Darder, Antonia, Ed.; And Others (1997). Latinos and Education: A Critical Reader. Latinos are among the nation's most educationally disadvantaged and economically disenfranchised groups. Addressing this reality within the context of a rapidly changing economy and society, this book links educational practice and the structural dimensions that shape institutional life. Sections focus on the political economy of schooling, historical views of Latino schooling, construction of Latino(a) identities, politics of language, cultural democracy and schooling, and Latinos and higher education. The 25 chapters are: "A Theory of Racial Inequality" (Mario Barrera); "Economic, Labor Force, and Social Implications of Latino Educational and Population Trends" (Sonia M. Perez, Denise de la Rosa Salazar); "The Structure of Inequality and the Status of Puerto Rican Youth in the United States" (Hector R. Cordero Guzman); "Latinos, Class, and the U.S. Political Economy: Income Inequality and Policy Alternatives" (Rodolfo D. Torres, Adela de la…

Batten, Margaret; Frigo, Tracey; Long, Mike (1998). The School to Work Transition of Indigenous Australians: A Review of the Literature and Statistical Analysis. This report describes the current educational and employment situation of Australian Indigenous youth in terms of their pathways from school to work. A literature review and analysis of statistical data identify barriers to successful transition from school to work, including forms of teaching, curriculum, and assessment that pose greater educational challenges for Indigenous youth, as well as broader social issues such as racism, poverty, poor health, remote location, incarceration, and absence of employment opportunities. The report also highlights the need for improvements in educational outcomes as the key to improved results in the labor market. The literature review provides an overview of common features associated with successful transitions and programs, systemic weaknesses inhibiting success, relevant government programs, and issues and solutions at various youth transitions: primary to junior high school, junior high to senior high school, school to postsecondary… [PDF]

Tobin, Brian G. (1997). Academic Freedom. The strength of academic freedom has always depended upon historical circumstances. In the United States, higher education began with institutions founded and controlled by religious sects. The notion of who gets educated and to what ends expanded as American democracy expanded. By the 1980's, legitimate calls for equality became a general debunking of the culture of 'dead white males' and higher education became highly politicized as multiculturalism came to dominate. The ethics of multiculturalism and academic freedom, however, have often come into conflict, with professors and students being accused of racism in lectures or discussions about race. Closely related to multiculturalism, in terms of academic freedom, is the notion of political correctness, or the adoption of official terminology deemed inoffensive to \victim groups,\ which has had a tremendous effect on the classroom environment and led to censorship of speech. New laws to control computer communication and the… [PDF]

Reyhner, Jon, Ed. (1988). Teaching the Indian Child. A Bilingual/Multicultural Approach. 2nd Edition. This collection of 20 essays by 21 authors presents teaching methods and resource material promoting productive school experiences for American Indian students. The chapters are organized into five sections. The opening chapter of section 1 emphasizes that teachers must understand and respect the cultures and backgrounds of their students, an attitude essential to a bilingual and multicultural approach to Indian education. Other chapters in this section (1) outline the historical background of Indian education; (2) discuss tribal language policies and the ingredients of a successful bilingual program; and (3) examine multicultural education goals and the value of cultural relativism for minimizing ethnocentrism and eliminating racism. Section 2 (1) describes the stages of oral language development and the role of the first language in second language development; (2) provides practical suggestions for teaching English as a second language; (3) discusses necessary elements for… [PDF]

Welsh, Richard O. (2022). School Discipline in the Age of COVID-19: Exploring Patterns, Policy, and Practice Considerations. Peabody Journal of Education, v97 n3 p291-308. Racial disparities in suspensions have acquired greater significance given the substantial lost learning time, additional trauma and stress, and myriad racial inequalities exposed by COVID-19. This study examines how the COVID-19 pandemic is reshaping school discipline patterns and highlights salient policy and practice considerations with an emphasis on racial inequality in exclusionary discipline. The results indicate that each school year (2019-20, 2020-21, and 2021-22) of the pandemic has resulted in distinct changes to disciplinary trends resulting in three eras of school discipline in the ongoing response to the COVID-19 pandemic. In 2020-21, suspensions declined dramatically as most students were in virtual classrooms, yet African American students and students with disabilities disproportionately received exclusionary discipline. In 2021-22, suspensions seem to be on the rise as educators grapple with stress accompanying the return to in-person learning. The commonalities of… [Direct]

Melling, Geoffrey; And Others (1988). Opportunity with Excellence: The American Community College. Coombe Lodge Report, v20 n8. This report presents the impressions of three British further education specialists about American community colleges, articles by two American educators, and insights on the applicability of features of U.S. community colleges to Great Britain. First, "Community Colleges and Post-Secondary Education in the U.S.A.," by Geoffrey Melling, provides an overview of American higher education, discussing features distinguishing American and British higher education; the comprehensive community college mission; management, planning, and finance; and Miami-Dade Community College. Next, "Cash + Change = Survival + Success," by Leslie Koltai, discusses the effects of quality control, cultural diversity, institutional flexibility, financial control, demographic shifts, technological change, and changing life styles. "Success under Duress–The College and the Community," by Brunetta Reid Wolfman, describes Roxbury Community College in terms of historical background,…

Derrington, Chris (2005). Perceptions of Behaviour and Patterns of Exclusion: Gypsy Traveller Students in English Secondary Schools. Journal of Research in Special Educational Needs, v5 n2 p55-61 Jun. This paper draws on a recent and unique longitudinal study of Gypsy Traveller students in fifteen local education authorities in England. Gypsy Traveller students are less likely to complete secondary education than any other minority ethnic group and it is estimated that up to 12 000 young Travellers in England are not registered at any secondary school. The study tracked a sample of 44 students over a three-year period, using a multi-perspective, phenomenological design to explore the complex interplay of attitudes, expectations and relationships that might impact on secondary school engagement and retention. Findings indicate that, although the students' behaviour was perceived to be good by their primary school teachers, problems began to emerge during the first year at secondary school and twenty-four pupils had self-excluded by the age of fourteen. Furthermore, almost one in three of the students in the study were temporarily excluded by their schools on at least one occasion… [Direct]

Warren, Karen, Ed.; And Others (1995). The Theory of Experiential Education. A Collection of Articles Addressing the Historical, Philosophical, Social, and Psychological Foundations of Experiential Education. Third Edition. This anthology is a compilation of 46 articles on the foundations of experiential education, previously published in the \Journal of Experiential Education.\ Section I covers philosophical foundations of experiential education, definitions, objectives, influences of John Dewey and Kurt Hahn, and the role of spirituality in the wilderness adventure experience. Section II examines historical foundations, including a history of the Association for Experiential Education, a profile of Kurt Hahn, change and continuity as exemplified by a case study of Outward Bound, and cultural considerations in experientially-based educational reform. Section III addresses psychological perspectives and issues, including the appropriate mix of experiential learning and information assimilation, the transfer of learning in adventure education, internalization of learning, a Piagetian rationale for experiential education, the spiritual core of experiential education, and teaching for psychological… [PDF]

Lambright, Nsombi (2001). Community Organizing for School Reform in the Mississippi Delta. Racism is still the central problem in Mississippi. The White community resists participation by African Americans in every aspect of political, economic, educational, and cultural life. Education is the key to breaking the system, and it is no secret that the state's school boards, legislators, and corporations want to keep Black children and other children of color undereducated. Mississippi maintains a dual, segregated education system: Whites attend private academies, and Blacks attend public schools. Educational problems facing Mississippi Blacks include high-stakes testing with no accountability for teachers or schools, corporal punishment, and criminalization of students. Empowerment of the African American community is essential. The Mississippi Education Working Group (MEWG) is a coalition of grassroots community organizations working in their local school districts to improve educational opportunities for African Americans. MEWG trains grassroots organizations to impact… [PDF]

(1998). Investing in Our Future: A Southern Perspective. Notes From the Field, n6 Fall. This report focuses on the role Southern philanthropy can play in addressing racism, poverty, and inequality by supporting education and workforce improvement. "Framing the Conversation" takes input from George Autry (MDC), William Bynum (Enterprise Corporation of the Delta), Lynn Walker Huntley (Southern Education Foundation), and Martin Lehfeldt (Southeastern Council of Foundations) on the philanthropic agenda to address these issues. A section on philanthropy documents: (1) efforts of the Lyndhurst Foundation to engage more fully in public life by supporting quality public education, decent and affordable housing, and community revitalization efforts in Chattanooga, Tennessee; (2) reflections of duPont Fund Executive Director Sherry Magill on lessons learned in Jacksonville, Florida, about creating "safe space" for difficult conversations, the role of racist history, engaging the corporate community, access to power, and public education; and (3) lessons… [PDF]

Herbert, Jeannie (2003). Completion of Twelve Years of Schooling or Its Equivalent. Interviews and focus group meetings were held at 24 schools and 3 nonschool sites across Queensland (Australia) to identify current success experienced by Aboriginal and Torres Strait Islander students, as well as effective practices that promote such success. School statistics are of limited value because Indigenous identification is not mandatory; these data suggest that if Indigenous students are retained until year 10, their chances increase of completing year 12. However, Indigenous students have considerably lower retention rates than non-Indigenous students and are subject to disciplinary action at 2-3 times the rate of their non-Indigenous peers. Opinions were gathered from a range of stakeholders, including parents, students, Indigenous community members, teachers, and other school staff. In some schools, Indigenous student success was obviously increasing, and many teachers were consciously seeking to be better teachers of Indigenous students. Indigenous Studies programs… [PDF]

(1972). New Designs: Prevent Educational Casualties, Promote Educational Growth. This report suggests that through the promotion of student unity, students can gain the necessary power to engage in representative conflict which will change the monolithic nature of higher education and prevent open, destructive conflict with the system. Legitimizing student safety-values can complement representational conflict by promoting the release of tension and thereby enabling students to turn their efforts toward constructive endeavors. Student withdrawal can be prevented with new designs that promote student responsibility, authority, and participation in the higher education system. Racism on campus can be prevented through the promotion of a celebration of ethnic differences. New designs imply that mental health delivery systems on campus will have to become more open and involved with community programming and participation. A brief questionnaire by which services can judge how responsive they are to community involvement and how prepared they are to adjust… [PDF]

