronto, Ontario, November 26, 1988). This report summarizes the proceedings of a day-long conference for adult literacy practitioners in Toronto. The conference addressed the many ways in which education can become more inclusive of adult learners. During the seven different workshops, participants explored questions of \voice.\ Common concerns included the following: (1) many people are denied choices and chances in education because of their culture, language, race, gender, physical disability, or economic class; (2) adult literacy, basic education, English-as-a-Second-Language, and mother tongue literacy classes are forced to operate with inadequate resources, support, and funding; and (3) adult learners must be actively consulted when programs are developed for them, in order to ensure that programs are meeting the needs of the literacy learners. The report covers the seven workshop themes: empowering language; addressing sexism; integrating adults with disabilities; furthering cross-cultural communication;… [PDF]

Grabiner, Gene (1977). In Defense of Revisionism. This paper discusses the misuse of historical data in attacks on educational revisionism and describes the contributions made by revisionists. Maintaining that the works of historical revisionists must be critically analyzed and their inadequacies recognized if they are to have lasting value, the author presents a textual criticism of a recent work which contains all of the complaints which conservative scholars generally level against works by revisionists. The book, by Columbia education professor Diane Ravitch, is entitled "The Revisionists Revised: Studies in the Historiography of American Education." The review describes Ravitch's technique as one which discovers presumed errors in the works of revisionist authors and attempts to discredit them on grounds of poor scholarship and/or incorrect interpretation. The author maintains that Ravitch clouds issues raised by revisionists by refusing to recognize contributions made by progressive writers on social and… [PDF]

(1974). Black Perspectives on Social Work Education: Issues Related to Curriculum, Faculty, and Students. This monograph represents the continued efforts of the Council on Social Work Education to give major attention to issues related to ethnic minorities in social work education. The papers included were compiled from a variety of sources: three were presented at the Council's 1973 Annual Program Meeting; one was a paper originally presented at the Western Interstate Commission on Higher Education Workshop on Faculty Development; one was an outgrowth of two seminars on minority groups and social work education sponsored by the Council; one was orginally presented at a faculty workshop; and one was solicited specifically for this publication. These papers are: (1) \Can Social Work Education Prepare Practitioners to Contribute to a Cogent Challenge to American Racism?\, June Brown; (2) \Integrating Minority Content into the Social Work Curriculum: A Model Based on Black Perspective and Principles,\ Jay Chunn; (3) \Increasing Minority Enrollment in a Predominantly White University,\…

Herbert, Amelia Simone (2023). Shareholder Schools: Racial Capitalism, Policy Borrowing, and Marketized Education Reform in Cape Town, South Africa. Comparative Education Review, v67 suppl 1 p66-88 Feb. Marketization of education in South Africa accelerated at the crossroads of the postapartheid democratic transition and global neoliberal turn, reflecting both educational policy impacts of the country's protracted negotiated settlement and transnational trends. A controversial 2018 provincial amendment further entrenched marketization in the Western Cape by introducing "collaboration schools," public-private partnerships modeled on charter schools from the United States and academy schools from the United Kingdom. This article employs critical policy ethnography to argue that racial capitalism shapes transnational policy borrowing and to illustrate that a perceived portability of marketized reforms rests on racialized notions of the function of schooling for marginalized youth across contexts. I draw on Cedric Robinson's analysis of capitalism as a ubiquitously racialized, interconnected global order and Neville Alexander's insistence that antiracism must be… [Direct]

Denaro, Kameryn; King, Christine; Sato, Brian (2023). Assessment of Demographic Biases Associated with the Ground Rules System in a Large Undergraduate Engineering Course. Journal of College Science Teaching, v52 n3 p46-54 Jan-Feb. Despite more women and underrepresented students entering engineering, there are still gaps in achievement. A potential remedy is to establish equitable team dynamics during groupwork. Groupware systems have been implemented in the workforce and, recently, piloted in undergraduate lowerdivision education to establish team norms. Our prior work found that there was a significant association between gender and the utility of rules systems to establish team norms. To assess biases regarding gender and minority groups in the rules system, we examined the differences between rules chosen by individuals and teams based on demographic characteristics in a large engineering course. Students individually identified which rules were most important when working in a team, then formed teams and performed a "negotiation" to choose which rules the team would follow. We used statistical analyses to determine whether certain demographic factors predicted how influential an individual was… [Direct]

Ervin, Leroy; And Others (1985). Revenue Producing Athletes: An Annotated Bibliography. An annotated bibliography on revenue producing sports is presented, with attention to: Proposition 48, exploitation of athletes, legal proceedings, research related to athletes and academic performance, psychological characteristics of athletes, and counseling programs for athletes. Introductions to each of the six topics are included. The section on Proposition 48 includes a summary of articles from the "Chronicle of Higher Education," presented in chronological order, as well as articles presenting alternatives to Proposition 48. Higher academic standards for athletes were stipulated by Proposition 48, which was adopted by the National College Athletic Association (NCAA) in 1983. Several ways young athletes are exploited include extravagant promises, the lure of television and national recognition, abuse of transcripts, and practices that dilute academic standards. The section on legal proceedings, which is a compilation of recent cases, law review articles, and articles…

Hill, Sharon A. (1992). 39 Flavors: The Community College Classroom. Multicultural education can be defined as an educational process that promotes an understanding and appreciation of the cultural diversity within a pluralistic society. By the year 2000, the number of minorities in the United States will increase dramatically. To respond appropriately and effectively to these emerging demographics, educational institutions must adopt multicultural education. The five stages leading to the establishment of multicultural education are Awareness; Analysis; Acceptance; Adoption; and Actualization/Advocacy. Awareness includes an acknowledgement that a Eurocentric educational model undergirds the U.S. public school system. The Analysis stage includes an examination of the five social ills of racism, sexism, elitism, ageism, and handicappism. A principal goal of multicultural education is to eliminate these social ills from the school curriculum. The third stage in the development of multicultural education, Acceptance, involves increasing faculty…

Fleming, Wanda; Schaffer, Howie (1997). Reflections on Education and Race. Examining the Intersections. Select Addresses from the Public Education Network 1996 Annual Conference. A PEN Occasional Paper. The theme of the 1996 Public Education Network conference was \Examining the Intersections: Education and Race.\ From different points of view, speakers examined the need for an ongoing commitment to ensuring equal opportunity and access to learning in all public schools. The first selection is the report of a panel discussion about the role and impact of race on children, teachers, and staff. The following remarks from the panel are presented: (1) \Introductory Remarks\ (Amanda Brown); (2) \Institutionalized Violence\ (Helen Gym); (3) \Working It Out Together\ (Christine Gutierrez); (4) \Please–Just Don't Call Me a Racist\ (Beverly Daniel Tatum); (5) \Despair and Hope\ (Craig Jerold); and (6) \Expectations and Reactions: Continuing Commentary and Conversation on Race\ (panel).\Race: The Challenge for Public Education\ by Joseph R. Feagin, the second selection, explores racism as the \fourth R\ that must be addressed in building better schools. The next selection, \1996 Election… [PDF]

Duhon-Sells, Rose (1991). Multicultural Education Is Essential for the Academic Success of Schools in the 21st Century. A multicultural thrust should be the key element in restructuring American education in preparation for the 21st century. Demographic trends indicate that European Americans will be outnumbered by other racial and ethnic groups in the next century. Consequently, new educational techniques and content need to be developed and infused into school curriculums to ensure that children from diverse racial, ethnic, and cultural backgrounds receive an equal and adequate education that prepares them to take a productive and meaningful place in the 21st century. The National Education Goals are an attempt to address the need for major improvements in how children are educated. However, the National Goals do not adequately address the issues of equity that affect whether academic success is assured for all students. Among a more ideal set of national goals for education that is multicultural and equitable are the following components: (1) children will start school with a positive sense of…

Jones, Phillip E. (1977). The Changing Profile of Black Administrators in Predominantly White Colleges and Universities. In predominantly white, four-year, residential institutions where black populations are less than 10 percent, black professional staff tend to be in entry-level positions. They have often been found in special programs for minority and low-income students. A survey of black administrators in midwestern institutions showed that by the early 1970s: (1) the majority were associated with equal opportunity programs (EOPS); (2) 90 percent were being paid with institutional funds; (3) they were in their mid-thirties to early forties and were primarily male and married; (4) although most had their undergraduate training in the social sciences, they usually held master's degrees in education with emphasis on administration; and (5) there was a tendency among EOP directors toward earning doctorates. Barriers to black participation in administration include: (1) their positions in the administration; (2) for many the fact that they are not faculty members; (3) systematic racism. Affirmative… [PDF]

Reeves, Joyce King (1982). The Idea of Resistance in Education: A Critique. This paper discusses resistance in education as expressed in white working-class girls' reactions to sex role socialization, children's play, minority children's behavior in inner city schools, and the resistance of female faculty in institutions of higher education. The paper takes off from issues addressed in some papers presented at a research symposium on resistance in education. Observing that some of the papers draw on Eugene Genovese's conceptualization of accommodation and resistance in explaining slavery, the author cautions against uncritically accepting Genovese's interpretation. Genovese's use of the idea of paternalism to explain slavery and the slaves' widespread accommodation and weak resistance to slavery is thought to ignore important factors such as racism and the sexual exploitation of slave women. It is suggested that Genovese tends to view slave resistance as an attribute of personality rather than as a collective and individually conscious phenomenon with…

Landsman, Julie, Ed.; Lewis, Chance W., Ed. (2006). White Teachers/Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism. Stylus Publishing, LLC For African Americans, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma. In this book, Black and White teachers provide an insightful approach to inclusive and equitable teaching and illustrate its transformative power to bring about success. This book encourages reflection and self-examination, and calls for understanding how students can achieve and expecting the most from them. It demonstrates what is involved in terms of recognizing often-unconscious biases, confronting institutional racism where it occurs, surmounting stereotyping, adopting culturally relevant teaching, connecting with parents and the community, and integrating diversity in all activities. This book is replete with examples of practice and telling insights that will engage teachers in practice or in service. It should have a place in every classroom in… [Direct]

Finch, Mary Ellen; Rasch, Kathe (1992). Preparing Preservice Students for Diverse Populations. The Education Division of Maryville University (Missouri) believes in preparing teachers for student diversity. It encourages teachers to be reflective practitioners and suggests that the quality of a teacher's reflections and actions depends on a developmental ability to integrate concrete teaching experiences, models and strategies of others, and principles of research in teaching into an integrated whole. Maryville's teacher education program has four conceptual strands: (developmental, curriculum and instruction, sociological, and research). The paper describes the Roblee Project, which builds upon the experiences and curriculum permeating Maryville's preservice teacher education program. The project began in 1991 with several activities: faculty and focus group meetings on cultural diversity designed to critique preservice teacher education; data collection from new students, student teachers, and first-year teachers; and resource list collection. Data analysis showed that: (1)… [PDF]

Mungazi, Dickson A. (1987). Education and the Quest for Human Completion: The African and Afro-American Perspectives Compared. This paper examines the concept of human completion, as applied to both the African and the Afro-American experience, and how the search for completion by the individual influences the collective society. The theoretical concepts of Paulo Freire and Albert Memmi are applied to both groups. Both groups have been denied equal opportunity for education and self-realization. Voting has been used as a means to achieve social and educational goals but has been ineffective when it was not combined with the education necessary to provide critical analytical skills. The search for self-liberation has led to social conflict, as the power structure has prevented the minority from achieving its goals. The conclusions drawn include: (1) that collective action is not possible without individual action, which in turn depends upon the education of individuals; (2) that affirmative action programs are vital in assisting blacks in achieving education; (3) that collective action appears to be fading… [PDF]

Ayers, George E.; Bronaugh, Juanita (1976). Multiethnic Materials. A Selected Bibliography. This selected bibliography was prepared for the Racine, Wisconsin School District by the Title VII (Emergency School Aid Act) project for use by teachers, administrators, counselors, psychologists, social workers, librarians, and other professional and support personnel employed by the district. All of the materials listed in the bibliography–professional articles, books, pamphlets, films, filmstrips, audiotapes, and other reference materials–have been obtained by the Title VII project and for use throughout the school district. The contents of this bibliography are organized into ten parts, as follows: (1) Discrimination/Prejudice/Racism, (2)Segregation/Desegregation/Integration, (3) Intercultural/Human Relations/Education, (4) Black Americans, which includes sections on aspects such as culture and history, biography, fiction, poetry, art/legends/music/plays, audio-visuals, and periodicals, (5) Mexican-Americans, (6) Native Americans, (7) Other Ethnic Groups, (8) Ethnic… [PDF]

(1988). Our Future at Risk: A Report of the Joint Committee on Minority Student Achievement. This report provides a policy framework for specific programs that will improve the achievement of minority students in the Illinois educational system. All levels of education from pre-kindergarten through graduate education must be involved in designing and making such programs work. Education is the key element that can enable minorities to overcome conditions of racism and poverty and to better their lives. The numbers of minority students enrolled at each successive level of education from elementary through postgraduate have been continually decreasing. The following issues are examined to demonstrate the importance of minority education: Minorities are a growing portion of the population of Illinois; minorities are underrepresented in the work force; the success of the work force in meeting the demands of the market depends upon the success of people in completing high school and programs beyond high school. An overview of minorities in elementary, secondary, and higher… [PDF]