Arnot, Madeleine, Ed. (1985). Race and Gender: Equal Opportunities Policies in Education. This reader is one of four parts of the Open University (in the United Kingdom) Course E333, "Policy-making in Education." The ten articles included focus on the patterns of race and gender inequalities in British education, and the methods used by central and local government and educational institutions to address those inequalities. Articles were chosen to present the range and diversity of policies and approaches. The five articles (and their authors) on the topic, "Perspectives on Race and Educational Policy" are the following: (1) "Education and the Race Relations Act" (Andrew Dorn); (2) "Racial Inexplicitness and Educational Policy" (David L. Kirp); (3) "Multiracial Education in Britain: from Assimilation to Cultural Pluralism" (Chris Mullard); (4) "Anti-racism as an Educational Ideology" (Robert Jeffcoate); and (5) "The 'Black Education' Movement" (Sally Tomlinson). The five articles on the topic,…

Charley, Perry H.; Markstrom, Carol A. (2003). Psychological Effects of Technological/Human-Caused Environmental Disasters: Examination of the Navajo and Uranium. American Indian and Alaska Native Mental Health Research: The Journal of the National Center, v11 n1 p19-45. Disasters can be defined as catastrophic events that challenge the normal range of human coping ability. The technological/human-caused disaster, a classification of interest in this article, is attributable to human error or misjudgment. Lower socioeconomic status and race intersect in the heightened risk for technological/human-caused disasters among people of color. The experience of the Navajo with the uranium industry is argued to specifically be this type of a disaster with associated long-standing psychological impacts. The history of the Navajo with uranium mining and milling is reviewed with a discussion of the arduous efforts for compensation. The psychological impacts of this long-standing disaster among the Navajo are organized around major themes of: (a) human losses and bereavement, (b) environmental losses and contamination, (c) feelings of betrayal by government and mining and milling companies, (d) fears about current and future effects, (e) prolonged duration of… [PDF]

Reubens, Peggy (1983). Vocational Education for Immigrant and Minority Youth. Information Series No. 257. Efforts of immigrant and minority youth to make the school-to-work transition successfully are adversely affected by social, psychological, cultural, familial, and individual factors. Complicating their struggle to attain a sense of competence and personal identity, which is common to all youth, are "outsider status," language problems, and cultural misunderstandings. Social factors that affect their successful transition are the degree of the society's egalitarianism, cultural pluralism, racism, sexism, and class stratification. Also significant are the society's attitudes toward youth, political stability, governmental structure, legal system, rate of economic growth, and employment structure. Social institutions, especially schools, can help students make the transition. Preschool programs provide support that pays off in the early working years. The quality of primary, secondary, and vocational education is especially significant for immigrant and minority youth…. [PDF]

Crichlow, Warren, Ed.; McCarthy, Cameron, Ed. (1993). Race, Identity and Representation in Education. This book presents 24 essays, written by scholars in the humanities and social sciences, that offer cultural and poststructural appraisals of race. The essays illustrate the range, scope, diversity, appeal, and power of work currently underway in the field. They attempt to intervene in the increasingly acrimonious debate over racial inequality and educational reform. Essays and their authors are as follows: "On the Theoretical Concept of Race" (Michael Omi and Howard Winant); "The New Cultural Politics of Difference" (Cornel West); "Constructing the 'Other': Rightist Reconstructions of Common Sense" (Michael W. Apple); "Traveling To Teach: Postcolonial Critics in the American Academy" (Ali Behdad); "Racism, Sexism, and Nation Building in Canada" (Roxana Ng); "Notes on Understanding Curriculum as a Racial Text" (William F. Pinar); "White is a Color! White Defensiveness, Postmodernism, and Anti-Racist Pedagogy"…

Sellers, Stephanie (2003). The Experience of a Native American English Professor in Central Pennsylvania. American Indian Quarterly, v27 n1-2 p412-415 Win-Spr. The author is a part-time English faculty at a wealthy, 95 percent Anglo, liberal arts college in Pennsylvania, and she is a candidate for a PhD in Native American studies. College administrators and her colleagues know that she is a tribally enrolled Native American (Shawnee). She used her tribal enrollment card for Form I-9 identification when she became employed there four years ago, and she (used to) speak often of her academic endeavors in the Native American discipline. She teaches Native writers and culture as part of her English composition courses, and the course description appears in the college catalog. Despite this general knowing on campus, everything Native American about her and around her is invisible to her coworkers: her personhood, her discipline, Native colleagues in the field, Native owned and produced publications (including her own), and ultimately all Native people and Native history. College administrators proudly laud a campus "Native presence"… [Direct]

Johnson, R. Scott; Rodriguez, Carlos M. (1991). How Policy Makers Address Minority Student Retention: Whose Interests Are Being Served? ASHE Annual Meeting Paper. A study examined policies addressing minority student retention in higher education at the national, state, and institutional level in order to clarify how the discourse surrounding minority student retention in higher education is related to social and political purposes and existing power arrangements. The study proceeded by critically examining two documents issued by national groups, reports issued by state level educational bodies in Arizona and Texas, as well as reports prepared by the University of Texas at Austin and by the University of Arizona. For each set of documents representing either the national, state, or institutional level the study looked at the following questions: (1) Who is authorized to speak on minority student retention? (2) Who listens? (3) What can be said? (4) What remains unspoken? (5) Which metaphors, modes of argumentation, explanation, and description are valued? and (6) Which ideas are advanced as foundational to the discourse? This content…

Mitau, G. Theodore (1969). The New Minnesota State College System. Many of the nation's youth believe that the country's colleges and universities are insensitive and even hostile to their demands for an end to racism, militarism violence and poverty, and to their insistence on relevant curricula. If educational paralysis and alienation of this nation's most talented youth is to be avoided, many of our institutions' treasured traditions and beliefs will have to undergo examination and modification. The Minnesota State College System, consisting of 6 state colleges, has experienced a rapid increase in enrollment in the last 10 years, and though the academic quality has improved substantially in the past few years, much is left to be done. Efforts will be made to (1) increase the number of PhDs on the faculty; (2) move to "year-found" operations; (3) employ more supportive personnel; (4) develop a more sophisticated management information system; (5) strengthen the Common Market operation of the System; (6) improve academic and physical… [PDF]

Lee, Stacey J. (2005). A Report on the Status of Asian Americans and Pacific Islanders in Education: Beyond the "Model Minority" Stereotype. National Education Association In January 2005, the National Education Association (NEA) partnered with the Asian Pacific American Institute for Congressional Studies (APAICS) to host the National Summit on Asian and Pacific Islander Issues in Education. The Summit brought together over 50 researchers, leaders of national organizations, and NEA members to discuss the status of Asian American and Pacific Islander (AAPI) students in U.S. schools. Presentations and discussion groups focused on the diversity of backgrounds, experiences, and achievement levels among AAPI students, the impact of the federal No Child Left Behind Act on AAPI students, challenges of teaching to and teaching about AAPIs, and recommendations and resources for advocating change. This report draws on the presentations, discussions, and resources from the Summit. This report will go behind the model minority stereotype in an effort to reveal the complex and diverse realities of Asian American and Pacific Islander students. It will examine the… [PDF]

Ruan, Jiening; Wicker, Melissa (2023). Native American Youth Finding Self through Digital Story Telling. Literacy, v57 n3 p234-248 Sep. This holistic single-case study aimed to understand the impact of digital story telling (DST) on the identity expressions of Native American youth. The question that guided the study asks, 'How do Native American adolescents in a rural, tribal-run after-school programme for Indigenous youth explore and express who they are through digital story telling?' Five Indigenous youth enrolled in a tribal-run after-school programme participated in the study and completed a digital story telling project that contained multiple components and interviews. Data sources included funds of knowledge maps, shields, story scripts, storyboards, interview transcripts, and digital videos. Thematic analysis was the overarching method used to identify themes. The researchers also conducted constant comparison, content analysis, and/or intertextual transcription to analyse specific data types. Findings indicate the youth enjoyed the DST process, explored and solidified their personal identities, and… [Direct]

Goldberg, Mark (2001). Lessons from Exceptional School Leaders. Leadership is situational and cannot be predicted or necessarily taught. This book is the distillation of ideas and practices derived from interviews with some of education's top leaders. Chapter 1, \Forming Beliefs,\ makes the point that teachers and administrators must carefully learn about excellence and then find the elements of excellence that most attract them. Chapter 2, \Staff Development,\ goes to the heart of how a school renews itself. Chapter 3, \Broadening Leadership,\ argues that a program or method will fail as soon as primary/influential leaders leave the school, find themselves unable to withstand the inevitable criticism, or are unable to pique the interest of others in becoming involved. Chapter 4, \Situational Mastery,\ explains why there is no template for leadership and how to go about developing skills and fitting them to specific needs in an environment. Chapter 5, \Discrimination, Racism, and Poverty,\ looks at how the \have\ and \have-not\ gap adversely…

de Almeida, Ana-Elisa Armstrong; Pacini-Ketchabaw, Veronica; White, Jan (2006). Racialization in Early Childhood: A Critical Analysis of Discourses in Policies. International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies, v7 n1 p95-113. A large portion of the early childhood literature in the area of cultural, racial, and linguistic diversity addresses the practices of institutions for young children, immigrant/refugee parents' understandings of their situation, and provides recommendations for more inclusive practices. This body of literature has proved very useful in bringing issues related to young children and families from racialized minorities to the forefront of discussions in early childhood. What has not been widely discussed (and problematized) are the assumptions made in policies that guide early childhood services. Most of the existing critical policy analyses that have been conducted in the field do not directly address racialized discourses There are, however, important exceptions that focus primarily on welfare reforms. This article attends to this gap in the literature by reporting on a study conducted in British Columbia, Canada that addressed the following questions: (1) How do discourses that… [PDF] [Direct]

Pritchard, Ivor A. (1998). Good Education: The Virtues of Learning. By focusing on education and the development of four moral virtues (friendship, honesty, courage, and justice), this book presumes that the exercise of these virtues is an integral part of good educational practice and that anyone concerned with promoting excellence in education must also be committed to promoting these virtues. Part 1, "First Teachers," discusses the parent-child relationship by examining the dynamics of friendship, responsibility, and separating right from wrong. Part 2, "The Teacher's Moral Authority," argues that, when developing programs for schools, moral education must adhere to the educational mission in the context of public accountability. Part 3, "In the Classroom: Doing It Right," discusses issues such as indoctrination, participation, disruption, cheating, grades, and reform; and stresses that, by shaping the classroom climate to promote the four virtues, teachers also advance academic learning. Part 4, "Good Thinking:… [PDF]

Anderson, Tigge Anne; Crump-Dumesnil, Elizabeth (1994). Bibliography of Learning and Teaching Resources To Support Cultural Diversity. This annotated bibliography was created as a result of ongoing collaboration between Alberta (Canada) Education and Alberta Community Development on the topic of multiculturalism. It identifies some of the best resources which are available to schools in order to make these resources known to teachers and principals. The entries have been selected and evaluated to ensure a good curriculum fit, practicality, availability, and balance across grades. The approximately 500 print and audio-visual resources form a base on which to build programs and library collections. Each entry contains the following information (if available): grade level; author; title; publication information; ISBN; and annotation. The material has been organized into the following sections: Teacher References; Bibliographies and Catalogues; Africans; Afro-Americans (includes Canada); West Indians; Chinese; Japanese; South East Asians; South Asians; People of the Near and Middle East; Central and South Americans;… [PDF]

Ornstein, Michael D.; Rossi, Peter H. (1970). Going to Work: An Analysis of the Determinants and Consequences of Entry into the Labor Force. To trace the process whereby Americans enter the labor force, work and education histories were collected from a random sample of about 1,600 Americans, with blacks oversampled. The two variables examined most closely were race and social class. The level of entry into the labor force as measured by occupational prestige was found to be strongly affected by the race and educational attainment of the individual; for whites it was also affected by pre-entry work experience. Social class had little effect. When subsequent jobs were examined, the process of entry was shown to have a continuing and significant effect on occupational attainment; while the effect of educational attainment quickly diminished, that of previous jobs increased, particularly for blacks. Controlling for educational experience and family background status, blacks are clearly disadvantaged. They are successively worse off compared to whites at each stage of their occupational histories; the more schooling they… [PDF]

Collins, Janet (2006). Including the Silent Minority. Research Article. Perspectives in Education, v24 n1 p87-98 Mar. It is now recognised that inclusive schools must recognise and respond to the needs of learners regardless of any difficulties they may have. Similarly, the South African Constitution (1996) requires education to be "transformed and democratised in accordance with the values of human dignity, equity, human rights and freedom, non-racism and non-sexism". Notions of transformative learning partly derive from critical social theory which was developed by thinkers and philosophers who were influenced by Marxist theory. Educational research which draws on this theory focuses on a discussion of the empowerment of students and the transformations which pupils and schools can undergo to become sites of "democratic and liberating learning". This article draws on research carried out in the UK to explore issues related to social inclusion and educational participation in the classroom. Premised on a socio-cultural view of learning which emphasises that communication between… [Direct]

Stephenson, Maxine (2006). Closing the Doors on the Maori Schools in New Zealand. Race, Ethnicity & Education, v9 n3 p307-324 Sep. For 100 years a system of Native Schools operated in New Zealand, the principal objective of which was to support a state policy of assimilation. Decisions to disband the system were made in a context of social, economic and demographic change, and were rationalized as providing a positive step forward for Maori. Also influential was the growing international debate on issues of racism. The juxtaposition of Maori and Pakeha systems, albeit within an official policy of non-segregation, was posited by education officials as being potentially dangerous socially, and attention came to be focused not on the benefits of an integrated system, but on the dangers of an increasingly segregated one. This paper examines the politics of transfer that marked the absorption of individual schools into the mainstream system, and the ultimate disestablishment of the Maori Schools system. Drawing on interviews from an oral history project, it juxtaposes understandings of the system as it was officially… [Direct]

Penfield, Elizabeth F. (1979). Politics and Teacher Preparation: Trouble and Transition. In Louisiana, the state rated fiftieth in literacy, racism has been legitimized under an educational credo. The Louisiana legislature has established requirements for teacher certification that are insidious and far-reaching, among them laws that affect an undergraduate education major's curriculum, academic standing, student teaching experience, and certification. Legislation requires, for example, that education majors take courses in teaching reading and have three hours professional counseling on careers in teaching (without funding positions to teach those sessions), and that education majors possess a minimum overall grade point average that is higher than that required of science majors and achieve a specified score on the National Teacher Examination (NTE). The effects of such legislation are that enrollment is increased in upper level and graduate courses to free sections, that could be converted to reading courses, that group counseling sessions with panel presentations…

Becker, Becky K. (1996). Beyond the Popular and Politically Correct: Multicultural Education and the Reform of Theatre Pedagogy. Multicultural education is still a relatively new trend in the American system of higher education. As with any new pedagogy, there is a tendency to reduce the genuine possibility of educational reform to mere superficiality–good intentions lacking substance. Behind the "camouflage" of politically correct language and actions, individuals need not admit their attitudes of racism, sexism, and classism. In contrast, multiculturalism seeks to acknowledge such attitudes by providing a space where open dialogue and learning can occur. Assuming that multiculturalism is a worthwhile goal, then the role of teacher takes on a new meaning–teachers are called to become cultural reformers. As educators become aware of various learning styles and possible tendencies among specific cultures or groups, they can make adjustments to accommodate a variety of learners. Changes can be made within a dramatic literature course for undergraduate theater majors and minors. Areas of concern in… [PDF]

McDiarmid, G. Williamson; Zhao, Yong (2023). Time to Rethink: Educating for a Technology-Transformed World. ECNU Review of Education, v6 n2 p189-214. Purpose: We hope to provoke a conversation about preparing students for an uncertain future that unforeseeable technological innovations will transform in ways we cannot predict. The unprecedented disruption caused by the COVID-19 pandemic makes this an opportune time to reconsider all dimensions of education. Design/Approach/Methods: We present information on how technology is transforming virtually every aspect of our lives and the threats we face from social media, climate change, and growing inequality. We then analyze the adequacy of proposals for teaching new skills, such as 21st-Century Skills, to prepare students for a world of work that is changing at warp speed. Findings: Despite harbingers of a radically different future, most schools continue to operate much as they have for centuries, providing a one-size-fits-all education. Technology now enables an unprecedented degree of personalization. We can tailor learning opportunities to individual students' interests, talents,… [PDF]

Foley, Jean Ann; Hays, Pat; Martin, Joe; Nuvayouma, Diane; Riley-Taylor, Elaine; Senese, Guy; White, Carolyne (2002). Confronting Tensions in Collaborative Postsecondary Indigenous Education Programs: A Reader's Theatre Presentation. This conference "performance session" addresses the tensions encountered by indigenous educators in colleges and universities as they collaborate with tribal offices of education to create culturally responsive educational practices. Colonial schooling has left a legacy of institutionalized racism and sexism, sustained by postsecondary institutions grounded in Western epistemology and cosmology. Debate and dialogue among scholars of all races is needed to address this situation. There is mounting energy supporting a new worldview that acknowledges the human relationship with Nature as mutually sustaining. Indigenous worldviews have much to contribute, as they emphasize an eco-centered perspective and more integrative ways of understanding human/earth relations. Place-based education contextualizes curriculum within an awareness of the balance of life systems. Because the indigenous worldview does not separate health, education, and spirituality, the Dine wellness center… [PDF]

Facundo, Blanca (1984). Issues for an Evaluation of Freire-Inspired Programs in the United States and Puerto Rico. Paulo Freire is a Brazilian educator whose theories link educational processes with revolutionary political aims. This report describes attempts by predominantly Latino proponents of his theories to develop "liberating education" (educacion liberadora) in the United States and in Puerto Rico. Section 1 describes the national, political, and religious context in which Freire developed his theories. Section 2 analyzes the ways in which his philosophy has been romanticized by radicals in the United States to justify Third World revolutionary tactics. Section 3 describes efforts by liberating educators to utilize Freire's theories against racism and exploitation, and discusses Alvin Gouldner's theory of the emerging "cultural bourgeoisie." Section 4 summarizes activities of liberating education practitioners in the United States from 1978-83, including a federally funded project to start an Information and Resources Center for Educacion Liberadora (IRCEL). Section 5… [PDF]

Brosio, Richard A. (1997). Diverse School Populations and the Corresponding Need for Multiple-Identity Coalitions. To make public education more democratic and to move toward greater social justice and inclusivity, it is necessary to respect diversity, and to examine difference and identity in the contexts of materiality and social class. Social theory must be built to integrate racism and sexism with class relations and illuminate how oppressive structures are reproduced and can be changed. Rapidly changing demographics in schools and society suggest the need for changes in educational systems, and these changes should include improvements for those who have been oppressed. Safe multicultural frameworks have been proposed that marginalize or obscure the important issues of economic wealth and power underlying our society, but real educational reform must be driven by umbrella coalitions of adults who demand that the State as central government act on behalf of the democratic rather than the capitalist imperative. The new multiculturalism recognizes that education for democratic empowerment must… [PDF]

Socha, Donald E. (1997). Perspectives on the Mexican Education System: Prejudices, Problems, Possibilities. Fulbright-Hays Summer Seminar Abroad 1997 (Mexico). This paper examines the complex Mexican educational system and how numerous factors influence its success, depending on one's point of reference. Many ideological and subjective judgments are made in this evaluation. Non-compulsory preschool enrollment figures show tremendous growth in the past 25 years, as does the growth in the number of children 6-14 years old attending school. In 1992 the process of educational reform undertook four important movements: (1) decentralization of the system from federal to state control; (2) curricular reform of basic education; (3) in-service teacher retraining courses; and (4) reform of teacher training programs. The paper argues that this reform procedure represents a tendency toward greater democracy, autonomy, and self-rule in the Mexican educational structure and process, but these tendencies have been circumscribed by prejudices within Mexican society. The paper cites the various kinds of prejudices to be found in Mexico, including racism,… [PDF]

McInnis, Kathleen M. (1984). Ethnic Minorities in Small Cities: Organizing Support Systems. The Case of the Southeast Asians and Mutual Assistance Organizations. Focusing on the experiences of Southeast Asian refugees in small Wisconsin cities, this paper addressed two broad issues: First, how do non-white ethnic groups survive in their majority white environments? And second, what creative support systems have emerged from within these groups or from the interested efforts of non-minority community leaders? In the first part of the paper, problems that Southeast Asian refugees face in Wisconsin are reviewed; areas discussed include employment, language and adult education, racism, and cultural misunderstanding. This is followed by an assessment of the challenges that this ethnic group has presented for the small cities in which they have resettled; problems include demographic shifts, changes in service delivery, financial costs, and changes in community relations. Next, the primary ethnic support system used by the Southeast Asians and their advocates, the Mutual Assistance Associations, is described. The purpose, structure, location, and…