Woolbright, Cynthia, Ed. (1989). Valuing Diversity on Campus: A Multicultural Approach. College Unions At Work Monograph Series Number 11. The social isolation caused by differing cultural backgrounds of minority students on college campuses creates certain \points of tension\ that reduce faculty effectiveness and limit student vision. This monograph attempts to provide a greater awareness and understanding of these issues within the context of the role of college unions and student activities. The first chapter provides an overview for concepts of racism, diversity, and culture and identifies the importance of institutions and power as related to oppression. Chapters 2-5 identify four racial-ethnic group classifications, including Blacks, Hispanics, Asian-Americans, and Native Americans, and supplies historical background information for each group. Chapters 6 and 7 identify gay and lesbian and religious issues as considerations in diversity. Chapter 8 describes a four-stage model for multicultural education and awareness based on developmental sequence for achieving a multicultural consciousness. The final chapter… [PDF]

McGuigan, Dorothy, Ed. (1978). New Directions for Black Women?. Newsletter, Center for Continuing Education of Women, vXI n1 Sum. This collection of papers deals with various aspects of the black female experience in America. \The Black Woman in Transition\ discusses the effects of sexism and racism on black women with particular reference to employment and education; it is noted that black women, in comparison with other groups in society, suffer a proportionately higher rate of unemployment and lay-offs, have more restricted fringe benefits, and are located in the most menial jobs. \Black Women and the Law: Equal Employment Opportunity\ examines some problems in enforcing anti-discrimination legislation. \The Black Woman and Her Family in Economic Transition\ explores changes within the black family with a particular focus on the changing status of the grandmother, the wife and mother, and the daughter over the last few generations. Excerpts are presented from two panel discussions: \Working Poor Female-Headed Households,\ and \Barriers and Strategies for Black Women in the World of Work.\ (Author/WP)…

Cornell, Jean H., Ed.; Harcleroad, Fred F., Ed. (1971). Assessment of Colleges and Universities. As American higher education enters the 70s, both its students and the society it serves have raised questions regarding its purposes, structures, and effectiveness. These papers on the assessment of colleges and universities were presented at the 1970 invitational conference of the American College Testing Program. The papers, in the main, emphasize student assessment of their colleges and universities and the assessment by society as a whole of its postsecondary educational institutions. Some of the papers review important historical concepts that make the present air of crisis more understandable. Some of them present evidence of past and present needs of ethnic minorities that can be of genuine help as we grope to find the way from conscious or unconscious racism toward a truly open society. Others describe valuable experimental programs that can provide insights on which to base new curricular and instructional programs. (Author/HS)… [PDF]

Cammaert, Marie-France (1987). Interculturalism: Theory and Practice. Seminar (Limbourg, Belgium, April 14-15, 1987). The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". As follow-up to a five-year Council for Cultural Cooperation project on migrants, a seminar and roundtable discussion on the theory and practice of intercultural education in Europe is presented. Seminar participants include educators and administrators from Belgium, West Germany, the Netherlands, and Sweden as well as a representative from the Council of Europe. The participants concur on the need for intercultural or "contact" education for all school children as a response to the on-going presence of immigrant families in Europe. Agreement is also apparent on the need to retrain teachers for intercultural education and to establish a link between centers of research and teacher-practitioners. There is no consensus on the objectives of intercultural education, which is variously believed to be necessary to: (1) promote knowledge and understanding of ethnic relations; (2) combat ethnic prejudice; (3) condemn racism; (4) explain the history of migration and the balance of…

McIntyre, Alice (1997). Making Meaning of Whiteness: Exploring Racial Identity with White Teachers. This book presents an inside look at the \white talk\ of teacher education students, presenting information from an action research project in which student teachers and faculty explored white racial identity, examined the meaning of whiteness, and confronted the difficulties of thinking critically about race and racism. The book strives to deepen the responsibility of white persons for race relations. Chapter 1, \Multicultural Antiracist Education and Whiteness,\ links multicultural antiracist education to white racial identity and the system of whiteness. Chapter 2, \Participatory Action Research,\ describes a research methodology that provided project participants with a way to reflect on white racial identity and the meaning of whiteness. Chapter 3, \Making My Whiteness Public,\ elaborates on a teacher's personal engagement as a white participant researcher. Chapter 4, \White Talk,\ Chapter 5, \Constructions of Whiteness,\ and Chapter 6, \Teacher Image,\ examine the principal…

(1987). FE Can Really Change Your Life. The Experience of Afro-Caribbean and Asian Students in Further Education. An Occasional Paper. This report summarizes a seminar organized by Great Britain's National Union of Students for Afro-Caribbean and Asian students in nonadvanced further education (FE). The seminar was designed to facilitate a discussion about various aspects of participants' experiences in further education. An introduction provides background, discusses the organization of the seminar, describes participants, and outlines the topics. The transcript of the discussion that follows has been edited, and a commentary is provided. It is organized by the main topic areas: the title of the seminar ("Black Students and FE") and dissatisfaction with it; motivation for entry to FE (the importance of qualifications, parental attitudes, financial consideration); information available about FE before entry (stereotyped career advice, lack of information about FE, a black disadvantage, signs of improvement); the general experience of further education; teaching and staff (teaching and curricula, black…

(1998). Racial Inequality in Schools. In spite of considerable progress on racial equality issues and multicultural education made in the schools of the United Kingdom, many areas of disadvantage remain for ethnic minority students and some new ones have emerged. Quite apart from the moral and educational imperatives behind policies against racism, there are legal implications for schools that neglect these areas of concern. The duties of local authorities under the Race Relations Act of 1976 are outlined. Suggestions are also made for things classroom teachers can do to promote racial equality in the whole school. In addition to their role in making whole-school policy, teachers can do much in specific subject areas to enhance equality for all students and combat racist behavior and assumptions. Some ideas are offered for various subject areas. Sensitivity to the languages and culture of students is needed, and educational establishments can take a leading role in the whole area of equal opportunities. (SLD)… [PDF]

Warren, Simon (2005). Resilience and Refusal: African-Caribbean Young Men's Agency, School Exclusions, and School-Based Mentoring Programmes. Race, Ethnicity and Education, v8 n3 p243-259 Sep. In this paper I attempt to do three things. Firstly, I explore the concept of resistance in the sociology of youth and education. I raise questions about the power of this concept to provide a descriptive language for understanding the way young people generally, and in this paper, young African-Caribbean men in London schools, deal with the contexts of institutional racism. I then go on to suggest the concepts of "resilience" and "refusal" as providing a more appropriate descriptive language. Drawing on the narratives provided by 15 African-Caribbean young men in three London schools, I explore the power of this descriptive language to capture the sense of youthful agency, but also the ambiguity of that agency. Thirdly, in light of the concepts of "resilience" and "refusal", I ask the question as to whether the school-based mentoring programmes these young men participated in can be regarded as emergent counter-hegemonic projects…. [Direct]

Russell, Roberta J.; Wright, Ruth L. (1990). Visible Minorities and Women in Educational Leadership: A Report of Research in Progress. Preliminary findings from two studies in progress on women and visible minorities in Canadian public and educational administration are presented in this paper, which focuses on the impact of tokenism resulting from differential expectations and their influence on the organizational socialization of managers. Primary data were derived from semistructured interviews, or career histories, with 20 white and minority male and female middle managers in public administration and education. Their experiences and perceptions of opportunities for advancement are described. Findings suggest that differences exist in the ways in which males and women and minorities experience organizational life, and that these differences may significantly impact career outcomes. Responses tend to support the view that women and minorities are seen as tokens and are treated differently from white males. Racism/discrimination was not perceived as such by those managers who have successfully advanced. A…

Ryan, James (1999). Race and Ethnicity in Multi-Ethnic Schools: A Critical Case Study. The Language and Education Library 15. This book explores the representation of race and ethnicity in a multiethnic school. Using a critical case study approach, it appeals to the wider social context to explain the unequal struggle over the meaning of race and ethnicity in the school. In doing so, it examines how stereotyping, curriculum, identity, and language practices provide advantages for some and penalize others. The book also provides suggestions for how educators can introduce discourses that make it possible for traditionally marginalized students and community members to have their voices heard and to shape meanings that work in their interests. The nine chapters are: (1) \Representing Race/Ethnicity in a Multi-Ethnic School\; (2) \Education, Diversity and Representation\; (3) \Representation, Meaning and Discourse\; (4) \Difference, Race and Racism\; (5) \Stereotypical Representations\; (6) \Representations of Race/Ethnicity in Curriculum Resources\; (7) \Representing Oneself: Student Communities and Student…

(1990). Character and Value Education: Teaching Strategies. There is a widespread belief that new and more extensive efforts should be made in the public schools to teach values. Public schools are a major institution aiding the integration of diverse groups in U.S. society. Furthermore, there are serious problems in U.S. society that values education should address as shown by the incidences of drug abuse, violence, persistent racism, teenage sexual behavior, and teenage parenthood. Changes in the structure of families and communities also create problems that schools are expected to address. Both the nature and purpose of schools necessitate the teaching of values. The following values are presented in this guide: (1) altruism; (2) courtesy; (3) democracy; (4) honesty; (5) human worth; (6) justice; (7) knowledge; (8) respect; (9) self-discipline; and (10) tolerance. A definition is given for each value along with an operational concept, objectives, and activities for students in various grade levels. These ideas may be incorporated into…

Homan, Roger (1983). New Technology: Servant or Master of Social Science Education?. The introduction of computer technology into social science education in elementary and secondary schools in England stands to inhibit some of the positive developments in these subjects in recent years. Currently, objectives of social science education for the multicultural society in Britain are the enhancement of respect for self and of respect for others. The Inner London Education Authority has sponsored educational programs to promote peace, reduce racism, and increase the toleration of homosexuals. Women's studies and religious studies are further examples of this trend. Classroom methods foster a pluralism of values, beliefs, and strategies. However, the use of computers in the social sciences has created shifts in objectives and contents from affective and qualitative to cognitive and quantitative. The content of subject matter has been rearranged to that which is teachable by computers. Further, the introduction of this new technology is premised not on educational…

Wood, Robert (1972). User Agency Policies and Mechanisms for Utilizing the Resources of Institutions of Higher Education. Higher education institutions have the potential for creating and advancing programs for the betterment of society, but the programs should not be chosen haphazardly and without great thought. Universities, more specifically, can be involved in the areas of production of knowledge and research in domestic affairs, urban and environmental problems, issues of population growth and migration, poverty, and racism. Some guidelines for participating in such programs include: (1) universities should not enter into local political activities in such a way as to upset local power constellations; (2) user agencies and universities should hold each other accountable for the maintenance of high standards of performance; (3) universities should develop more imaginative approaches to the utilization of personnel; (4) universities should emphasize interdisciplinary research and interinstitutional collaboration; (5) universities should utilize discretion in the selection of affiliating user… [PDF]

Sullivan, Allen R. (1974). Cultural Competence and Confidence: A Quest for Effective Teaching in a Multicultural Society. In order to develop teachers who are able to provide effective education to all youth in general and culturally distinct youth in particular, it is necessary that teachers have a commitment to the goal of effective education for all and that they meet this goal by demonstrating competence in the manipulation of content in cultural context. Historically, educators have agreed that: (a) schools should be concerned with the process and the product of education; (b) affective learning should be stressed as much as cognitive learning; (c) the focus of schooling should be on the development of the student as a social and civic human being; and (d) students should learn the basic values claimed by the \American Culture.\ However, many would agree that the goals expressed by American educators are rhetoric rather than actual educational practice, especially as they relate to the education of students who are members of minority groups. Competency-based teacher education may be a way of… [PDF]

Danella, Rose DeCarlo (1975). Racial Balance Policy in Utica: A Case Study. This is an historical study of the attempts to achieve racial balance in the public schools of Utica, New York between 1963 and 1975. The methodology of the study is basically historical and also uses participant observation. The overriding issue in the attempt to develop a racial balance plan was the controversy over forced busing. The study poses the question, "why wasn't a plan to implement racial balance developed by Uticans?" In answering this question, census data, the political and social composition and behavior of various groups in the city, and the complex relationships between the local school board and two Commissioners of Education of New York State are discussed. It is concluded that compulsory busing was met with opposition due to a variety of factors such as racism, fear of loss of power, loss of security, loss of status, loss of freedom and loss of physical safety. (Author/AM)…

Burris, Michelle; Kumar, Tanu; Stettner, Andrew (2022). Community Colleges Collaborate to Advance Racial Equity in Manufacturing. Industry and Inclusion. Century Foundation The Century Foundation (TCF) and the Urban Manufacturing Alliance (UMA) announced the convening of the second cohort of their Industry and Inclusion project to develop solutions to advance racial equity in manufacturing. The second Industry and Inclusion Cohort includes representatives from twelve community colleges who will participate in a learning community over the next two years, all focused on improving outcomes for their Black, Hispanic, Asian, Indigenous, women, and other underserved students and communities. As part of the cohort, these colleges, along with workforce, industry, and community partners, will collaborate to deepen the impact of their manufacturing credentialing programs and increase equity and inclusion in their local manufacturing workforce. This learning community will leverage expertise from a diverse advisory board, findings from the first Industry and Inclusion Cohort, and local partnerships to develop a set of best practices for increasing the number of… [PDF]

Alcorso, Caroline; Cope, Bill (1986). A Review of Australian Multicultural Education Policy 1979-1986. NACCME Commissioned Research Paper No. 6. This paper is an overview of 64 documents on multicultural education policies from various Australian state education bodies during the period 1979 to 1985. In comparisons between states and across time, these policies are marked by inconsistency in form, scope, status, and content. States vary considerably on: (1) whether English as a second language (ESL) is part of multicultural education or an independent field; (2) the purposes of bilingual education and second language learning; (3) the role of ethnic schools; and (4) approaches to sociocultural education. Nevertheless, important trends are worthy of note. Institutionally, the multicultural education movement developed as a result of initiatives from Canberra, and policy statements began emerging in the late 1970s as part of the administration of tied federal funding. Across all policies, there have been moves toward concepts of mainstreaming: (1) influencing mainstream teachers about the ESL needs of their… [PDF]

Yeo, Frederick L. (1997). Inner-City Schools, Multiculturalism, and Teacher Education. A Professional Journey. Critical Education Practice, Volume 8. Garland Reference Library of Social Science, Volume 916. This book addresses experientially and theoretically the nature of contemporary urban education, in terms of teaching and in the contexts of U.S. culture and teacher education. Much of it is derived from classroom experience as an inner-city classroom teacher. Chapter 1, "Connecting Inner Cities and Urban Schools: Racism's 'Slippery Slope,'" introduces the inner-city school as an institution and explores the aggregation of minorities in cities. Chapter 2, "When and Where They Enter: Going to School in Urban America," discusses the conditions and forces that distinguish the urban school and introduces approaches to curricula and pedagogical styles suitable for the urban school. Chapter 3, "Teaching in an Urban School: A Personal Narrative," explores one teacher's experiences in a predominantly African American middle school in Los Angeles (California) and shows the assumptions and practices discussed earlier in a real setting. In chapter 4,…

(2000). Katu Kalpa: Report on the Inquiry into the Effectiveness of Education and Training Programs for Indigenous Australians. An inquiry into Indigenous education by an Australian Senate committee examined government reports produced in 1989-99 and conducted school site visits and public hearings. During the inquiry, it became clear that educational equity for Indigenous people had not been achieved, and Indigenous participation and achievement rates lagged behind those of the non-Indigenous population in most sectors. Much of the inquiry focused on rural and remote regions, where Indigenous people have limited access to education. Chapter 1 of this report provides an overview of Indigenous educational policies, historical context, issues of self-determination and community control of schools, and educational funding. Other chapters discuss the evolution of a national Indigenous education policy; social and community issues (poverty, kinship, cultural differences, child rearing, attitudes toward schooling and work, low school attendance, racism, alcoholism, family problems, crime and imprisonment);… [PDF]

Britt, Margaret, Ed. (1982). Multiculturalism Film and Video Catalogue–1982 = Repertoire des films et videos sur le multiculturalisme–1982. Multiculturalism and cultural pluralism are the foci of this catalog, which lists over 800 films and videos in one or both of Canada's two official languages, French and English. A subject index gives items by title and cross references titles that deal with more than one subject. Subject areas covered are child adoption, architecture, arts and crafts, bilingualism, children, individual ethnic groups, customs and traditions, dance, education, employment, the family, film, folklore, and folktales, foods and cooking, history, immigrants and immigration, literature, multiculturalism, music, performing arts, prejudice/discrimination/racism, refugees, religion, sports, and women. An alphabetically arranged title index (citations are in the language of the film) includes for each film information such as running time, color or black and white, year of production, production company, the formats in which the title is available, and distributor's name. The final section of the catalog is an…

Goodale, Ronda; Soden, Marcia (1981). Disproportionate Placement of Black and Hispanic Students in Special Education Programs. The paper examines practices and procedures that are seen as contributory to disproportionate placement of Black and Hispanic students in special education programs and discusses various components of the Boston Public School's Remedial Plan. Practices and procedures critical in disproportionate placement are seen to include biased assessment, problems with accountability, racism/racist attitudes, the concept of special education as a dumping ground, inappropriate referrals of minorities to special education as a result of Massachusetts Law Chapter 766 and its relationship to desegregation, and school system/administrative support. Seven components of the Remedial Plan are reported: (1) entrance and exit criteria; (2) prereferral; (3) biracial/bicultural review of resource room students who spend from 25% to 60% of the day in a special education setting; (4) generic specialist (consulting teacher) model; (5) bilingual hiring; (6) parent communication; and (7) regular education…

Fenton, Ray (1991). Integrating Intercultural Education: The Anchorage Alaska Experience. The desire for students to understand and respect each other is a primary motivation for the effort to integrate multicultural education into all aspects of the Anchorage School District (Alaska) curriculum. The Anchorage curriculum emphasizes the cultural heritage of Alaska Natives, other resident ethnic groups and Pacific Rim cultures. In recent years, this emphasis broadened to include a more international focus. At the elementary grades, the intercultural curriculum is for the most part integrated into the social studies and language arts programs. In the secondary grades, the program emphasizes particular courses and programs. The Bilingual and Multicultural Education Programs also involve students through a variety of programs and activities. The University of Alaska and Alaska Pacific University offer district-sponsored credit courses in bilingual education, intercultural education, and Native education for interested teachers. Result of a needs assessment of minority…

(1985). Profile for a Racially Integrated School District. This paper, which consists of two parts, suggests criteria for the consideration of Washington State school superintendents engaged in creating racially integrated schools. Part I identifies components of an integrated school district, focusing on: access to schools, classes, and programs; staffing; facilities; curriculum; parental involvement; activities; services; staff development; instructional equipment and supplies; selection and evaluation of learning materials; discipline, suspensions and expulsions; honors and awards; committees; and school displays. Part I also lists technical assistance services available from the Washington State Office for Multicultural and Equity Education. Part II is a compilation of master plan indicators of an effective school district equal educational opportunity program. It is organized around six themes: (1) implementation of State board policy on equal education opportunity; (2) implementation and development of local school district policy on…

Arons, Stephen (1984). Pluralism, Equal Liberty, and Public Education. It is suggested that the right to educational choice and the absence of majority control of the content of schooling are both essential to preserving pluralism in American education; however, public schools rarely encourage meaningful diversity. Further, there is an absence of educational choice for most American families due to the fact that American school finance systems must tax and spend in a way that discriminates against the non-rich in matters of school choice. A blueprint for redesigning the structure of public education is needed to end the majority control of school policy, especially content, and to reclaim educational liberty as an instrument of diversity and individual liberty rather than as a tool of economic discrimination and racism. A foundational redesign would require a separation of school and state, with the following delineations: (1) establishment of free choice in education, making it possible for every family to secure education of their child in any school…

Griffiths, Morwenna, Ed.; Troyna, Barry, Ed. (1995). Antiracism, Culture and Social Justice in Education. Fresh ideas, new voices, and new research data are presented in this collection exploring antiracism, culture, and social justice in Britain. This emerging material is intended to cause readers to reassess their own theoretical understanding, their politics, and their practices. The following chapters are included: (1) "A Question of Silence? Antiracist Discourses and Initiatives in Higher Education: Two Case Studies" (Sarah Neal); (2) "A Phallic Response to Schooling: Black Masculinity and Race in an Inner-City Comprehensive" (Tony Sewell); (3) "Why Muslim Girls Are More Feminist in Muslim Schools" (Kaye Haw); (4) "A Journey into the Unknown: An Ethnographic Study of Asian Children" (Ghazala Bhatti); (5) "Reconceptualising Equal Opportunities in the 1990s: A Study of Radical Teacher Culture in Transition" (Lynn Raphael Reed); (6) "Racism and Children's Cultures" (Richard Hatcher); (7) "Using Habitus To Look at 'Race'…

Davis, Barbara Gross (1976). Evaluating Innovative Programs: The Berkeley Perspective. The Berkeley Experimental Schools Project (BESP) consolidated the existing elementary and secondary educational alternatives with promising new programs in the Berkeley Unified School District of California. The program goals involve the elimination of racism, acquisition of basic skills, affirmation of cultural pluralism, and shared decision making. The internal evaluation team provided information to the program director for decision making and dissemination to parents, faculty, staff, and students. The external evaluation team was responsible to the National Institute of Education (NIE), and assessed the impact of BESP on the district as a whole. This paper highlights what has been learned about internal evaluation functioning as a result of BESP. Two general aspects are discussed: (1) the administrative or organizational concerns of an evaluation unit–staffing requirements and location of the evaluation component in relation to the district structure, and (2) evaluation…

Stern, Deborah (1995). Teaching English So It Matters: Creating Curriculum for and with High School Students. Developed and field-tested by an English teacher using a group of at-risk, urban high-school students, this book shows how to create a constructivist, or student-centered, approach to teaching English–one that encourages critical thinking. The book shows educators how to develop new and effective teaching units and includes reproducible worksheets, selected reading, and examples of student work. The sample units in the book are designed to be flexible, enabling educators to adapt them to their special classroom needs. The first part of the book, \The Cocreative Classroom,\ discusses teaching \with\–instead of \to\–students; teachers' concerns; developing student-centered curriculum; and instructional procedures and student guidelines. The second part of the book presents five thematic instructional units on sex roles, power, and identity; racism; education; \the streets\; and \the hero.\ Contains 43 references to works cited for instructors' use and 141 references to works cited…

Noonan, John F. (1983). Discussing Racial Topics in Class. Innovation Abstracts, v5 n3 Feb 4. It is difficult to think of any subject more conspicuous by its absence from the college classroom than the discussion of racial issues. Factors contributing to this absence include uncertainty about how to raise and discuss such issues and fear of appearing to be racist. In order to break higher education's silence on racial issues, faculty should: (1) communicate their uncertainty to students and invite them to convey theirs; (2) acknowledge their ambivalence about raising provocative issues; (3) listen without judging; (4) allow time for students to compose their thoughts; (5) invite students to evaluate the underlying assumptions in their statements; (6) maintain the examination of differing viewpoints as a top priority; (7) reduce the fear whites have of being seen as racists; (8) acknowledge the legitimacy of anger; (9) examine the belief that only blacks are hurt by racism; and (10) help students recognize the unique strengths that blacks have developed. (DC)…

Berlak, Harold (2001). Academic Achievement, Race, and Reform: Six Essays on Understanding Assessment Policy, Standardized Achievement Tests, and Anti-Racist Alternatives. This set of six essays was written as a resource for those working in their schools and communities to promote social justice, combat racism, and encourage quality education for all youth. The six essays address the following set of questions: (1) What is the Academic Performance Index (API)? Where did it come from? What are the connections between Goals 2000, Bush's educational policies, the API, and the Stanford 9 Achievement Test? (2) What explains the achievement gap between white students and students of color? (3) What is the impact of standardized testing on diversity in the curriculum? (4) What are normed tests and are they valid measures of academic performance? Are normed tests racist? Do criterion-referenced tests remedy the limitations of normed tests? (5) What are the consequences of centralizing control over the assessment process?; and (6) What are the obstructions to change and the practical alternatives to the current policies? (SM)… [PDF]

Preudhomme, G. Rosaline (1986). Black Families: Confronting the Challenge of Education. Ethnocentric racism is especially evident in American schools. In educational institutions, Black children learn that schools do not like them, do not respond to them, do not appreciate their culture, and do not think they can learn. Research indicates that such attitudes are realistic. For several reasons, schools are ideal places to support and perpetuate social \superiority\ and \inferiority.\ Nevertheless, research increasingly indicates improvement in Black students' standardized test performance and ability to achieve. Obvious factors explain why students, including Blacks and Hispanics, are higher achievers in Catholic schools than in public schools. Social issues, such as adolescent pregnancy, contribute to Black children's failure to achieve in school, and in some cases, their ability to remain in school. To address these educational and social conditions, Black families must get excited about education and demand that schools develop and implement programs that will enable…

Berlak, Ann; Moyenda, Sekani (2001). Taking It Personally: Racism in the Classroom from Kindergarten to College. Teaching and Learning Social Justice Series. This book chronicles two teachers and their own educational progress in antiracist education. When one, a female African American elementary school teacher, accepted an invitation from the other, a White college professor, to speak to her graduate preservice teacher education class (a required multicultural education course), an explosive classroom incident occurred. This book highlights the incident and its aftermath. The incident, a role-playing activity, brought to the foreground deeply held beliefs and prejudices not previously voiced by students in this classroom. The authors explore these currents through their own autobiographical writings, reflective discussions about the incident, and student reactions, journals, and essays. The book offers tools to help teachers think through their own practices as educators. The collection of accounts show the nature of racism in the classroom and what can be done to weaken its hold on individuals and society. In part 1, "Our Racial…

Walker-Moffat, Wendy (1995). The Other Side of the Asian American Success Story. The Jossey-Bass Education Series. A primary purpose of this book is to show the danger of racism and inaccuracy in the often-told Asian American success story by telling about the other side of Asian American academic success. Outlining an approach to family-based multicultural education, the book provides a model for paraprofessional, bicultural counselors to meet the needs of students, their parents, and school administrators. The book opens with the story of a Hmong girl that illustrates the difficulties often encountered by Hmong and other Southeast Asian children in their efforts to pursue an American education. Chapters 1 and 2 provide background information about the Hmong and other Asian Americans. Chapter 3 describes the experiences of Hmong children in two school districts in California and on the east coast. Chapters 4 and 5 focus on cultural influences and the challenges that exist in the present school system. Chapter 6 offers a theory of family-based multicultural education to counter the deficit…