Nichols, Randall G. (1997). A Critical Approach To Teaching Educational Technology. In this paper, an educational technologist describes his critical approach to using computers in instruction. He discusses his development from high school English teacher to educational technology instructor in a university setting, focusing on people, literature, and films that have shaped his view of technology as well as on his disappointment at how the technological culture has bred repressive attitudes in many of his colleagues. The importance of helping learners understand why they are in school is at the heart of the author's critical theory. This helping students to understand the importance of their education means allowing for student responsibility for self and curriculum; for example, "action projects" that take students beyond the classroom make learning more experiential and authentic. One subject of future research the author advocates is full-scale tracking of disappointments and dangers associated with educational technology: classism, racism, ecological… [PDF]

Case, Patricia; Fasenfest, David (2004). Expectations for Opportunities Following Prison Education: A Discussion of Race and Gender. Journal of Correctional Education, v55 n1 p24-39 Mar. In 2000 the Center for Urban Studies at Wayne State University received an award to evaluate the implementation and effectiveness of a mid-western state's prisoner education program in reducing the recidivism rates of respondents. As part of this evaluation, researchers held several focus groups with ex-inmates in order to determine how useful the education that they'd received in prison had been in finding and maintaining employment post-release. Ex-inmates were also queried as to whether they felt that the education that they'd received had been beneficial to them in their efforts to remain outside the prison system. Not surprisingly, the groups were divided by race and gender. White males were more likely to perceive college courses in prison as being beneficial, reported a higher level of self esteem post education, more often reported that they had taken courses post release to continue their education and were not likely to perceive barriers to employment post release. Black… [Direct]

Cheng, Maisy (1996). Anti-Racist Education Project: A Summary Report on the Extent of Implementation and Changes Found in Wards 11/12 Schools: 1991-92 to 1994-95. No. 223. This report documents how a family of elementary schools in Wards 11 and 12 of the Toronto Board of Education (Ontario, Canada) have carried out their plans for the antiracist education (ARE) mandated by the school board between 1991-92 and 1994-95. Results, based on a variety of data collection methods, reveal areas of accomplishment and challenges still to be met. Among other sources of data were surveys of: (1) 213 parents of students in grades 3 through 8 in 1994-95; (2) 155 teachers in 1992-92 and 71 in 1994-95; (3) 625 students in grades 3 through 8 in 1994-95; and (4) 1,169 elementary school students in 1991-92. Findings indicate that teachers have succeeded in validating the racial and ethnic backgrounds of the students and that curriculum materials have become more reflective of the student population. Racial incidents reported by principals and students have declined during the study period. In addition, teachers have become more willing to acknowledge that racism exists… [PDF]

Heath, Robert W.; And Others (1970). Evaluation of an E.P.D.A. Institute \Teachers for Multicultural Education.\. An institute to retrain teachers (K-8) for multicultural education was evaluated to determine 1) types of knowledge relevant to teaching in a minority community that can successfully be taught in an 8-week summer institute and 2) changes in attitude and conceptual structure associated with the institute. The program included sensitivity training sessions, role playing activities, and educational seminars. Participants were certified teachers with at least one year of experience in the district (Ravenswood, California); they were employed for the succeeding year to complete the inservice curriculum-development part of the project. Instruments developed for use in evaluation were a 28-item attitude inventory to measure attitude toward racial and ethnic groups; two 20-item word association scales to assess attitude toward concepts given emphasis in the training; and a 150-item final examination covering the six instructional units: Black Experience in Literature, Racism and Prejudice,… [PDF]

Ness, Jean Kelly Echternacht (2001). American Indian Completers and Noncompleters in a Tribal and Community College in Northern Minnesota. The purpose of this qualitative study was to explore and identify societal, institutional, organizational, family, and individual factors associated with American Indian students' completion and noncompletion rates in a tribal college in northern Minnesota. Data collection included a series of in-depth interviews and two focus groups with seven completers and six noncompleters from a tribal college in northeastern Minnesota. All data were collected between January and April, 2000. The study found that both the completers and the noncompleters were confronted with five key issues: physical abuse; emotional abuse; alcoholism; poverty; racism, and the "crabs in a bucket" notion. "Crab in a bucket" refers to the phenomenon that when any member of the community attempts to leave it for higher education or better employment, others in the community try to retain that person by shaming, insulting, teasing, or ostracizing him/her. Although the completers and the… [PDF]

Isser, Natalie (1976). Asian Americans: Then, Now, and Tomorrow. This paper documents American discrimination against Chinese and Japanese groups from the 1850s through the 1940s. Social prejudice against these groups began in the late 19th century when the demand for Chinese labor in California lessened but the immigrants remained and were seen as a threat to American laborers. Japanese immigrants who were successful in small farming were seen to be a source of economic competition. Segregation in schools and legal abuse of Asians ensued. Press statements and other media contributed to prevailing stereotypes. American-born children of Asian parents suffered double problems of racism and acculturation. The publishing industry conformed to local prejudices in order to sell textbooks; thus, American public education did not help to correct misinformed discrimination. Many readers and teacher's manuals omitted the existence of other cultures in the United States, Europe, and Asia. Anglo-American values were stressed. History books skimmed Japanese… [PDF]

Fingeret, Hanna Arlene (1991). Literacy in the USA: The Present Issues. Empowering grassroots efforts in literacy is paramount in the literacy education movement. Six issues face literacy work, research, and policy in the United States today: (1) although there are many exciting and innovative literacy projects being conducted, their lessons are unexamined and they are not part of a larger organizing strategy; (2) although there are a number of leaders in the literacy field, their positions are fragile and their work is hindered by reliance on a traditional notion of leadership; (3) participatory research is barely acknowledged in the United States, although it is used in other countries; (4) the literacy experience for most learners is separate from social issues such as racism, sexism, class inequality, and poverty; (5) there is a continuing naive faith in the power of information to transform political structures; and (6) the central policy question has to shift from \how many\ to \how does change happen?\ The literacy field must work cooperatively…

Kruithof, Bernard, Ed.; Sting, Stephan, Ed. (1993). Education and Modernization: the European Experience. The "Intensive Course," Erasmus Strand III in Theory and History of Education and Comparative Education (2nd, Gazzada, Italy, March 15-27, 1993). The articles presented in this document provide a framework for examining concepts of educational modernization in Europe. The document is organized into three parts. Part 1 "European Perspectives" includes: (1) What Is Implied by a "European curriculum"? Issues of Eurocentrism, Rationality, and Education (Sven Erik Nordenbo); and (2) Modern Education as Perception Control (Stephan Sting). Part 2 "Issues of the Modernization Process" includes the following papers: (1) Modernity, Family and Childhood in the Netherlands (Caroline Hetterschijt, Ilonka Sinkeldam, Astrid Valkenburg); (2) History of Child Day Care (Ilse Godtschalk, Mechel Mangelmans); (3) The Garden-City as Educational Climate: Children as Co-designers of Their Own Education (Jeroen Knigge); (4) On Modernization Theories: On Racism and the Role of Education (Ineke van der Valk); and (5) Germans and Other Strangers (Matthias Blum, Anja Kaplyta, Melanie Schmitt, Elke Weiber). Part 3…

(1972). An Institute for Teachers and Teacher-Trainers in Adult Basic Education of Urban Adults: Final Report. The document is introduced by a summary of goals, activities, participants and other aspects of the institute. Chapter two, Background of Urban Adults, presents highlights of five lectures: African Heritage; Discovering Negroes in American History; Development of Urban Communities; Motivational Characteristics and Values of Urban Adults; and Racism in Urban Communities. Techniques of Teaching Urban Adult Learners, chapter three, presents Recruitment, Motivation, and Retention; Techniques in Teaching Urban Adults; Psychological Tests in Adult Basic Education; Techniques of Teaching Reading to Adults; The Language Experience Approach to Teaching Reading; Differences between Dialect Problems and Reading Problems; and Measuring and/or Evaluating Adult Reading Problems. Three models are presented in chapter four: Six-Step Program Planning Procedure for Adult Educational Activities; Six-Step Problem-Solving Procedure for Adult Educational Program Planning; and a 12-step Procedure for… [PDF]

Allen, Ricky Lee (1999). The Hidden Curriculum of Whiteness: White Teachers, White Territory, and White Community. This paper suggests that space and spatiality are major features of racial identity and the formation of student resistance. It brings together critical studies of \Whiteness,\ human territoriality, and theories of resistance in education. The problems between white teachers and students of color can be understood better through a combination of these three fields. A literature review of critical studies of whiteness suggests that what oppressed people of color need from whites is not sympathy so much as self-reflection and collective reflection on their own white privilege in a system of white racism. One of the most salient features of white racial identity is a denial of white privilege. People of color develop their own racial identities within a complex milieu of social encounters with whiteness. Critical studies of education have increasingly been concerned with resistance theory over the last few decades. Theories of resistance take as their main focus the perception that… [PDF]

Laitsch, Dan; Rodi, Katherine G. (2004). Reflections on the 50th Anniversary of the Landmark Decision. Brown v. Board of Education. Info Brief. Number 37. Association for Supervision and Curriculum Development In the 50 years since "Brown v. Board of Education of Topeka" formally desegregated public schools, there has been enormous progress in the academic success of African Americans, particularly in high school completion, improved test scores, increased college enrollment, and attainment of advanced degrees, as well as full access to and participation in all areas of employment. Despite the great strides that have been made over the past half-century, however, many schools in the United States are once again segregating; previous efforts to address inequities and racial isolation, including busing and affirmative action, are being rolled back; and serious disparities remain in minority graduation rates, school achievement, and participation in higher education. Many of the current issues that educators and policymakers face regarding race and minority achievement have their roots in the history of "Brown". The issues that originated under the institutional racism… [Direct]

Torrez, Nena (2000). Developing Culturally Consonant Curriculum Using the Technology of the New Millennium. This paper explains how educational technology and multimedia materials can enhance teaching and learning for today's diverse students. The United States still carries the Puritan influence in education (attempting to build a single culture), with little recognition of the need to address diversity in California's K-12 classrooms. Recently, California legislative mandates developed a policy of banning curriculum materials in Spanish, yet in over half of all California school districts, 20 percent of students are non-English speakers. Data on changing ethnic compositions and achievement scores show that discrimination has not disappeared. Teachers must understand and recognize the prejudicial myths and stereotypes embodied in the dominant U.S. culture. A significant impediment to multiculturalism is the dysconscious racism that still lingers in the dominant culture. It is important to investigate different cultures to get away from negative stereotypes. Multimedia and computer… [PDF]