Lin, Linda J. (2007). (Mis-)Education into American Racism. Teachers College Record, v109 n7 p1725-1746. Background: Traditional approaches to race in the United States have located race in individuals and groups and reduced the ambiguities of interaction to differences in attitudes, levels of awareness, and stages of identity development. Alternatively, locating race in social stratification has made it an over-determined product of inequalities in job opportunities, the educational system, housing, and so on. Purpose: In this paper I shift the analytical focus to the production of race in face-to-face interaction, examining interaction as a process of (mis-) education into American racism. Based on fieldwork in a school reform organization that institutionalized race conversations, I show how people try to engage one another on matters of race, resist one another's efforts, and teach one another over time–however unintentionally–to avoid talking about race with one another. Research Design: This case study draws on eight months of ethnographic fieldwork from December 2003 to July… [Direct]

Cochran, Caroline S.; McCrea, Lester C. (1975). Population Education in Baltimore. First in a series of six documents, this report describes the Urban Life-Population Education Institute (ULPEI) program which was designed to demonstrate population realities to Baltimore public schools so that teachers can introduce population studies into the school curriculum. The first part of the paper presents background information on the ULPEI program. Through a series of workshops with Baltimore public school teachers, the format of population education units was developed. A global approach to the population problem was decided upon along with an understanding of how population problems exist on the personal level. Using this philosophy, a series of units were developed by teachers that can be infused into existing curricula. (See SO 008 941 through 945). Several major conclusions reached by the ULPEI Program are that population education should be introduced into the school system, racism is an essential component of population education and must be discussed and… [PDF]

(1968). Conference Proceedings: Annual Conference on Women in the War on Poverty. (Second, Washington, D. C., May 15-17, 1968). The 300 delegates from women's organizations and State Commissions on the Status of Women met to discuss problems defined in the Report by the President's Advisory Commission on Civil Disorders. Federal Government poverty programs were discussed and speeches were given on the need for effective programs, the profile of the disadvantaged American, and plans and successes in New Brunswick, New Jersey. Ways of approaching problems of poverty and racism in home communities were outlined in workshops on education, employment, welfare, health, housing, and human relations. Workshops were aided by resource teams of program specialists from the Offices of Educational Opportunity and Education, Departments of Health and Welfare, Justice, Housing and Urban Development, and Women's Bureau of the Department of Labor. The point of view of the poor was provided in all sessions by program recipeints in Head Start, Job Corps, Vista, and Upward Bound. It was not the purpose of the conference to…

Egan, Lawrence A. (1981). Bilingual Education: A Challenge for the Future. Colorado's bilingual program, which allows Anglo children to participate on a voluntary basis, has been successful in increasing skills in English and in achievement areas measured by English standardized achievement tests, and in improving self concept, attendance, and parent participation. Opponents of bilingual education have claimed that it endangers the melting pot principle, that earlier immigrants pulled themselves up by their bootstraps, and that bilingual education enhances separatism, preserves ghettos and barrios, and delays the integration of non-English speaking children into the mainstream of American society. These myths "seem to be a 'rational' attempt to justify our ethnocentrism and latent racism." A creative bilingual program freed of various restrictions imposed by federal and state funding requirements could: (1) encourage majority group participation; (2) allow children to learn in two languages so that they are bilingual; (3) offer equal educational…

Kravetz, Nathan (1981). Education and Children's Literature in the Argentine Context. A study examined the conditions of education and the status of children's literature in Argentina, a country currently ruled by a military junta. Specifically, the study investigated how children's literature affected school curriculum; what themes were considered to be important; the roles of ethnic, female, and historical characters; and how teachers were prepared to introduce and make use of children's literature in the schools. The procedures used in the study included interviews with staff members of teacher training, curriculum development, and research at the National Ministry of Education and the Ministry of Education of Buenos Aires province; interviews with individual authors, editors, and publishers of children's books; and visits to teacher training institutions. Among the findings of the study were the following: (1) the children's literature showed little evidence of racism–however, the indigenous peoples of Argentina were rarely mentioned in the works; (2) in most…

Williams, Charles T. (1975). Confronting the Miseducation of Third World Students. This booklet was developed to assist teachers of Third World students in a workshop setting to understand the impact of institutional racism on schools, and provide them with viable skills so they might assist Third World students to cope and survive more effectively in the society. The topics discussed in this booklet are as follows: What is the Mis-education of Third World people? What I as an educator must know in order to deal effectively with negating the mis-education of Third World students? Major goals in educating Third World students; Educator Self-Inventory; Awareness of Third World culture and its implication for educating or mis-educating Third World students; and some of the things Third World educators must do to effectively confront the mis-education of Third World students. The booklet concludes by stating that six basic realities must be considered by Third World educators: (1) Change must occur if schools are to be meaningful for Third World students; (2) Only… [PDF]

Baruth, Leroy G.; Manning, M. Lee (1992). Multicultural Education of Children and Adolescents. This book provides preservice and in-service educators with information about the four most prevalent culturally diverse groups in the United States and describes components of responsive multicultural education programs. The text staunchly maintains that multicultural education programs should be a total school effort involving all school personnel. Curriculum, instructional strategies, materials, environment, and school practices should reflect multiculturalism and show a genuine respect for all forms of diversity. Part I documents increasing cultural diversity of the United States, looks at selected types of diversity, and introduces multicultural education as a concept. Part II provides a cultural portrait of children and adolescents in Native American, African American, Asian American, and Hispanic American cultures; discusses particular educational practices and other factors impeding the educational success of students in these ethnic groups; and suggests appropriate…

Morrison, Marlene; Osler, Audrey (2000). Inspecting Schools for Race Equality: OFSTED's Strengths and Weaknesses. Executive Summary of a Report for the Commission for Racial Equality. This booklet summarizes a report that evaluated how the United Kingdom's Office for Standards in Education (OFSTED) was fulfilling its responsibility to monitor the ways in which schools were addressing and preventing racism and promoting racial equality. The research occurred between August 1999 and April 2000, during which time OFSTED introduced a new inspection framework. This research considers the new framework's potential to report on racial equality. It also discusses processes of inspection under the previous framework. By analyzing 60 inspection reports and documents from 30 local education authorities and interviewing key stakeholders, the study revealed how, even when there is compelling evidence of a school's problems with racial inequality, issues concerning ethnic differences in attainment and exclusion rates, racial harassment, and support for students who have English as a second language are rarely reported to teachers, parents, and administrators. The report… [PDF]

Peters, Michael A. (2006). The Promise of Politics and Pedagogy in Derrida. Review of Education, Pedagogy & Cultural Studies, v28 n2 p123-139 Jul. In this article, the author profiles Jacques Derrida, whose teaching activity made an invaluable and indelible contribution to the intellectual life of the University of California, Irvine (UCI). The question of pedagogy is central for Derrida, not only in terms of teaching people to read and write differently, but as a means for appreciating the complex relations of metaphysics and politics and how one grows out of the other–how politics often harbors deep metaphysical commitments that are never articulated or consciously realized. He was a man and teacher who was very much dedicated to the processes of speech, teaching, and writing as the principal means of literature and the university in fulfilling their roles within a democracy. Pedagogy and politics are central and interrelated aspects for Derrida–after all, he does talk explicitly about the role of intellectuals, the university, racism, and multiculturalism. In the 1980s and 1990s, Derrida came to influence a range of… [Direct]

Cardinal, Phyllis (1999). Aboriginal Perspective on Education: A Vision of Cultural Context within the Framework of Social Studies. Literature/Research Review. This literature and research review was conducted to provide an Aboriginal perspective to the work of the Western Canadian Protocol Social Studies K-12 Project. The Project is a positive step toward rebuilding cooperative relationships between Aboriginal and non-Aboriginal peoples, and will also provide the students of western Canada with an understanding and respect for diversity. The first three sections of this paper review: (1) the history of Aboriginal education (traditional education, meaning of special talents and giftedness, analytical theory of Aboriginal philosophy, missionary schools, residential schools, assimilation policies, integration of provincial services to Aboriginal peoples beginning in the 1970s, and increasing local control of education); (2) the current educational status of Aboriginal students (racism and cross-cultural insensitivity, psychological stress and identity conflict, culturally biased standardized testing, and differences in learning styles); and… [PDF]

Banks, James A. (1974). Multicultural Education: In Search of Definitions and Goals. The major goals of education for ethnic minority youth should be to maximize their cultural and social options, to present them with cultural and ethnic alternatives, and to help them attain the skills which they need to function successfully in different co-cultures. The school needs to become a multi-ethnic institution which accepts, encourages, and perpetuates values endemic to diverse ethnic communities. However, focus on ethnic and cultural variables must not divert attention from the role of individual and institutional racism in American society. Effective educational policy and programs must be based on research and theory which focus on both race and cultures and the complex interactions between these two major variables as well as related variables, such as socioeconomic status, ethnicity, values, language, and behavioral patterns. Because of the immense complexity of the problem, there is a need to examine multiple variables in determining causes and to devise effective… [PDF]

(1988). Education and Society Special Supplement. A Pull-Out Activity Section for Classroom Use. Education and Society, v1 n3 suppl Fall. The 12 activities in this special section of \Education and Society\ focus on the connection between education and the world of work. The goals are to help students understand their relationship with the working world, to see the diversity among workers, and to consider such issues as racism and sexism in this context. The activities are divided into three equal sections: elementary school, middle school, and secondary school. The elementary school activities are designed to help students become more aware of job diversity. They comprise the following activity sheets: (1) \Parents at Work\; (2) \Food of All Kinds\; (3) \Whose Job Is This?\; and (4) \The World of Work.\ The middle and high school activities focus on issues of stereotyping and discrimination, as well as helping students see the relationship between their education and entry into the world of work. The middle school activities comprise the following activity sheets: (5) \What's My Line?\; (6) \Community Jobs\; (7)…

Brad Merrick; Dawn Joseph (2023). Walking Carefully towards Bridging the Gap: Exploring Australian Music Educator Voices about Teaching Indigenous Music. Australian Journal of Teacher Education, v48 n7 Article 6 p89-108. Facilitating an inclusive pedagogy to close the gap that exists within the teaching of Indigenous Knowledge in Australia is a tall order for many teachers. This paper draws on responses to a national study and explores how music educators include Aboriginal and Torres Strait Islander music and culture into their practice. An online survey (December 2022-February 2023, N=109) informed the findings. Using thematic analysis, two themes (teaching challenges and opportunities, and bridging the gap) are discussed and key recommendations offered. Findings suggest that walking carefully towards bridging the gap is an opportunity for educational change in contemporary Australian classrooms…. [PDF]

Phillips, Ivory Paul (1976). An Analysis of the Needs and Provisions for Black Studies in the Metropolitan Area of Jackson, Mississippi. The needs for black studies in the public schools of metropolitan Jackson, Mississippi are assessed in this study through an analysis of the problems, attitudes, and educational characteristics with which advocates feel that black studies can deal. Also determined are what provision are made for black studies in Jackson's schools. The study is important because it attempts to deal with the problem of racism and the problem of distorted education in the school, and also in that it may provide help to other urban areas in the development and implementation of black studies programs that are meaningful in terms of students and communities involved. The first phase of the study investigates the role and potential of black studies through a study of readings by scholars in the field. The second phase investigates what other cities have been able to accomplish through black studies through questionnaire data on improvements in education, attitudinal change, and problems solved. The final…

Homel, Michael W. (1984). Down from Equality. Black Chicagoans and the Public Schools. 1920-41. The creation of a separate and unequal system of education for blacks and whites in Chicago in the 1920s and 1930s, and black responses to the situation are described and analyzed in this book. Drawing upon material from black newspapers and journals, Chicago Board of Education documents, census data, private manuscript collections, and personal interviews, the book shows how the change from a substantially integrated to a segregated system came about, and how this transition continues to influence the current debate on education in Chicago. The first chapter describes public schooling and racial relations before 1920. The following three chapters discuss how the school system became segregated; what segregation meant for school funding and facilities in the black community; and the effects on black students of classroom racism in the black schools, overburdened families, and the ghetto's social ills. The final chapter deals with black activism and the public schools–strengths and…

(1987). International Symposium on the Right of Women to Education with a View to Their Access to Employment (Paris, France, September 14-18, 1987). Final Report. This document reports on a symposium held to analyze major obstacles hampering the equality of educational opportunity for girls and women and to exchange experiences and information on efforts to remove such obstacles and improve access. The welcoming speech by K. Savolainen is outlined, and other proceedings are briefly discussed. The summary of trends, experiences, information, and views expressed during the symposium highlights these areas: women's progress and remaining problems; traditional ideologies that portray women as inferior; the negative consequences of war, racism, and economic crises; illiteracy and lack of skills training as obstacles to women's educational and employment opportunities; family responsibilities; regression in women's interest in academic education; concentration of women in traditionally female jobs; the need to consider any specific educational strategy within its economic, political, and cultural context; the importance of nonformal education; the…

Zinn, Howard (2004). Howard Zinn on Democratic Education. Paradigm Publishers Perhaps no other historian has had a more profound and revolutionary impact on American education than Howard Zinn. This is the first book devoted to his views on education and its role in a democratic society. \Howard Zinn on Democratic Education\ describes what is missing from school textbooks and in classrooms–and how we move beyond these deficiencies to improve student education. Critical skills of citizenship are insufficiently developed in schools, according to Zinn. Textbooks and curricula must be changed to transcend the recitation of received wisdom too common today in our schools. In these respects, recent Bush Administration and educational policies of most previous presidents have been on the wrong track in meeting educational needs. This book seeks to redefine national goals at a time when public debates over education have never been more polarized–nor higher in public visibility and contentious debate. The contents of this book include: (1) Apparatus of Lies:…

Irish, Tina L. (1999). Teaching Multicultural Concepts in a World Language Classroom. Multicultural education is an idea, a concept, and a reform movement that should be present at all levels of schooling. This project outlines two multicultural units taught in a high school French IV and V class. Focusing on the multicultural concepts of racism and immigration-migration, students were introduced to global historical and contemporary events through the perspectives of different ethnic groups. Looking at these events from the eyes of a culture other than their own helped students to broaden their understanding and appreciation of ethnic diversity, not only in the United States but in several other countries as well. This paper is divided into seven sections. Section one introduces and describes the project. Section two describes the setting. Section three describes the culture, multicultural education and how it is used in a world language classroom. Section four outlines cycles of action and reflection, and provides examples of weekly lesson plans and a practicum… [PDF]

Frazier, Rosyland; Goldsmith, Scott (2001). Racial and Ethnic Diversity in Anchorage. In the spring of 2001, the mayor of Anchorage (Alaska) created a task force to develop recommendations to help heal racism in Anchorage. A series of focus groups were held throughout the community to obtain an assessment of attitudes and opinions about the quality of life in Anchorage from the perspective of different racial groups and to solicit recommendations for improving race relations in the community. Issues discussed include education, public safety, housing, and employment. Hispanics felt that education was good, getting loans for housing was difficult, and most jobs had little opportunity for advancement. African Americans felt there was still considerable discrimination in housing employment and education, although some felt that things were better than in other places or times. Asians gave education high marks, but felt the high cost of housing had a segregating effect. Safety was a common theme among Caucasians. Young Native women felt that access to housing employment… [PDF]

Blair, Maud (2001). Why Pick on Me? School Exclusion and Black Youth. This book examines school exclusion in the United Kingdom, particularly the exclusion of black males, using data from the author's experience as an advisory teacher for multicultural education and from four studies of black students. The book highlights school-related determinants of young people's life chances. Chapter 1, "Introduction," describes racism and exclusion. Chapter 2, "The Education of Teachers," discusses the role of preservice education in shaping teachers' attitudes. Chapter 3, "Children, Schools and the Wider Society," discusses race and ethnicity in schools, problems faced by black youth, and how schools contribute to the creation of criminals. Chapter 4, "Leadership and Disciplinary Exclusion," examines the administrator's role. Chapter 5, "Through Students' Eyes," explains how students, particularly black males, feel about discipline, racial bias, respect, stereotypes, and gender issues, and it notes the…

Anguiano, Lupe, Ed.; Suarez, Cecilia Cota-Robles, Ed. (1979). Every Woman's Right—The Right to Education and Economic Independence. In an effort to provide positive program and procedural alternatives for personnel working in educational and training programs for low-income women, the book presents the current situation of minority female low-income heads of household, especially the Chicana, and offers solutions and recommendations regarding the education and training of such women. Focusing on the socialization and education of women, Section I consists of an extensive review of racism and sexism, and their effects on women; a report on college and vocational programs that encourage or discourage the entry and completion of postsecondary courses by female low-income heads of household; and a description of the components of a potentially successful junior college recruitment, counseling, and retention program; Section II contains a discussion and analysis of two questionnaires which focused on economic, education, and training problems of female low-income heads of household. Concerning the preparation of… [PDF]

Spodek, Bernard (1970). Issues and Realities in Early Childhood Education. This paper investigates three issues vital to early childhood education: (1) sources of curriculum, (2) sources of financial support, and (3) the relationship between racism and compensatory education. \Natural\ childhood and child development theories are discussed, and their use as a source of curriculum for young children is questioned, as is the use of intelligence tests. Sources of financial support have been federal programs, the public schools, and private owners. New to the field are corporate franchise and chain operations which have inherent dangers: use of standardized curriculum and procedure; the possibility that profit motive may cut costs at the expense of the children; and the freedom to be racially restrictive. Benefits may be innovativeness and independence from political pressure. The Kerner Commission recommendation that more preschool compensatory education programs be provided in black ghetto areas seems designed to make black children behave more like white,… [PDF]

Howley, Craig B.; And Others (1995). Out of Our Minds: Anti-Intellectualism and Talent Development in American Schooling. Education and Psychology of the Gifted Series. In interpreting the intellectual and cultural contexts of gifted education, this book considers how and why U.S. schooling fails to care for intellect and to develop the talents of all children. Rather than acting as stewards charged with nurturing intellectual development, schools concertedly devalue intellect, and this shortcoming is most striking in the case of the gifted. The culture of schools conditions responses from teachers, students, and parents that constrain learning to specific instrumental purposes. Such objectives are based in prevailing societal values and are part of the larger aims of preparing \competitive\ workers to serve the nation's economic interest and, in the case of gifted students, producing efficient and pragmatic technicians and managers who will respond uncritically to what their employers ask of them. Chapters in this book discuss the origins and mechanisms of anti-intellectualism in U.S. schools; how gifted education devalues intellect; effects of…

Mohapatra, Manindra Kumar (1984). Concerns of Asian Indians: An Exploratory Thematic Content Analysis of Unobtrusive Documentary Data for Asian American Research. This paper investigates the priority of social and political issues in America's Asian Indian subcommunity and, secondarily, proposes content analysis for investigations of Asian American sub-cultures. The data sources and methodology are described first: letters to the editor published between September 1, 1983 and June 30, 1984, were selected from two newspapers, \India Abroad\ (of New York City) and \India-West\ (of San Francisco). One hundred thirty-two letters were identified as relevant to the survey; these are content analyzed under the following themes: (1) communal identity; (2) politicization and participation; (3) Americanization; (4) concern for women and children; (5) discrimination and racism; (6) service delivery by Indian organizations; (7) sub-community pluralism (the largest category); and (8) miscellaneous issues (including education and culture). Two tables are included–one that shows the thematic concern of anonymous letters, and another that profiles the known…

Aquila, Frank D., Ed. (1978). Desegregation: On the Cutting Edge. A Review and Manual of the Indiana University Training Institute Program in Race and Sex Desegregation. The purposes of this book are (1) to provide a description of the Indiana University School of Education Training Institute's project for training school personnel to address the issues of racial and sexual desegregation, and (2) to supply educators with classroom exercises and activities that focus on racism and sexism and encourage non-prejudiced attitudes and behaviors among students. First, the historical perspective under which the Institute was developed is discussed. A description of the Institute's structure, project design, selection of participants, project objectives, staff, and program activities follows. The results of an evaluation designed to assess individual and Institute success in achieving the goals of the race and sex desegregation program are reviewed. A series of sexism, multicultural, and multiethnic classroom exercises are then provided. Finally, appended to the volume are a list of Institute participants, copies of Institute newsletters, comments of program… [PDF]

Eller, Michael (1992). Human Rights Legislation and the Educational Administrator: An Australian Case Study. This report examines how and why Australia's Human Rights and Equal Opportunity Commission Act (1986) and the Racial Discrimination Act (1975) produced changes in the provision of education services by Queensland and New South Wales for residents of Toomelah. Toomelah is an economically and educationally disadvantaged Aboriginal community in upper New South Wales. The first section describes the events leading to the 1987 "Toomelah Inquiry," conducted by the Human Rights and Equal Opportunity Commission, which found significant educational and economic deprivation in the area. The second section examines the effect of the inquiry on the provision of education to Toomelah. A public outcry led to the provision of educational services and to efforts to abolish racism. The third section examines the significance of those effects for the educational administrator, who needs an awareness of the greater power of human rights laws. The administrator must recognize a system of… [PDF]

Michael, Robert J., Ed. (1990). Perceptions: Volume 25. Numbers 1-4, Fall 1989-Summer 1990. Perceptions, v25 n1-4 Fall 1989-Sum. Four issues of the quarterly publication of the Association of New York State Educators of the Emotionally Disturbed are brought together in this document. Each issue includes an editorial, articles, ideas from classroom teachers, letters to the editor, and abstracts of recent literature. Titles and authors of major articles include: \Providing Success through a Powerful Combination: Mastery Learning and Learning Styles\ (Richard Shands and Carolyn Brunner); \Traumatic Brain Injury: Emerging Issues\ (Ted Kurtz); \Developing Home and School Partnerships\ (Connie Flood and Ralph Flood); \Don't Duck the Tough Questions General Educators Raise about Mainstreaming\ (Carmen Iannaccone and Richard Frazita); \Ethnocentrism and Racism: The Overrepresentation of Minorities and Poor in Special Education Programs for the Emotionally Disturbed\ (Herbert Foster); \Re-Educating Highly Resistant Emotionally Disturbed Students\ (Nicholas Long); \A Description of the Communication Disorders/Hearing…

(1990). Parental Involvement. 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 related to parent participation in American Indian education. Issues and problems were in the areas of: (1) the importance of parent involvement for student achievement; (2) the need to empower parents who are intimidated by the school system; (3) parent responsibility for teaching culture; (4) institutional barriers to parent involvement, including failure of the school system to be aware of cultural factors or family situations; (5) insufficient funding for community liaison; (6) the need for parent training; (7) racism and lack of cultural sensitivity in the curriculum; and (8) the need for parent and community advocacy to ensure the teaching of Native culture and languages. Also discussed were effective programs and strategies for involving parents, including the development of trust between parents and school;… [PDF]

Allen, Ricky Lee; Howard, Natasha (2003). The Promise of Multiculturalism and the Permanence of Racism. Despite many heroic victories, the Civil Rights Movement has failed to significantly transform the underlying structure of White domination [according to this didactic essay on multiculturalism and racism]. It can also be said that the multicultural movement, which was an extension of the Civil Rights Movement, has failed to transform the deep structure of White supremacy. The authors believe that if multicultural education is to live up to its promise, we must continue to interrogate the ways in which it, too, reinvents and reproduces Whiteness. We need a more direct pedagogical approach to the problem of White supremacy, which means transforming those Whites who are willing to unlearn their White ideologies and become solidary [sic] with people of color and focusing more on a race-radical education for people of color that works for solidarity across non-White groups. We hope this paper will stir multicultural educators and scholars to intervene in the role that multiculturalism…

Verma, Gajendar K., Ed. (1989). Education for All: A Landmark for Pluralism. Studies of multicultural education in Australia, Canada, the United States, and the United Kingdom are presented to make the argument that multicultural education must be for all children, not only those in minority groups. These 14 papers were collected by the Committee of Enquiry into the Education of Children from Ethnic Minority Groups established in 1979 by the British government. They are the following: (1) "Education for All: A Landmark in Pluralism" (Gajendra K. Verma); (2) "Equality of Opportunity, Multiculturalism, Anti-Racism and Education for All" (John Rex); (3) "The Origins of the Ethnocentric Curriculum" (Sally Tomlinson); (4) "Education for All: Social Reconstruction or Status Quo?" (Millicent E. Poole; Judyth M. Sachs); (5) "The Pluralist Dilemma Revisited" (Brian M. Bullivant); (6) "Education for All: A Canadian Dimension" (Christopher Bagley); (7) "International Interdependence: Swann's…

Locke, Don C.; Parker, Larry D. (1991). A Multicultural Focus on Career Education. Information Series No. 348. The purpose of this literature review is to illustrate the implications of cultural diversity for career education and development. Discussed first are census data demonstrating the rapid increases in population of such groups as Asians/Pacific Islanders, African Americans, Native Americans, and Hispanics. Differences in world view are explored next, with an explanation of how differences in Locus of Control and Locus of Responsibility are influenced by cultural heritage and life experiences. The relevance for diverse populations of career development theories based on a white male, middle-class population is questioned. Appropriate intervention methods for specific groups, the unique challenges facing culturally diverse women, and communication issues are discussed. The cross-cultural awareness continuum is presented as a tool career personnel can use to gauge their growth in intercultural competence. The levels of the continuum are as follows: (1) self-awareness; (2) awareness of… [PDF]

Skelton, Kathy (1985). Development of Curriculum Strategies for Schools in Multicultural Education. NACCME Commissioned Research Paper No. 2. This paper explores, in an Australian context, effective multicultural curriculum strategies which can be developed at the school level. Many factors which impinge upon curriculum development and outcomes are beyond the control of individual schools, including state multicultural education policy and its relationship to more general curriculum policy, funding procedures, the narrow orientation of some teacher education, school staffing policies, and competing social education goals. Most educators agree that multicultural education should promote tolerance and intercultural understanding. However, teaching about "different cultures" can still leave students blind to society's inequalities and how they are perpetuated. Fundamentals of good multicultural education include attention to (1) the community's social composition and climate; (2) quality English language teaching; (3) compulsory learning of a language other than English; (4) incorporation of multicultural…