Hulme, Marylin A., Comp. (1978). Sourcebook for Sex Equality: In-Service Training. An Annotated Listing of Materials and Media for Affirmative Action In-Service Training. Bibliographic Series, 2. The materials contained in this annotated bibliography include films, slide shows, information resources, evaluation materials, sample workshop formats, and guidelines for sex-fair and race-fair materials and group activities. The bibliography is divided into four sections: (1) \General Resources\ includes readings in sex role stereotyping, curriculum review, laws on equal education and affirmative action, and general handbooks on how to combat sexism in the educational system; (2) \Materials and Media\ lists works for evaluating textbooks and supplementary materials for sexism and racism, guidelines on how to create more positive images, and critical reports on texts and supplementary materials currently available in classrooms and libraries; (3) \Affirmative Action\ includes works on writing and monitoring affirmative action plans, on assessing employment practices, on conducting a workshop on employment practices, and on where to find resources on affirmative action; and (4)…

Gordon, Adele; Wang, Qiang (2000). Education in Rural Areas of China and South Africa: Comparative Perspectives on Policy and Educational Management. Comparative Perspectives: Education in China & South Africa. This report on the educational systems in China and South Africa compares the policies and processes of the two countries as they attempt to expand and improve rural education. Both countries experienced a major political upheaval, and even though there is a 50-year time lag between these events, political changes ushered in radical educational transformation. Today China provides basic education to almost all of its citizens, both youths and adults. However, there are lags in rural areas, particularly among women in minority groups. Changes were made in a stepwise fashion, with different contexts dictating the pace of reform. In contrast, South African educators have attempted to implement extensive changes at a rapid rate to meet constitutional challenges related to equity, redress, non-racism, and non-sexism. The new policies are in line with the most innovative changes made by developed countries, placing enormous stress on government officials, who often do not have the… [PDF]

Ginorio, Angela B. (1995). Warming the Climate for Women in Academic Science. This paper contends that the climate or culture of academic science has been chilly to women, ethnic minorities, and people with disabilities. The paper reviews research findings in three areas: (1) numbers of women participating in science education and careers; (2) evidence of precollege patterns for girls and women in science and math; and (3) studies on how women are faring in college as undergraduate and graduate students and as faculty members. The paper outlines the following concerns, among others: small but consistent messages and behaviors reinforce sexist expectations and decrease undergraduate women's overall sense of self-competence (although not their academic performance) in math; Latina faculty members in California reported that both racism and sexism affected them significantly; and many women scientists feel isolated or alienated from the ethos of competition that admits no other commitment beyond their scientific work. The paper reviews some of the major…

McCall, Ava L. (2004). Using Poetry in Social Studies Classes to Teach about Cultural Diversity and Social Justice. Social Studies, v95 n4 p172 Jul-Aug. As a teacher educator committed to raising issues of racial, economic, and gender equality and those related to an appreciation for diversity, the author finds poetry to be a powerful resource in social studies methods classes. When preparing preservice teachers for elementary and middle school levels, she finds that poetry can often capture their attention and address controversial issues in a meaningful, less-threatening manner. Poets frequently share their personal experiences with cultural diversity, racism, sexism, or classism in short, potent phrases. Poems often affirm women and cultural groups that are less valued in our society, praise individuals who resisted oppression, or portray the harm resulting from prejudicial comments or discriminatory actions. After a decade of using poetry appropriate for children and youth as a social studies resource, the author continues to be impressed with how much teacher-education students are moved by poetry when they seem untouched by…

Benard, Bonnie (1991). Moving toward a "Just and Vital Culture": Multiculturalism in Our Schools. This paper addresses the key findings of a previous study exploring the relationship between ethnicity and substance abuse and discusses them in relation to the school's role in prevention. Substance abuse cannot be addressed in ethnic communities without also addressing poverty, lack of adequate housing, health and child care, education, employment, and the underlying Ethnic Groups; *Ethnicity; of racism. Since educational institutions have traditionally been a stepping stone for underprivileged minority groups, schools have a role to play in adopting policies and programs demonstrating an appreciation for our rich cultural heritage. Components for creating a multicultural school environment are as follows: (1) active involvement of the school community, including representatives from the ethnic groups in the school; (2) a school policy committed to all students successfully receiving an education affirming human diversity; (3) redistribution of power within the school and… [PDF]

(1988). Overseas Students in Britain: A Welcome Experience? St. Catharine's Conference (Windsor, England, United Kingdom, September 1988). Report No. 12. This publication reports on a gathering of 42 postgraduate foreign students from 27 nations studying at institutions of higher education in Britain to discuss the foreign student experience. Three main issues dominated the conference: (1) the relationship of overseas students to the British people; (2) students' life and work at the university; and (3) economic considerations. Bhikhu Parekh reviewed why students come to Britain to study and ongoing problems of racism and economics. Barbara Smith explored the complexities of living with the British, foreign students' busy lives, and Britain as a divided society. Ali argued that conference attenders should become involved in the student movement in order to affect change. Keith Fenwick discussed approaches to study within the British context and some of the problems foreign students experience, those that are similar to native students and those that are particular to the foreign students. Five discussion groups each met twice to…

(1993). Adult Education: Issues for the Future. Proceedings of the University-Based Adult Education Conference (Stellenbosch, South Africa, April 14-16, 1993). These proceedings contain 18 presentations on these main themes: adult education policy, role of universities/adult education centers, affirmative action, accreditation of courses, curriculum, and rural adult education. "Welcome and Introduction" and "Introducing Professor Marjorie Mbilinyi" (Walters) precede the keynote address, "Transformative Adult Education in the Age of Structural Adjustment: A Southern African Perspective" (Mbilinyi). Other presentations are as follows: "Continuity Not Rupture: An Analysis of Adult Education Policy Proposals Emanating from the National Education Policy Investigation (NEPI)" (Walters); "Inserting Feminism into Adult Education" (Wolpe); "University-Based Literacy Theory and Practice in South Africa: Planning the Work" (Prinsloo et al.);"Adult Education Centres–Brokers for University Extension" (Von Kotze, Stanford); "Six Criteria for Non-Formal Course Provision"… [PDF]

Robertson, Anne S., Ed. (1998). Parent News: A Compilation of 1998 Issues. Parent News, v4 n1-10 Jan-Dec. This document consists of the 12 issues of "Parent News" (an electronic Internet magazine for parents, prepared for the National Parent Information Network) published during 1998. Each monthly issue contains feature articles describing the activities of the National Parent Information Network, summarizing research useful to parents, announcing major events and conferences, and addressing issues of interest to parents. Topics of feature articles include: children and the Internet; Down Syndrome; fathering; after school care; television; child care; family uses of technology; grandparenting programs; family meals; parent involvement; young children and racism; the first day of school; bullies; teen driving; adolescents; emergent literacy; drug abuse prevention; mixed-age grouping; supporting working families; parenting education programs; language development; sexuality; adolescent behavior; advocates for special needs children; violence in children; making friends; mental… [PDF]

Arredondo, Marisol; Sax, Linda J. (1996). Student Attitudes toward Affirmative Action in Higher Education: Findings from a National Study. This report examines the affirmative action attitudes of 204,103 college freshmen from 473 colleges and universities nationwide and from four racial/ethnic groups: Whites, African Americans, Asian Americans, and Mexican Americans. The study addresses how and why student support for affirmative action in higher education admissions depends on how the issue is framed and on how college students of different races and ethnicities, backgrounds, and ideologies differ in their attitudes toward affirmative action. Data were obtained from the Cooperative Institutional Research Program's 1995 Freshman Survey. The dependent variable was students' attitudes toward affirmative action in college admissions. Independent variables were gender; self-interest as expressed by socioeconomic status, academic preparation, and college choice; and ideology expressed as political view. No direct measure of prejudice or racism was included in the study. Results indicate that freshmen attitudes toward… [PDF]

Grengg, Dolores A., Ed.; Thompson, Mary B., Ed. (1982). "Breakthrough" 1981 Eight Months Later. A Summary of the Presentations, Recommendations, and Outcomes of the 1981 Breakthrough Conference, to Assist Minority Women and Men and Nonminority Women Achieve Leadership Positions in Wisconsin's Vocational, Technical, and Adult Education System. These proceedings consist of a summary of the presentations, recommendations, and outcomes of a conference held to assist minority women and men and nonminority women achieve leadership positions in Wisconsin's vocational, technical, and adult education (VTAE) system. Following a brief introduction and copy of the conference agenda, summaries are provided of the following presentations: "Knowledge is Power: Critical Information Every Aspiring Leader Should Know," by Dr. Frank Samuels; "Critical Administrative Skills–What Are They? How Do You Gain and Demonstrate Them?," by Elizabeth Rosandick; "Social/Role Dynamics of Leadership," by Eloise Anderson-Addison; "Identifying and Overcoming Barriers Created by Racism and Sexism," by Helen Barnhill; "Leadership Opportunities in VTAE," by Christine Nickel; and "Racial and Sexual Harassment," by Richard Harris, et al. Barriers to upward mobility in the VTAE system (in areas such…

A. Howell; Glenda McGregor; M. Mills; S. Riddle (2024). Community Solutions for Schooling Engagement: Two Australian Case Studies. Pedagogy, Culture and Society, v32 n3 p657-674. This paper draws together data from two projects on schooling dis/engagement in Australia. One project focused on mainstream schools and the strategies employed to retain and engage young people in learning, whereas the other explored the growing sector of alternative/flexible education for similar solutions. We found interesting parallels. For example, rich, relevant curricula delivered through innovative pedagogies alongside positive staff/student relationships were key elements in schooling engagement across both sectors. Those findings have been published elsewhere. This paper focuses on the contributions to schooling engagement that may be derived from mutually beneficial school/community relationships. Here, we examine one mainstream high school and one flexi secondary school, both situated in remote geolocations, that established bespoke school/community partnerships in response to local needs. The data from each site provide blueprints for other schools that wish to tap into… [Direct]