(1989). [Policy Statements on Quality and Effectiveness in Undergraduate Education; Urban State Colleges and Universities; Business Activities of Colleges and Universities; Economic Development: A Major Responsibility for AASCU Institutions; Policy Statement on the Humanities; Racism and Campus Diversity; and Policy Statement on Sexual Harassment]. Seven pamphlets by the American Association of State Colleges and Universities (AASCU) contain policy statements on the following subjects: (1) quality and effectiveness in undergraduate higher education (stressing the need for a redefinition of educational quality at the undergraduate level); (2) urban state colleges and universities (educating urban students, research and the urban area, and public service in the urban community); (3) business activities of colleges and universities (resolution adopted by the AASCU membership, policy statement and guidelines on education business activities of colleges and universities, and guidelines); (4) economic development: a major responsibility for AASCU institutions (institutional mission and economic development, AASCU institutions: a unique resource for economic development, institutional issues and concerns in economic development, faculty incentives for economic development, sources of funding economic development programs, and reasons…

Burlingame, Phyllida; Johnson, Tammy; Piana, Libero Della (2000). Vouchers: A Trap, Not a Choice. California School Vouchers Will Increase Racial Inequaltiy. This report asserts that there are inaccuracies in proponents claims that vouchers represent an opportunity for families of color to achieve a more equitable education for their children. Six sections discuss "The Problematic Background of Proposition 38 and Other Voucher Programs" (the racist history of vouchers and the current national picture); "How Vouchers Can Lead to Discrimination: Parents Don't Get to Choose, Schools Do" (private schools can deny admission to voucher students, and there is no way to hold private schools accountable for racism); "Vouchers Exacerbate Existing Inequality" (universal choice means white choice, private schools lack services that low income people need, and the voucher amount is not enough to establish good schools); "A California Voucher Program Would Leave Most Students of Color in Weakened Public Schools"; "Support for Education Reform Does Not Equal Support for Proposition 38" (polls are… [PDF]

Roper, Larry D.; Sedlacek, William E. (1988). Student Personnel Professionals in Academic Roles: A Multicultural Example. Research Report #2-88. This document examines the relationship between the student affairs and academic functions in higher education and presents three major reasons why student affairs personnel should be involved in academic functions: (1) to contribute to the academic mission and life of the campus; (2) to show that student affairs operates from a body of knowledge which has rigor; and (3) to further contribute to the growth and development of students. Teaching courses is described as one area where student affairs staff directly contribute to the academic mission. While there are many subject areas that could be taught by student affairs personnel, some particularly relevant ones are considered, such as courses dealing with college students, leadership, training, community development, higher education, and finance and administration. This report elaborates and illustrates the role of student affairs personnel in academic functions by discussing the teaching of a course entitled \Education and… [PDF]

Isaac, Alicia (1998). The African American Student's Guide to Surviving Graduate School. Graduate Survival Skills, Volume 5. This book offers African American graduate students practical advice concerning all aspects of graduate study. It is organized into 11 chapters which address the following topics: (1) what graduate school is, advanced degrees, and the importance for African Americans of obtaining graduate degrees; (2) choosing a graduate school and financing graduate education; (3) developing a master plan and the need to set goals and plan a program of study; (4) "staying in the game" (the value of mentorship; support from other students, family and friends; managing finances; and maintaining personal health); (5) "knowing when to leave the party," loving oneself, social life, alcohol and drugs, and love relationships; (6) effective strategies for good study tactics, writing papers, making connections, and the comprehensive examination; (7) selecting and managing one's major professor and advisory committee; (8) the thesis or dissertation (common fears, the dissertation format…

Santoro, Ninetta (2000). Cultural Diversity in the Teaching Profession: A Case Study. A two-part study examined the gap in Australian research about teachers of different ethnic groups. The first part of the study examined demographics of the population of diverse secondary teachers who work in government secondary schools and are born overseas, educated overseas, and are non-native speakers of English. The information comes from a survey of 308 government secondary schools. The second part of the study was a qualitative case study of eight teachers from Victoria who completed interviews that investigated the nature of their teaching experiences. Results suggest that greater numbers of diverse teachers must be recruited into the teaching profession. Teachers felt marginalized and invisible as professionals. They often felt that their expectations and views about teaching were out of step with those of their colleagues, and this helped define their difference. The teachers felt singled out for redundancy and believed their authority was undermined in front of… [PDF]

Atwater, Mary M., Ed.; And Others (1994). Multicultural Education. Inclusion of All. Chapters in this book reflect the issues in multicultural education that affect the teaching and learning of mathematics and science. They are grouped into sections on teacher education, learning and instruction, assessment, and family and society and include: (1) \Multicultural Teacher Education Programs in America: A Friendly Confrontation\ (James Boyer and Kelly A. Radzik-Marsh); (2) \Equity and the Teaching of Mathematics\ (Walter Secada); (3) \Moving Towards Culture-Inclusive Mathematics Education\ (Patricia Wilson and Julio Mosquera Padron); (4) \A Comprehensive Multicultural Teacher Education Program: An Idea Whose Time Has Come\ (H. Prentice Baptiste); (5) \Examining Teaching Styles and Student Learning Styles in Science and Math Classrooms\ (James Anderson); (6) \A Comparative Study between Italian and Korean Students' Methods for Solving Word Problems\ (Woo Hyung Whang); (7) \Interrelationships between Gender, Affect, and Retention in Science Classrooms: A Theoretical… [PDF]

Charleston, G. Mike; King, Gaye Leia (1991). Indian Nations At Risk Task Force: Listen to the People. The Indian Nations At Risk Task Force commissioned 20 papers to review current conditions in Native American education and set forth rationale, plans, and strategies for action. This introduction to the commissioned papers describes the work of the Task Force. Comprised of 14 individuals, the Task Force met 5 times between May 1990 and May 1991 to exchange views, develop guiding principles, establish Native education goals, plan regional hearings and issues sessions, and draft the final report. The Task Force obtained public contributions of information and opinion through several means. Over 200 documents were received in response to a call for papers issued in the Federal Register. Hundreds of individuals presented testimony at regional hearings held in Juneau, Billings, Seattle, Phoenix, Oklahoma City, St. Paul, and Cherokee. Over 550 persons participated in 32 special issues sessions held during the 1990 National Indian Education Association Conference. Task Force members… [PDF]

Rosen, Verna (1990). Beyond Higher Education. A Survey and Analysis of the Experience of Access Students Proceeding through the Polytechnic of North London and into Employment. Access to Learning for Adults (ALFA) links education providers and organizations in collaborative work to extend and improve access to education opportunities for adults underrepresented in the system. A survey followed the progress, performance, and experiences of 86 former ALFA students, aged 25 to 49, in London, England, in their seeking of employment. Seventy-one students had successfully completed courses at the Polytechnic of North London. The interviews examined employment outcomes; relevance of education as preparation for work; student and teacher expectations; the reasons for withdrawal of the nine who did not complete courses; issues such as finances, child care, confidence, and prejudice; and academic, personal, and other gains from completing courses. The vast majority felt that ALFA was worthwhile. For those who succeeded, support from peers, family, and the college was significant. Problems were cited in the size and atmosphere of the college, low expectations of…

Rust, Frances O'Connell, Ed.; Willliams, Leslie R., Ed. (1989). The Care and Education of Young Children: Expanding Contexts, Sharpening Focus. This collection of essays by child advocates explores three interconnected facets of the child care and education field: the broad sociocultural contexts influencing the development of young children and their families, the evolution of specific settings or programs where care and education occur, and the emerging consciousness of early childhood educators and care providers toward their responsibility for refinement of practice. Following an introduction (Frances O'Connell Rust and Leslie R. Williams) noting the convergence of what were generally separate fields-care and education-the essays and their authors are: (1) \Welfare Reform: Serving America's Children\ (Daniel Patrick Moynihan); (2) \Economic Issues Related to Child Care and Early Childhood Education\ (Marian Wright Edelman); (3) \Racism and the Education of Young Children\ (James P. Comer); (4) \Early Interventions to Reduce Intergenerational Disadvantage: The New Policy Context\ (Lisbeth B. Schorr); (5) \Is the Young…

Haynes, Aisha; McGhee, Chy (2022). Rebuilding Solidarity through Advocacy Leadership: Principals Building Coalitions to Fight Exclusion and Displacement in Gentrifying Communities. Educational Studies: Journal of the American Educational Studies Association, v58 n3 p386-403. Background: School leader decision making can be complicated by the enrollment of affluent, and often white families in educational spaces that have served low-income, Black, and Brown families post-Brown. Principals' behaviors influence whose power is coalesced and wielded to make school-wide curricular, budgetary, and personnel decisions. Methods: This collaborative study used interviews as the primary method to capture two elementary, two middle, and two high school principals' attempts to build coalitions with low-income families of color in their schools. Data was drawn from two separate studies analyzing school gentrification in the Mid-Atlantic region of the United States. Using micropolitical theories and drawing on studies promoting a more community-centric approach to school leadership, the data was coded and organized into broad themes. These themes relate to coalition-building's power in resisting the exclusion and marginalization of families most impacted by inequity in… [Direct]

Moultry, Murphy (1988). Multicultural Education among Seniors in the College of Education at Ohio State University. The Ohio State University College of Education, in response to the discovery that its multicultural education program did not meet the standard of the National Council for Accreditation of Teacher Education, conducted a survey of student teachers in 1985-86 to assess students' opinions and knowledge of multicultural education. Four survey instruments were developed and distributed randomly. Total response rate exceeded 90% (n=614), and each of the four surveys was completed by one-fourth of the respondents. The results of the analysis of two of the four surveys are presented here. Based on the results, the following conclusions were drawn about 30% to 40% of the student teachers and the preparation they had received: students showed a lack of empathy with minority problems in regard to institutional racism; students demonstrated a lack of knowledge about indirect, non-proximate causes for human actions; and students expressed a lack of confidence in education and politics as sources…

Betz, Don (1991). International Initiatives and Education of Indigenous Peoples: Teaching and Learning to \Dance in Two Worlds.\. This paper discusses international initiatives concerning the rights of indigenous people, particularly the education of American Indians. Select United Nations and other international organizations continue to demonstrate genuine concern for the survival, growth and development of indigenous peoples. Many international efforts are in preparation for the United Nations designated \Year of Indigenous Peoples\ in 1993. Education is high on the list of challenges faced by indigenous peoples. Education extends awareness and appreciation of the culture among its members and prepares indigenous peoples for productive and effective roles in the dominant economy. Recent studies of American Indian education contend that the integration of American Indian language and culture into the regular school curriculum is critical to improving student achievement. College faculty members can play a crucial role in the cultural awareness and retention of Indian college students. Helpful guidelines for…

Palmer, Stuart (1998). The Universities Today. Scholarship, Self-Interest, and Politics for Concerned Citizens, Students, Parents, Alumni, Officials, Educational Administrators, Academicians. This book examines issues facing higher education today, especially the need to reverse the frequently adversarial relationship between the academy and the larger society. Chapter 1 addresses common criticisms of the university. Chapter 2 considers issues of freedom and order, the role of trustees, alumni, and university administration and organization. Chapter 3 is about faculty work, including the professorial role, tenure and promotion, faculty compensation, teaching, research, and accountability. Chapter 4 discusses the dilemma of faculty politics, including such issues as female/minority faculty, free speech, racism, and multicultural education. Chapter 5 considers the politics of violence and harassment, and analyzes several specific cases. Chapter 6 discusses student-related issues, including gender differences in learning, choosing an undergraduate college, grade inflation, athletics, graduation, and some student-related university dilemmas. Student learning and politics,…

(1980). Needed Systems Supports for Achieving Higher Education Equity for Black Americans. Six support systems for black higher education that are needed to achieve educational equity for black Americans are assessed, and recommendations for national program objectives are offered. The six support systems are: federal policy toward black colleges, a research base, a human resource system support, dealing with socioeconomic and sociopolitical issues; higher education planning; and monitoring and evaluation. Analysis of the literature, surveys of programs, and interviews of program staff and experts were undertaken. Information was obtained on federal bureaucrats' perceptions of policy, formal and informal policy development processes, the question of who makes policy in the federal government, and the question of what policy initiatives in the federal government have implications for black higher education. For various federal agencies and programs, information is presented on policies specific to higher education and to black higher education. The data needs of black… [PDF]

Duggan, Amelia, Ed.; Gilroy, Marilyn, Ed. (1996). The Hispanic Outlook in Higher Education, 1995-96. Hispanic Outlook in Higher Education, v6 n1-26 1995-96. This document consists of all of volume 6 (26 issues) of the serial "The Hispanic Outlook in Higher Education," a biweekly journal which addresses issues in higher education for Hispanic Americans. Each issue presents four feature articles, a policy update called "Outlook on Washington" and several opinion pieces. Feature articles address the following topics: political activism, racial harassment, the freshman year experience, the status of minorities 40 years after the Brown decision, Latino leaders, Hispanic education, Hispanic colleges, bilingualism, race-based scholarships, Black-Latino coalitions, affirmative action, recruitment/retention of minority students, the Latino immigrant, Latino political organization, Columbus Day controversy, Latino businesses, diversity education at the elementary level, racism and tenure denial, African influence in Latino culture, the Hispanic Association of Colleges and Universities, the Scholastic Assessment Test, gifted… [PDF]