Montoya, Alicia L.; Taliaferro, Barbara M. (1995). Faculty and Administrators of Color in the Pennsylvania State System of Higher Education: A Status Report. Data from the Pennsylvania State System of Higher Education (SSHE) indicate that men of color represent 13.1 percent of administrative positions and 6.42 percent of faculty positions, while women of color hold 9.66 percent of administrative positions and 4.05 percent of faculty positions. A study was conducted to compare the perceptions of 32 SSHE administrators and 52 SSHE faculty of color. Survey responses were analyzed in terms of demographics, perceived obstacles, perceived support, and aspirations of career mobility. Results confirm disparities of race and gender for faculty and administrators of color in the Pennsylvania SSHE. Career paths, opportunities for upward mobility, tenure, and promotion are reported as avenues of access paved with institutional, personal, and cultural racism. Most respondents indicated a desire to advance in their fields, but felt hindered by institutional barriers and to some degree by personal barriers. Men of color were reported by both women and… [PDF]

Melgert, Willy, Ed.; van Houte, Hans, Ed. (1972). Foreigners in Our Community: A New European Problem to be Solved. In 1969, the United Nations General Assembly proclaimed 1971 International Year for Action to combat Racism and Racial Discrimination. A congress was organized to focus on racial discrimination in employment opportunities. The congress, held in Amsterdam in August 1971, looked at the situation in three countries (the Federal Republic of Germany, the Netherlands, and the United Kingdom), where rapidly developing societies now include many cultural and ethnic minorities, which increasingly often are the victims of discrimination. The congress concentrated on the problems of the foreigner in those communities, defining the foreigner as one whose different color or social pattern makes him different from the society he lives in. The first chapter of the book gives the economic background to the phenomena of migrant labor. The second chapter surveys aspects of discrimination in the three countries concerned. The consequences of British membership of the European Economic Community for…

(1976). The Minorities are Coming. Transcript for Program Scheduled for Broadcast for the Week of June 7, 1976. Program No. 32. Various issues affecting minorities and their education are addressed in the transcripts of this broadcast program. The first speaker focuses on the problems involved in court ordered desegregation, which often includes busing. Among the causes for some of the racial tension surrounding desegregation are the increased enrollment of minorities in public schools and social class variables. Another issue discussed is the social relations that teachers and students engage in. Here, interactions are referred to as \games,\ the regularly recurring patterns of relationships in classrooms. The impact of disruptive students in school is the next topic discussed. The next speaker notes that minority students are often caught in a downward spiral of futility, which begins with an awareness of rejection. In order for this spiral to be reversed, high school personnel need to be aware of the roots of the problem, as well as to know something about cultural differences. The next speaker comments… [PDF]

Mallett, Kathy; Silver, Jim (2002). Aboriginal Education in Winnipeg Inner City High Schools. This study investigated the educational circumstances of Aboriginal students in inner city high schools in Winnipeg, Manitoba, Canada. It is based on a literature review and interviews with Aboriginal high school students, Aboriginal school dropouts, adult members of the Aboriginal community, and teachers. Results indicate that there is a cultural/class/experiential divide between Aboriginal students/families and the school system. The life experiences and cultural values of many Aboriginal families differ significantly from what they experience in schools, which are run largely by non-Aboriginal, middle class people for the purpose of advancing the values of the dominant culture. The educational system marginalizes Aboriginal students and does not adequately reflect their culture and realities. The incidence of overt racism is high. There are few Aboriginal teachers and little Aboriginal curriculum content. Many Aboriginal students resist and reject this form of education. This is… [PDF]

(1983). A Policy Framework for Racial Justice. Black Americans are represented disproportionately among the chronically poor, unemployed, and underemployed. Their most urgent problems can best be addressed by focusing on three overlapping areas: the progress of the economy, the condition of the black family, and educational opportunity. First, blacks have always been structurally excluded from the American economy, but they are suffering from problems that ostensibly have little to do with race. These include deindustrialization, shifting employment patterns, and changing central city demographics. Achieving full employment requires: (1) rational governemnt involvement in the economy; (2) a social contract between business, labor, professional associations, and government; and (3) the gradual replacement of stigmatizing public assistance programs with more universal forms of social welfare. On the other hand, the present black family crisis–characterized by the growth of poor, female-headed households–is directly related to…

Levine, David P. (2004). The Birth of the Citizenship Schools: Entwining the Struggles for Literacy and Freedom. History of Education Quarterly, v44 n3 p388-414 Fall. This essay focuses on the formative years of the Citizenship Training Program as a Highlander project in the Charleston area. Informally known as Citizenship Schools, this adult education program began in 1958 under the sponsorship of Tennessee's Highlander Folk School, which handed over to the Southern Christian Leadership Conference (SCLC) in 1961. By the time the project ended in 1970, approximately 2500 African Americans had taught these basic literacy and political education classes for tens of thousands of their neighbors. The program never had a high profile, but civil rights leaders and scholars assert that it helped to bring many people into the movement, cultivated grassroots leaders, and increased black participation in voting and other civic activities. Here, the author aims to deepen the understanding of how an explicitly educational endeavor can nourish a movement for social justice by transforming its participants. The article explains how, through Citizenship Schools,… [Direct]

Bonetati, Dolores (1994). The Effect of Teachers' Expectations on Mexican-American Students. This literature review examines the effect of teacher expectations on minority students, and especially on Mexican-American students. The review focuses on four areas: (1) teachers' attitudes and expectations toward Mexican-American children; (2) teachers' attitudes and expectations toward minority children; (3) teachers' performance expectations of students; and (4) other expectations which determine teacher behavior. The research indicates that teachers do not expect Mexican-American children or minority children as a group to excel in school; that Mexican-American children lead double lives–family atmosphere and values are in conflict with the school environment and Caucasian values; and that school districts appear to lack a commitment to the Mexican-American student, thereby allowing institutional racism and racial bias to flourish. In order to develop insight and awareness to counteract the negative expectations of teachers, it is recommended that boards of education,…

Strech, Lorie L. (1994). The Development of Racial Stereotypes in Children and Education's Response: A Review of the Research and Literature. This paper discusses stereotypical racial beliefs among the second and third grade Hispanic children. The study developed after several students displayed stereotypical beliefs in discussions about other ethnic groups and interactions with members of other ethnic groups. The paper examines research from the 1930s to the present. This examination serves as a basis for the question: How can educators dispel racial stereotypes held by students? Using research as a point of departure, educational literature and curriculum aimed at dispelling stereotypes is described and analyzed. Several terms essential for understanding the research involving stereotypes and curriculum for dispelling stereotypes are defined including: stereotype, prejudice, racism, multicultural education, and anti-bias. Literature and curriculum that arose as a result of the earlier research is reviewed. Major issues, controversies, and contributors to the field of research of stereotypes are outlined. A synthesis and… [PDF]

Laura Roeker (2022). How Teachers of Different Racial Backgrounds May Be Supported to Develop an Antiracist Teaching Practice. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. This study examines the experiences of six K-5 elementary school teachers in professional learning spaces for antiracism. Teachers from two elementary schools established school-university partnerships to begin antiracist work: one on a whole-school level, the other a group of teachers meeting voluntarily with university faculty. Given the paucity of research on teachers of color and antiracist professional learning spaces, I sought to understand how teachers from different racial backgrounds experience professional learning spaces aimed at developing antiracist practice. In this study, I ask, how do teachers from different racial backgrounds experience professional learning spaces aimed at developing antiracist practice? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:… [Direct]

Muse, Daphne, Ed. (1997). The New Press Guide to Multicultural Resources for Young Readers. This comprehensive guide to multicultural children's literature features over 1,000 critical and detailed book reviews for pre-school, elementary, and middle school students. The reviews in the guide cover a vast range of picture books, biographies, poetry, anthologies, folktales, and young adult novels, and include synopses, suggestions for classroom use, and assessments of key elements such as cultural sensitivity of text and illustrations. The guide's reviews are organized using an innovative thematic approach designed to aid teachers and parents in integrating these works into existing reading lists and at home. The guide also contains essays by leading writers and educators on key issues in multicultural education, such as recent immigrant experiences, human rights, and building cross-cultural relationships, as well as classics like the Council on Interracial Books for Children's \10 Quick Ways To Analyze Children's Books for Racism and Sexism.\ Also included are illustrations,…

Boyer, James B. (1979). Racial Integration and Learners from Limited Income Families–An Essay for American Educators. The challenge of educating learners from limited-income families, combined with the challenge of racial integration in the schools, is discussed in this essay. Some learning problems among impoverished children are attributed to segregation, prejudice, and the class-caste system. The inadequacies of segregated schools serving minority groups as compared to those serving the majority group are outlined with reference to funding and teacher role. Problems which teachers and low-income learners face in desegregated situations are described. Methods of judging achievement and of testing intelligence are evaluated in terms of their relation to teacher, parent and social bias. The use of multicultural curriculum and cross-racial personnel assignment are suggested in order to eliminate racism and racist attitudes in the schools. Educational problems of white learners from limited income families are analyzed. It is stated that a greater awareness of the elements of teacher responsibility…

Gercken-Hawkins, Becca (2003). \Maybe You Only Look White\: Ethnic Authority and Indian Authenticity in Academia. American Indian Quarterly, v27 n1-2 p200-202 Win-Spr. In this article, the author shares her experience teaching Native American and African American literature at a top public liberal arts college. Working with a large Native American student population and growing up in Montana, the author had both seen and experienced the racism Native Americans face in their culture. As a new faculty member, the author quickly learned from colleagues and from her involvement in the Native student organization that more consequential identity conflicts were common on the campus and in the town in which the university was located, especially since many of the students, like the author, do not \look Indian.\ The author describes her encounters with the people which highlighted a conflict that, for the author, is always right below the surface as a professor: the author enjoys the often unquestioned authority her Indian identity gives her as a teacher of Native American literature, yet she is troubled by the knowledge that her graduate school training… [Direct]

Thomas, Jan; And Others (1995). An Action Agenda: Policy Issues in Minority Teacher Recruitment and Retention. This volume presents findings and recommendations for increasing minority teacher recruitment and retention through policy change at seven colleges of teacher education in Florida. The seven institutions of higher education have formed a consortium known as the Florida TEAM (Teacher Education for America's Minorities) project. Its goal is to work within the teacher education systems at these seven institutions over a 6-year period (1990-1996) to increase the number of certified minority teachers in Florida's schools. A section of the report on recruitment covers barriers to recruitment of African Americans to the profession, promising practices, and policy implications at the legislative and institutional level. A section on admissions looks at barriers to African Americans in testing and financial aid, promising practices in these areas, and legislative and institutional policy implications. A section on retention covers barriers to minorities in the form of lack of support, overt… [PDF]