Connor, David J.; Ferri, Beth A. (2005). Tools of Exclusion: Race, Disability, and (Re)segregated Education. Teachers College Record, v107 n3 p453-474 Mar. In this article we explore the dynamic interplay between racism and ableism or discrimination against someone based on perceived ability in the resistance to school desegregation and inclusion of students with disabilities in general education. In attending to the workings of power that connect these two histories, we show how racialized notions of ability functioned to uphold segregated schooling and justify the use of special education as a tool of racial resegregation. Moreover, we locate the current problem of overrepresentation of Black students (and other students of color) in segregated special education classrooms to the connected discourses of segregation and exclusion. Recent efforts to challenge exclusionary practices in special education through the increased inclusion of students with disabilities in regular classrooms have resulted in resistance similar to that expressed in response to school desegregation shortly after Brown. In this article we first provide an… [Direct]

Canessa, Andrew (2004). Reproducing Racism: Schooling and Race in Highland Bolivia. Race, Ethnicity and Education, v7 n2 p185-204 Jul. Bolivia is one of the few Latin American nations with a majority indian population. Strong assimilationist policies over the past fifty years have meant indians have been discriminated against in many areas of social life. Rural schools have been a principal tool in assimilation. Over the past decade political and education reform have shifted policy away from an assimilationist model to a multicultural one. Of great significance is the requirement for use of indigenous languages in school and, as a consequence, large numbers of teachers who themselves come from indian communities. Despite these policies, schoolteachers are still a major source of assimilationist cultural ideology and are principal agents in reproducing hegemonic racism in indian communities. It cannot be assumed that indian teachers will be positive models for indian children in a racist society; indeed, the ambiguous racial and cultural position of the indian teacher may mean quite the opposite. This paper, based… [Direct]

(1988). Task Force on Women, Minorities and the Handicapped in Science and Technology: Executive Session. Report of the Proceedings (Washington, D.C., May 24, 1988). The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the verbatim transcript of the meeting. Co-Chairs Dr. Ann Reynolds and Mr. Jaime Oaxaca presided over the meeting. Discussions included: (1) An opening statement; (2) policy issues including the federal role in precollege education (Dr. Shirley Malcom), emphasis on specific actions for federal agencies (Dr. Mary Cutter), actions for industry (Dr. Harriet Jenkins), and a statement on racism, sexism, and discrimination against persons… [PDF]

Martin, Dawn Vincent (1986). Teacher Testing: I'm O.K., You're O.K., But Somebody's Not!. Concern about the preparation and competence of teachers has brought about a rapid spread of teacher competency assessment programs. Currently, 36 states test or plan to test teachers prior to certification. Two states, Arkansas and Texas, are already involved with testing teachers in service. Teacher competency testing has become embroiled in state and national politics, and has also become involved in charges of racism and anti-affirmative action. Even though teacher shortages promise to become more severe in the future, several states have exacerbated these shortages by requiring competency tests for teacher certification. Furthermore, while the competency tests produce shortages that result in suboptional instruction for pupils, they provide no incentive for highly qualified people to enter or stay in the teaching profession. While the American Federation of Teachers (AFT) and the National Education Association (NEA) support, to varying degrees, teacher competency testing prior…

Pacheco, Arturo (1980). Educational Vouchers and Their Implications for Equity. Program Report No. 80-B2. There has always been a tension in any form of democracy between the public good, majoritarian consensus, and the rights of minority groups and individuals. Some proponents of educational voucher plans suggest that putting more control in the hands of individuals through a laissez faire educational system will be in the public interest. John Coons and Stephen Sugarman claim that the family is the ideal educational decision-maker, that the best interest of the child must be given priority in educational decision-making, that this "best interest" lies in the development of the individual's autonomy, and that the quality of education will improve if educational suppliers must meet the demands of their clients. Coons and Sugarman also argue that educational diversity would foster a consensus supporting the present political system, would prove more democratic, and would reduce racism while increasing integration. These claims have no basis in established fact, but instead form… [PDF]

Drum, Jan; Howard, Gary (1989). Multicultural and Global Education: Seeking Common Ground. Issues in Education. Multicultural education deals with human diversity at the domestic level. It incorporates the study of racial and ethnic differences, as well as issues related to gender, age, socioeconomic status, and physical disabilities. Its primary goals are to create a sense of understanding and respect for differences, to overcome prejudice and discrimination, to provide an understanding of the dynamics of racism, to replace historical and cultural distortions with accurate information, and to assure that all students receive equitable benefits from the educational system. Global education deals with diversity at the global level. Its primary focus is on those interrelated systems that affect the entire planet. The primary goals of global education are to build understanding and respect for peoples and nations outside the United States, to transcend the narrow Western-centric bias that pervades much of traditional curriculum, to provide an understanding of the dynamics of imperialism and… [PDF]

Fels, Michael D. (1993). Assumptions of African-American Students about International Education Exchange. This study attempted to identify and compare some of the assumptions concerning international education exchange of first, the international education exchange community, and, second, the African-American student community. The study reviewed materials from published institutional literature for the assumptions held by the international education exchange community, and conducted a series of tape recorded interviews with eight African American students attending California State University (Los Angeles) to identify their assumptions concerning international educational exchange. Analysis of the data suggested that there may be a disproportionate cost paid by inner-city African-American students who study on campuses with an "international" focus. Students interviewed expressed the following attitudes: that new strains of racism and class prejudice are imported to their campus by foreign students; that foreign students shun, avoid and are afraid of African Americans; that,… [PDF]

Farnham, Nicholas (1990). Race Relations on American College Campuses: The Need for a Higher Level of Inclusiveness. Responding to declines in the percentages of minorities enrolled in college, 24 educational leaders from around the country met to discuss their campus race relations problems and to formulate a statement on their findings. This document reproduces that statement. The signers see three national imperatives: (1) a moral imperative to make a new commitment to equal access to education; (2) an economic imperative of economic progress dependent on the national ability to educate the work force; and (3) a political imperative that the viability of a free democracy depends on a fully educated and participating citizenry. They also recommend that educational leaders allocate funds in such a way as to increase diversity on campuses, value diversity, overcome racism and ethnocentrism, work to increase retention of economically disadvantaged students, enhance employment opportunities within the university for minorities, invest in and prepare the next generation of teachers in a way that…

Gregory, Dennis E.; Lehmuller, Peter (2005). Affirmative Action: From before "Bakke" to after "Grutter". NASPA Journal, v42 n4 p430-459. Affirmative action as a policy to solve past racism has existed since the civil rights movement in the mid-twentieth century. Since its inception there has been controversy as to whether affirmative action can stand legal scrutiny. If it can, then under what circumstances and for what programs may it be used? Since the "Bakke" case in 1978, a variety of lower federal courts have sought to determine whether diversity is a compelling state interest in higher education admissions and other related programs, or whether race may even be used as a factor in admissions. The recent Grutter and Gratz cases have helped to clarify those issues, but they have left many questions to be answered by policy makers and the courts. Since the Grutter and Gratz decisions, new challenges have been raised to affirmative action. This article describes the history of affirmative action, describes the controversies and current status of the law with regard to public postsecondary institutions…

Murchland, Bernard (1990). Voices in American Education: Conversations with Patricia Biehl, Derek Bok, Daniel Callahan, Robert Coles, Edwin Dorn, Georgie Anne Geyer, Henry Giroux, Ralph Ketcham, Christopher Lasch, Elizabeth Minnich, Frank Newman, Robert Payton, Douglas Sloan, and Manfred Stanley. Interviews expressing a variety of viewpoints on the present and future status of education on a national and global scale are offered by 14 major educators and public figures. The theme of educational reform frames each interview. Patricia Biehl reflects on the diminishing effectiveness of secondary education. Derek Bok favors the teaching of ethics. Applying the humanities is the focus of Daniel Callahan's argument that the acquisition and application of knowledge should be interdisciplinary. Robert Coles comments on the moral power of literature. Edwin Dorn punctuates his interview about racism in America with a plea for race awareness. Education for global understanding underpins Georgie Anne Geyer's belief that nations must cooperate rather than confront. Henry Giroux's dream of radical education includes educating students for public life by training them to be critical of the existing social order. Inadequate citizenship education can only be resolved by training citizens to…

Jost, Mark; Jost, Muktha; Whitfield, Edward L. (2005). When the Rules Are Fair, but the Game Isn't. Multicultural Education, v13 n1 p14 Fall. This article discusses the inequality in public education. The core issues of educational inequality are related to matters of race, social justice, democratic equality, and the diversity curriculum. Many of these issues are only marginally understood or accepted as legitimate by most teachers, teacher educators, and administrators (of any race) who are entrusted with the equal education of all children. Based on their own experiences, most White teachers are blind to issues of racial inequity, and often refuse to recognize differences that separate races. They believe that society is fair and just. In fact they believe that the United States was built on principles of fairness, justice, and equality. For most Black teachers, on the other hand, race is a concept that they cannot ignore. It is a concept they have to reconcile with on a daily basis, and many of them understand institutional racism at a gut level, but are reluctant to articulate it. This classroom activity provides a… [PDF]

(1993). The Children of Metropolitan St. Louis: A Report to the Community from Project Respond. This report presents a picture of the welfare of children in the St. Louis metropolitan area. Developed by Project Respond, a group addressing the needs of at-risk children in the community, it is an attempt to measure the treatment of children by families, private institutions, government, and other facets of society. The introduction describes the purpose, objectives and methods used for this report. The second section of the report presents the findings in eight categories identified as major factors contributing to childhood risk. The eight categories are: (1) parenting and family environment; (2) basic material needs; (3) maternal and child health; (4) child care and developmental enrichment; (5) education and basic schooling; (6) community and neighborhood environment; (7) poverty and employment; and (8) racism and racial isolation. Each risk factor is briefly discussed, with statistical information presented in tabular form by zip code, and graphically with a map. The final… [PDF]

(1990). Teacher and Administrator Training, Recruitment and Retention. INAR/NACIE Joint Issues Sessions National Indian Education Assocation (NIEA) Annual Conference (22nd, San Diego, California, October 15, 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 Native American issues in educator training and employment. Issues and problems related to recruitment of Native Americans into teacher education include raised admission standards, more stringent requirements, culturally or linguistically biased admission tests, the lure of better paying professions, and eligibility requirements for financial aid. An effective Arizona recruitment program targets teacher aides with 2 years of college, while the Alaska state university system has special teacher education programs for Natives in villages and urban areas. Retaining Native students in teacher education is hampered by insufficient financial aid and by racism on campus and in the curriculum. The Mohawk Nation addresses this problem through a cooperative program in which university professors teach courses in the community on… [PDF]

Bourne, Jenny; And Others (1994). Outcast England. How Schools Exclude Black Children. The number of black children "excluded" each month from schools in England and Wales is greatly out of proportion to their relative enrollment. Exclusion includes suspension for a fixed or indefinite term or expulsion from a particular school, and can include in-school exclusions of isolation. The term "black children" is taken to include various groups of color, including Asians. Exclusion is seldom the measure of a child's capacity to learn, rather it is usually an indication of the teacher's refusal to be challenged. The exclusion of the black child is regarded as an element in the pathology of the black family rather than as an indicator of structured racism. How the situation developed is traced, and new government policies designed to educate the excluded child are reviewed. Exclusion is shown to be related to the current government's overall education reforms. Individual case studies illustrate exclusion, as it may reflect cultural and racial bias. There…

Della-Dora, Delmo, Ed.; House, James E., Ed. (1974). Education for an Open Society. This yearbook focuses on the issue of opening the society for all people, particularly for those who have not been properly represented heretofore. Part 1 reviews some of the progress made toward an open society during the past two decades. It delineates the exasperatingly slow but important gains that have been registered since the Supreme Court decision of 1954 initiated progress toward a desegregated education for children and youth in the United States. Part 2 deals with some of the basic problems and concepts with which professional educators have had to cope since the late 1950's and early 1960's. Four chapters suggest methods for dealing with racism, creating better media, improving teacher education, and remaking of faculty education practices. The third section on the use of power in an open society faces the implications of developments in the 1960's and early 1970's: the problems and paradoxes of "power" and its important emerging components. While readers are… [PDF]

Igbineweka, Andrew O.; Princes, Carolyn D. W. (1995). The Social and Political Dimensions of Achieving a Multicultural College Curriculum. This paper examines research on multicultural education and multiculturalism and two forces, prevailing social and political dimensions, that impinge upon the full implementation of multiculturalism in higher education curriculum. Multicultural education is defined as one that incorporates the concepts of cross-cultural understanding and reflects an underlying principle that different groups learn and benefit from each other. Many educators, however, are inadequately prepared to incorporate multiculturalism, and because curriculum affects all students, faculty, and departments on campus, discussions surrounding multiculturalizing the college curriculum generally become a matter of political discourse rather than an act of intellectual and educational integrity. Various approaches to incorporating multiculturalism in the college curriculum are explored, and 15 social conditions and problems that hinder the development of multiculturalism, including racism, are delineated. These… [PDF]

Fisher, Janet Cameron; And Others (1990). Making "A World of Difference" in Teacher Education. A program titled "A World of Difference" (AWOD), designed to reduce racial, ethnic, and religious prejudice and discrimination, is incorporated into teacher education classes at California State University (Los Angeles). AWOD is a school-, community-, and media-based program, originally introduced in 1985, The program includes lessons on American beliefs and values, prejudice, stereotyping, discrimination, scapegoating, and racism. Each community that adopts AWOD develops its own local educational materials. The AWOD elementary and secondary classroom curriculum developed for multicultural communities in southern California provides strategies to reduce intergroup tensions and prejudice and enhance self-esteem. Activities and strategies in the lessons help develop students' cognitive sophistication. The paper presents several examples of AWOD lessons incorporated into the syllabi of certain methods courses, noting that teachers need techniques to enable every child to…

Sharpe, Michael N. (1997). Disproportionate Representation of Minorities in Special Education: A Focus Group Study of Parent Perspectives. Final Report Phase II: Minority Parents. This document is the report of one phase of a Minnesota study to examine the problem of misrepresentation and overrepresentation of African American, American Indian, and Latino students in special education. Phase 2 of the study involved seven focus groups comprised of minority parents throughout rural and urban areas of Minnesota. Focus groups addressed questions concerning what works, what doesn't work, what the contributing factors are, and what needs to be done. All focus groups felt that individualized instruction and support services provided in a small classroom setting were two of the most effective aspects of special education. Most participants also expressed strong support for the Individual Education Program process, the value of staff training in cultural awareness, and activities to promote parent involvement. Specific group emphases included: discrimination and racism (African American); the lack of communication between home and school (American Indian); and the… [PDF]

Vellela, Tony (1988). New Voices: Student Political Activism in the '80s and '90s. An examination of the state of student activism in American higher education is based on a study of the focus and direction of campus activism and on interviews and surveys of undergraduate and graduate students who consider themselves activists. The first two chapters are devoted to an assessment of the overall situation and of the strategies used for organization and communication in activist pursuits. Subsequent chapters focus on specific political issues and interests. They include divestment of financial interests in South Africa, Central American politics, the Central Intelligence Agency, the military and its university connections for war-related activities, racism, the economy and general welfare, women's issues, gay, lesbian, and bisexual rights, student empowerment, the role of the media, and the future of activism. Chapters contain segments of activist interviews and descriptions of specific events. Interspersed among expository chapters are "snapshot" chapters…

May, Stephen (2000). Multiculturalism in the 21st Century: Challenges and Possibilities. This paper outlines, at a general theoretical level, what are seen as the key issues that are facing multiculturalism and, by implication, multicultural education as the world moves into the 21st century. The paper contends that it is necessary to reassess continually what mistakes have been made in the past, what obstacles still lie ahead, and, in light of both, what might be the best way to proceed. It cites the following challenges to multiculturalism (according to Carlos Torres): the ongoing critique of multiculturalism from the Right; the tendency of multiculturalism to concentrate on culture at the expense of structural concerns such as racism; the challenges that postmodernist understandings of identity present for multiculturalism; and the urgent need to develop a multiculturalist paradigm that effectively addresses and, where necessary, redresses all of the above. The paper charts the multiculturalist responses to these four broad challenges, as they currently stand. It… [PDF]

Martin, Shane P. (1996). Cultural Diversity in Catholic Schools: Challenges and Opportunities for Catholic Educators. This book examines sociocultural factors that affect teaching and learning in today's Catholic elementary and secondary schools. The first chapter, "Cultural Diversity: An Important but Problematic Issue," discusses how demographic and societal changes have created a greater need for cultural diversity in education, and stresses the ambiguities inherent in addressing this diversity. The second chapter, "The Success of Catholic Education: Impressive and Still Able To Be Better," recounts the success of Catholic schools in building community, outlines the sociocultural theory of learning, and highlights the challenges to developing culturally sensitive pedagogy and a welcoming school culture. This chapter also addresses the importance of recognizing the school's hidden curriculum, hiring an ethnically diverse faculty and staff, and being aware of aspects of institutional racism. The third chapter, "The Catholicity of Our Schools: Making the Gospel… [PDF]

Torney-Purta, Judith (1999). Some Reflections on the Past and Future of Research Concerning the Civic Engagement of Youth within the Context of the IEA International Civic Education Study. In 1993, the International Association for the Evaluation of Educational Achievement (IEA) decided to mount a 2-phase study of civic education, the first phase being more qualitative and the second more quantitative, to complete testing before the end of the 20th century and to be released early in the 21st century. Countries participating in phase 1 or phase 2 included the United States, Canada, England, Hong Kong, Australia, Chile, Colombia, and many European countries. The study's international chair, a developmental psychologist, was concerned about the meaning of civic engagement for young people in both newer and older contexts. The qualitative phase elaborated national case studies, which suggested that there is a common core of content topics across countries in civic education and that civic education should be based on important content that crosses disciplines. These case studies contributed to the design of phase 2 in which approximately 110,000 students age 14 and 16-18… [PDF]

Sedlacek, William E.; Westbrook, Franklin D. (1987). Workshop on Using Non-Cognitive Variables with Minority Students in Higher Education. Research Report #4-87. In recent years thousands of minority persons who were previously denied access to primarily white, U.S. institutions of higher education have enrolled in them. Many institutions initiated special programs designed to compensate for academic skill problems observed in some of these new students. The effect of these programs on student retention is an important area of concern, but in the 1980s some researchers have avoided the special program issue by demonstrating that one can identify, through a set of noncognitive variables, which minority students are likely to remain in college through graduation. Some of these variables, such as positive self-concept, realistic self-appraisal and the ability to delay gratification, have been recognized for a long time. Others, such as understanding and dealing with racism, and preference for long-term over short-term goals also have important academic consequences. A workshop has been developed to train counselors, advisors, teachers, and… [PDF]

Yang, Philip Q. (2000). Ethnic Studies: Issues and Approaches. This book offers a comprehensive definition of the field of ethnic studies, covering both major issues in the field and its theoretical and methodological approaches. It traces the origins and evolution of the discipline in the United States and maps its domain. Some of the current issues addressed include affirmative action, illegal/legal immigration, bilingual education, and the English-only movement. For each issue addressed, the book introduces key concepts, outlines main dimensions, presents empirical evidence, discusses theoretical approaches, and suggests alternative perspectives when possible. There are 15 chapters in three parts. Part 1, \Basics of Ethnic Studies,\ includes (1) \Introduction\ and (2) \Methodologies of Ethnic Studies.\ Part 2, \Major Issues in Ethnic Studies,\ includes (3) \Theories of Ethnicity,\ (4) \Ethnic Stratification,\ (5) \Ethnic Adaptation,\ (6) \Ethnic Differences in Socioeconomic Achievement,\ (7) \Ethnic Prejudice,\ (8) \Ethnic Discrimination,…

Marland, Michael (1987). Multilingual Britain: The Educational Challenge. This essay and a report focus on the challenge to Britain's educational system posed by an increasingly multicultural and multilingual population. The essay, "Towards a Curriculum Policy for a Multilingual World," attempts to clarify the implications of multilingualism for the entire curriculum, for both curriculum design and administrative concerns. A 10-point plan of action is presented, indicating the need for teachers and other staff fluent in the community languages. The report, "The Education of Bilingual Learners: Towards a Coherent Policy," is the result of a working group on bilingual education within the Inner London Education Authority. Its sections address the following topics: racism, bilingual education, and the need for a policy for equality; a philosophy of bilingual education; the need for schools to keep in touch with the communities they serve; school-level issues of population mobility, placement, reception, orientation, and transfer;…

McPherson, Elisabeth (1971). The Exploding and Explosive Two-Year College. Junior and community colleges must explode many traditional notions about education in order to fulfill their promises to poor and disadvantaged students. The number of junior and community colleges and the number of students attending them have increased rapidly in the past few years. But many communities think that community colleges didn't keep their promises. Most community college students are poor, and college costs are frequently high. Students frequently cannot get into the job training programs they want because of staff, space and money shortages. To work toward fulfilling community college ideals, ideas about student and teacher roles and about ways of measuring success must be changed. Teachers must help students improve their self concept and gain self confidence, processes which teachers with Ph.D.'s may damage because of a condescending attitude. Good community colleges have stopped using standards based on exclusiveness, a major shift in attitude and procedures, both… [PDF]

(1999). Report and Recommendations of the British Columbia Teacher's Federation's (BCTF) Task Force on First Nations Education to the Annual General Meeting (January 1999). (Revised Annotated Version). In 1998, the British Columbia Teachers' Federation (BCTF) appointed an eight-member task force to investigate the effectiveness of the education system for First Nations students. The task force report and recommendations are intended to serve several groups of Aboriginal students: First Nations students, with or without status under Canada's Indian Act, who live on or off reserves in rural and urban areas, as well as Metis students. Many Aboriginal students are not achieving success in the public schools, for reasons related to the history of Canada's treatment of Aboriginal peoples, to poverty, and to the failure of public schools to value indigenous cultures. The task force recognizes that each child has a gift that must be looked for and nurtured. To contribute to the success of Aboriginal students, the task force proposed numerous recommendations to the BCTF. Each is accompanied by a supporting statement and the outcome in the 1999 BCTF annual general meeting. Recommendations… [PDF]

Deason, Maryellene; Gelsomini, Barbara (1993). Improving the Success of Ethnically Diverse Education Majors in Preparation for Transfer and a Career in Teaching. In an effort to improve the long-term transfer and retention of ethnically diverse students in education, Southwestern College (SWC) embarked on a cooperative project with San Diego State University (SDSU) and the University of California, San Diego UCSD), to address the needs of ethnically diverse students who express the goal of becoming teachers. The first workshop of the project sought to ascertain the academic and support needs of these students and discussed responses to questionnaires sent to six former SWC students who had successfully transferred to SDSU or UCSD, addressing the level of preparation at area high schools, support services at SWC, and the effects of racism on student achievement. This workshop and a second also focused on course sequencing and basic content standards for education majors, highlighting the importance of adequate mathematics and linguistics sequences at SWC and more rigor in critical thinking, writing, and library research skills for future… [PDF]

Barlin, Dara; Beam, John M.; Chun, Marc; Eddins, Gillian; Eskenazi, Mike; Irani, Sharmeen; Pagen, Diane; Scefonas, Kate (2002). Unlocking the Schoolhouse Door: The Community Struggle for a Say in Our Children's Education. This report explores the perspectives, issues, and capacity building needs of 51 community organizations that are fighting for better public schools nationwide. It analyzes a series of interviews conducted between July 2000 and March 2002. The interviews involved organizers, senior staff, and parent leaders. Overall, respondents described a range of problems that they were trying to correct. The categories most frequently cited as issues tended to direct organizational attention away from areas related to the core content of teaching and learning (e.g., after-school enrichment opportunities; accountability at the school, district, and political level; parent and community involvement; broadening the role of the school in the community; and equity concerns). Issues and perceived needs were not always in synch. Recommendations include acting national even when issues are local, always confronting racism, incorporating traditional civil rights organizations into the education justice… [PDF]

Gordon, Beverly M. (1995). Knowledge Construction, Competing Critical Theories, and Education. African American leaders and thinkers, as represented by such figures as W. E. B. DuBois and Carter G. Woodson, have historically dedicated themselves to winning the struggle against racism and a racialized social order and improving the quality of life for the African American masses. Postmodern African American scholars have continued this tradition of scholar-activism in supporting the reconceptualization of U.S. society as multicultural. The varying approaches to multiculturalism and the contributions of critical theory and feminist theories are influencing the thinking of contemporary African American educators as they face the future of education. In the postindustrial and postmodern American society of the twenty-first century, the most critical educational struggle for people of color will be for control over the academic, intellectual, and political development of their children. The emergence of a global U.S. society from the Afro-Judeo-Christian popular culture is being…

Yoshiwara, Florence M. (1980). Shattering Myths: Japanese American Educational Issues. An historical review of the immigration and resettlement patterns, and a demographic profile of Japanese Americans reveals a myth of the "successful minority." Since the founding of the Japanese American Citizens League in 1928, Japanese Americans have defeated alien land laws, discriminatory immigration quotas, anti-miscengenation laws, and secured naturalization privileges for alien Japanese. Currently, Japanese Americans are the third largest Asian American group and have attained a high level of education with increased visibility in many areas of employment; they tend to live primarily in integrated, urban communities. The stereotypes and misunderstandings created by the concentration camp experience, however, have hampered economic and social progress for Japanese Americans. Moreover, disparities in educational funding policies, uses of propaganda, and violations of civil rights have undermined the achievements of Japanese Americans. The organization of…

Harrassowitz, Christiane; Scott, Britain (2004). Beyond Beethoven and the Boyz: Women's Music in Relation to History and Culture. Music Educators Journal, v90 n4 p50 Mar. The typical music history or appreciation class teaches students to analyze musical elements and think generally about the aesthetics of historical periods but rarely encourages them to consider why the overwhelming majority of the composers discussed are white, European, middle- and upper-class men. Courses on popular music often discuss jazz and rock without addressing issues such as the barriers women jazz instrumentalists faced and the sexual objectification of women rock artists. Gender-blind world music curricula may also overlook the tremendously important role music plays in women's everyday lives, particularly when those women live in cultures where their voices are otherwise silenced. When women are integrated into the curriculum, they have the opportunity not only to add their names to the existing canon, but also to help students engage in critical thinking about how music is related to issues of sexism (and racism, classism, and ethnocentrism) within and outside the…