Marsh, Dianne G. (1994). Voices of Minnesota Youth. A Report of the "Listen '94: Kids Can't Wait" Conference. (St. Paul, Minnesota, March 14, 1994). This report of the "Listen '94: Kids Can't Wait" conference presents the lives and concerns of Minnesota youth as described by the 150 youth who participated in it. The purpose of the conference was to collect ideas about concerns of youth and to seek solutions, encourage youth to take action on issues concerning them, give youth ideas and opportunities for becoming more involved in the political process, and inform officials and other adults that youth want to be a part of the decision-making process. The top concerns expressed by youth at the conference were, in order of priority: (1) alcohol and drugs; (2) violence and crime; (3) discrimination; (4) pregnancy and sexually transmitted diseases; (5) lack of funding for education; (6) poverty; (7) relationships with family, friends, and community members; (8) school problems ranging from bad teachers and racism to boredom and dropping out; (9) sexual harassment; and (10) lack of student involvement. Each of the top 10… [PDF]

Cheek, James E. (1969). Making Education Relevant to Vital Social Change: The Higher Learning and Our National Destiny. It now seems clear that the decade of the seventies will be a new era of vital social change during which the US will be forced to come to grips with the issues of war, poverty, and racism. Today's student unrest already indicates that a new order is emerging. Moderates seek change through reform and militants seek it through revolution, but both groups embrace the ideology of relevance and want colleges and universities to respond more aggressively to current social issues. If the demand for relevance in education is a demand for responsiveness, then institutions of higher learning must change from within and assume a leadership role, boldly asserting themselves as catalysts to set new directions, clarify vital issues, develop new knowledge, and devise new techniques to transform disorder into order. Higher education in the US may be characterized today as the \disaster area\ of the social order. To remove this image and to make the institutional structure more appropriate for life… [PDF]

Hesch, Rick (1999). Indigenous Teacher Education in Neo-Liberal Settler Societies. A study examined the extent to which Canadian Indigenous teacher education programs (TEPs) reproduced the values and practices of a settler state or, postcolonial indigenousness. Data were gathered via surveys of 14 TEPs and site visits at 10 of them. Findings were contradictory. There was evidence of settler culture embedded in documents such as course outlines and university calendars that laid out the administrative process through which the unequal social relations of the state forced individuals to manage the state apparatus on a day-to-day basis. The structural limitations to developing a non-Eurocentric, anti-racist, culturally affirming technology were evident on an everyday basis. Despite glaring evidence of racism, there was no general effort to incorporate anti-racist education into the core of TEP curricula. Changes that TEPs have made recently help to ensure the creation of mainstreamed Indigenous teaching corps. Nevertheless, it was found that TEPs were programs with… [PDF]

Dalhuisen, Leo, Ed.; And Others (1991). World War II, Past and Present. Curriculum Development for History Teaching in the Netherlands. This paper discusses a project that was designed to explore Dutch student attitudes about World War II and how the War is portrayed in Dutch history textbooks. The project was undertaken as part of an effort to help teachers provide Dutch students with better insight into the causes, background, and aftermath of World War II; and to develop in the students a greater awareness of the values that were at stake. With the project, students come to understand that the values at stake during World War II are relevant to the expressions of racism and fascism that exist in the world today. The project includes an examination of the portrayal of World War II in seven Dutch textbooks. Ideas for helping students undertake historical research including primary sources are presented, as are ideas for helping teachers deal with various dilemmas they may face in teaching about World War II. Additional discussion questions that are addressed include: What image do students have of World War II?…

Powney, Janet; Weiner, Gaby (1991). 'Outside of the Norm': Equity and Management in Educational Institutions. Final Full Report. Findings of a study that explored the experiences of women and black and/or ethnic minority men in United Kingdom educational institutions are presented in this paper, with a focus on the strategies, and personal and institutional obstacles, experienced by those groups as well as the management strategies that enhanced their administrative advancement. In-depth interviews were conducted with 38 senior managers, principals, headteachers, and academics from England and Scotland. Eight respondents were black men, 10 were black women, and 20 were white women. Other data were derived from consultations with other educators and representatives from commerce and industry. Overall, respondents used a democratic, or "flat," management style, though differences existed among subgroups. A continuum of institutional adoption of equal opportunity practices was identified, which indicated that smaller, lower-status educational institutions made greater progress. Nonwhite staff were… [PDF]

Hadden, Gerry, Comp. (1997). Teenage Refugees from Guatemala Speak Out. In Their Own Voices Series. In December 1996, a peace accord ended 30 years of civil war in Guatemala, during which an estimated 200,000 people were killed and over 1 million were displaced. Most of the war's victims have been indigenous (Maya) Guatemalans–who make up about 65 percent of the population–and other supporters of economic and political reforms. In this book, seven young Guatemalan refugees in the United States and Canada tell their stories. These boys and girls are 13-18 years old and include legal and illegal immigrants, students and dropouts, Maya Indians and "ladinos" (culturally Hispanic persons), and permanent immigrants and those who plan to return to Guatemala. They speak about fleeing the war and entering a new country, learning English, educational experiences in Guatemala and the United States, work experiences, efforts to stay in touch with family members, family survival strategies, racism, personal interests, culture conflict, acculturation, and aspirations for further…

Peavy, R. Vance (1995). Career Counseling with Native Clients: Understanding the Context: ERIC Digest. The contextual considerations outlined in this digest provide a framework for career counseling with Canadian Native youth, a process which requires an unusually large range of cultural understanding and an appreciation of diversity and uniqueness. Counselors need to be aware of individual diversity within Native groups. Four Native "cultural-self" definitions presented are: (1) traditional; (2) assimilated; (3) transitional; and (4) bi-cultural, each of which have profound implications for the career counseling process. Ways in which dominant society schools impede the career development of Native youths are discussed, as well as reasons why training in multicultural counseling is inappropriate for those working with Native youth. Research suggests at least five ways in which career work with Native youth can reduce racism and dominant society suppression of Native identity and give Native youth a greater voice in the formulation of career conceptions which are sensible… [PDF]

Williams, John A. (1994). Classroom in Conflict: Teaching Controversial Subjects in a Diverse Society. SUNY Series, The Philosophy of Education. This book address the underlying problems of teaching controversial subjects in the college and university history classroom. The volume criticizes both sides of the debate, rejects calls for a uniform, chronological history curriculum, and rejects the claims that only ethnic or racial 'insiders' are qualified to teach about their communities. The book offers rules of discussion by which sensitive issues can be discussed with diverse audiences, addresses the relationship of U.S. pluralism to a world perspective, and suggests what can be accomplished through an education in pluralism. The 16 chapters include: (1) \One Classroom: An Introduction\; (2) \Conflicting Views of the Classroom Revolution\; (3) \The Teacher's Pitch and the Student Audience\; (4) \Insiders and Outsiders\; (5) \The Colonizer and the Colonized\; (6) \The Uses of Comparative History\; (7) \Teaching a Racially Sensitive Subject\; (8) \On Understanding the South African Freedom Struggle\; (9) \Imperialism\; (10)…

Duhon, Gwendolyn M. (2002). Racism in the Classroom: Case Studies. This book presents 20 cases that address racism in one form or another. Many of the cases are from actual experience. They are intended to bring out actual or possible solutions so that student teachers, novice teachers, and seasoned teachers can find ideas for solving racist problems in their classrooms. The first part focuses on the early years, including cases on parent participation in a neo-Nazi group, cultural influences on parental reactions to student problems, name calling, and stereotypes. The second part focuses on the middle years, offering cases on such issues as cultural differences in expectations for girls, who is honored and why, the new student in class, and the socioeconomically disadvantaged. The third part looks at the high school years and presents cases on such issues as responding to racist comments; us versus them; mainstreaming, gangs, and racial differences; biracial feelings; historical discrimination; lessons learned from Pearl Harbor; who needs help on…

Byrnes, Deborah A. (1998). Hurtful Words; Addressing Name Calling at School and Home. By understanding why children engage in name calling and responding thoughtfully to such events, parents and teachers can help both the name caller and the victim to grow in their abilities to understand themselves and others. In their own social interactions, children mirror the negative evaluations they have observed. Left unchecked, such beliefs and attitudes can become the foundation of life-long prejudices. Name calling doesn't have to be part of childhood. Children can learn that words do hurt. When a child has been hurt by someone else's language, it is important for the child not to internalize the negative messages he or she has received. The parent or teacher should assure the child that the name caller was wrong. If name calling or exclusion is a frequent problem in school, teachers can implement character-education lessons that help all the children in the class be more sensitive to and accepting of each other. Those who work with children must be sure that they model… [PDF]

Houskamp, Beth M.; Huff, Rose E.; Stanton, Mark; Tavegia, Bethany; Watkins, Alice V. (2005). The Experiences of Parents of Gifted African American Children: A Phenomenological Study. Roeper Review, v27 n4 p215 Sum. There is little research literature that focuses on the parents of gifted African American children. Given the paucity of research examining parents raising gifted children of color in an urban school district, this study documented the unique perspective of parents of gifted African American children, with a specific focus on a qualitative exploration of their experiences and concerns. This study investigated the perceptions and experiences of parents of gifted African American children. Their stories have not been represented in the research prior to this exploration. As a result, the perspectives elucidated here may be considered a starting place for researchers and educators interested in extending the present understanding of gifted African American children and their families. This study uncovered a number of experiences and perceptions that merit consideration and discussion. First, neglect of African American parents' experiences in the research parallels their similar…

Payne, Charles M. (1997). Education for Activism: Mississippi's Freedom Schools in the 1960s. Self-consciously activist education has a long history among African-Americans; however, it is one of the least well-understood aspects of African American struggle. This paper addresses one chapter in that history, the Freedom Schools that operated in Mississippi during the summer of 1964 and for a while thereafter. The schools were the creation of the Student Nonviolent Coordinating Committee (SNCC) and the Council of Federated Organizations (COFO), a coalition of the civil-rights organizations working in Mississippi. From 1961-64, the SNCC and COFO waged a campaign for African-Americans' right to vote. The idea for the schools came from Charlie Cobb, a Howard University student. The schools marked a turning point in the radicalization of the SNCC in that they became part of a larger discussion of parallel institutions. If American institutions would not work for black people, African-Americans would create institutions that would. The Freedom Schools offered traditional subjects… [PDF]

Wall, Naomi Binder; And Others (1991). Speaking of Our World. This guide is designed for adults who want to improve their literacy and basic numeracy skills in English. The guide is partly a workbook, providing room for learners to write directly on the pages. It contains facts and figures of interest to both learners and teachers, and it encourages discussion and provides its users with an opportunity to share a wide variety of experiences. The guide consists of learner-centered material that reflects the experiences of many people who live in public housing. Stories, poems and factual information form a basis for discussion. The materials on percentages and fractions offer an opportunity to strengthen numeracy skills in a living context. Backgrounds materials provide important information for a better understanding of the experience of some immigrants to Canada, the Native experience in Canada, the realities confronting people living on inadequate incomes, and the impact of racism on community life. Some material is written in a mixture of…

Schissel, Bernard; Wotherspoon, Terry (1998). Marginalization, Decolonization and Voice: Prospects for Aboriginal Education in Canada. In Canada, Aboriginal people remain highly disadvantaged relative to the general population. Structural factors operate in conjunction with cultural factors and other social practices like racism, such that they cannot be explained away through conventional analysis and isolated interventions. Schooling for Aboriginal people must incorporate and maintain Aboriginal cultures and prepare students for success in modern society. The strongest benefits are observed when Aboriginal culture is integrated into all aspects of programming and school culture, regardless of improvements fostered by specific initiatives or interventions. Teachers and administrators successful in working with Aboriginal students and communities are those who maintain active engagement with their learners. This involvement requires continual sensitivity to cultural and social factors outside and inside the school setting, open and caring relations with students, and the ability to serve as facilitator and… [PDF]

Asada, Hideko; Goldey, Gregory T.; Swank, Eric (1999). Appalachian College Students & a Multicultural Curriculum. A study explored the multicultural predispositions of Appalachian college students. Surveys addressing 23 variables related to demography, ideology, race perceptions, and university were returned by 437 students in 12 majors at Moorehead State University (Kentucky). Results indicate that the students of Eastern Kentucky gave tepid support to multicultural goals. Most agreed that multicultural information should be available at the university and that the college should hire more minority faculty/staff. Substantial segments favored the availability of multicultural classes, but most were reluctant to make these obligatory. Only about one-fourth said they felt personally compelled to learn more about cultural diversity. When every variable was simultaneously addressed, none of the demographic or ideological variables showed any impact. Students who held derogatory notions of minorities and insisted that racism had disappeared were those who generally rebuked a multicultural education…. [PDF]

Aronson, Rosa; George, Patricia (2003). How Do Educators' Cultural Belief Systems Affect Underserved Students' Pursuit of Postsecondary Education? PREL Briefing Paper. The academic success of underserved students depends on their experiences within the education system. These experiences are influenced by the degrees to which their own culture and language are acknowledged and integrated into the school program, how engaged they become and are encouraged to become, and how well educators support them in instruction, guidance, and assessment. Tracking sets disadvantaged students on a course for failure. School counselors' preconceived assumptions color not only their interactions with students, but also their decisions about how to offer advice on coursework and academic paths. Parents' participation in their children's schools has been proven to make a difference in students' academic success, but many minority parents perceive barriers to participation. Despite court rulings, racial and ethnic segregation continues in U.S. schools. Five reform initiatives that educators can undertake to open pathways to college for undeserved students include… [PDF]

Willhelm, Sidney M. (1977). The Demise of Black People in a White America: The Perpetuation of Economic Racism. This paper provides an assessment of socioeconomic and political trends during the 1970's. The data support those scholars who predicted that the the socioeconomic condition of blacks would deteriorate in the sixties and early seventies. Evidence shown indicates that a combination of racism and economics supports an educational system that is not only divided along racial lines but is economically debilitating for black education. Key economic indicators also portend serious difficulties for blacks. There is a resurgence of poverty stricken households among black families. The number of poor blacks increased by 600,000 between 1969 and 1972, while white poverty declined by 500,000. Housing for blacks continues to deteriorate, while the population density for blacks, unlike whites, worsened considerably during the 1960's. Black unemployment has risen throughout the nation. Official statistics show that the black rate still persists at twice the pace for whites. Another area of…

Maisel, Joyce McPhetres (1988). Social Fraternities and Sororities Are Not Conducive to the Educational Process. Concerns about college fraternities and sororities and student values are identified for student personnel administrators. It is noted that fraternities and sororities are exclusionary by practice, sexist in nature, and gender specific by design. They reinforce, without reexamining, the values that their members possess upon entering. Attention is directed to the role of higher education in determining the values of its students, the way that colleges and universities contradict their stated values dealing with the reality of the behavior of the fraternity and sorority life of today, and reasons that campuses should reflect the same values they explicitly profess. It is maintained that part of the job of student personnel officers is to transmit value messages to students. A second role is to develop morals as part of the overall development of students. It is also claimed that alcohol abuse, sexism, racism, destruction of property, and rape are kinds of problems that are more…

Lenz, Janet, Ed. (1993). Institute on College Student Values Proceedings (Tallahassee, Florida, February 1993). This document presents articles from the 1993 Institute on College Student Values, an annual seminar sponsored by the Florida State University Division of Student Affairs to provide a forum for discussion of research, educational strategies, and current developments related to the ethical development of students during the college years. The 1993 Institute examined ethical development issues in students' learning and growth during the college years with a special focus on creating community on campus. Included are articles from four major speakers: (1) \The Undergraduate Experience: In Search of Values\ (Ernest Boyer); (2) \Learning From Simon's Rock\ (Helen Horowitz); (3) \Promoting Social Responsibility: A Challenge for Higher Education\ (Alexander Astin); and (4) \Who Is There Big Enough To Love the Whole Planet?\ (William Sloane Coffin). Also included are abstracts from concurrent sessions on creating community on the college campus; student service and the struggle for a public… [PDF]

Quinn, Therese (2005). Biscuits and Crumbs: Art Education after Brown v. Board of Education. Studies in Art Education: A Journal of Issues and Research in Art Education, v46 n2 p186-190 Win. The question at the heart of this reflection on the Brown v. Board of Education decision is one proposed by the author's former professor at the University of Illinois at Chicago, William Watkins. He asked graduate students to keep their attention on "Who's got the biscuits?" And, by extension, to remember to ask, "Who's getting the crumbs?" It may have seemed clearer at the time of the decision how to answer questions about biscuits and crumbs in relation to education–all black and brown children attended schools that were only shadows of the schools that many, but not all, white children attended, when children of color were allowed to participate in public education at all. Many white students were getting the biscuits, and most children of color were getting the crumbs, in education as in other areas of social life. School desegregation seemed like one potent solution to the larger problem of systemic and pervasive racial inequality. Art education is linked…

Butchart, Ronald E. (1975). Educating for Freedom: Ideological Origins of Black Education in the South, 1862-1872. Final Report. This historical investigation explores the foundations of black education in the United States. It focuses on the ideology of the northern whites who labored during and after the Civil War to assure that the ex-slaves — the freed men — received proper schooling. The study investigates the role of the Freedman's Bureau, and sets the movement in its economic and social context. It also seeks to provide an accurate narrative history of the freedman's aid movement. One of the major conclusions drawn here is that after a century of dealing with racism and inequality as an educational issue, perhaps it is time to realize those are economic issues utterly beyond the reach of schools. A second conclusion is that liberal educational reformism has, on the one hand, served to drain energy and attention away from basic criticism and analysis of the social and economic determinants; on the other hand, it has victimized, stigmatized, and objectified its clients as extraordinary and needing… [PDF]

(1989). The Future of African-Americans to the Year 2000. Summary Report. This summary report highlights the major features of a comprehensive analysis and forecast of the future of African-Americans. Section 1 discusses the future of the United States. Section 2, "The Past and Present," covers the following topics: (1) "Employment and Economic Development"; (2) "Health"; (3) "Education"; (4) "Community and Family Life"; (5) "Values"; (6) "Political Participation"; and (7) "Conclusion." Section 3, "The Core Future," covers the following topics: (1) "The Economy"; (2) "Inequalities in Health"; (3) "The Challenge of Education"; (4) "The Disintegration of the Black Community"; (5) "Values"; (6) Political Participation"; and (7) "Public Finance and the Politics of the Possible." Section 4, "Pivotal Concerns for the Future," covers the following topics: (1)"The Black Social Class…

(1987). Asian and Pacific Islander Concerns. Report of the Study Committee. This report on the educational concerns of Asian and Pacific Islanders is part of a four-part study of minority education in the United States by the National Education Association (NEA). Data were gathered from 14 site visits to a wide variety of schools and programs and from the testimony of over 50 representatives of community organizations, federal and state agencies that have Asian and Pacific Islander offices, and Asian and Pacific Islander educators and educators of Asian and Pacific Islander children. The following major findings are cited: (1) the stereotype of Asian and Pacific Islander students as the "model minority" obscures their wide diversity of emotional and language needs and fosters resentment among other minority groups; (2) family and community exert great pressure on many Asian students to succeed academically; (3) approaches to education vary greatly between Asian and Pacific Islander groups with regard to competitiveness and sex roles; and (4) Asian… [PDF]

Cusick, Theresa (1987). The Heart of Excellence: Equal Opportunities and Educational Reform. PEER Report Number 6. The demographics of American schools are changing. While the actual number of school children has declined, the proportion of minority students, poor students, and students from one parent families has grown steadily. Education must be reformed to address these populations with equity. Strategies which have been adopted, such as more student testing and more teacher evaluation, are not solutions which will help low-achieving students. Concern for female students has waned since the passage of Title IX, but girls and young women are still victims of sex stereotyping, which negatively affects their academic achievement. Recommendations for equity reforms are the following; (1) pass state laws which protect the rights of minorities and guarantee equal opportunities in education; (2) bring community social service agencies, health centers, and recreational programs into the schools; (3) provide on-site day care for parenting students; (4) develop a school-to-work transition for low… [PDF]

Lamorey, Suzanne; Leigh, Jim (1999). Contemporary Issues Education: Rural Risks, Obstacles and Resources. Youth with disabilities are particularly susceptible to dangerous outcomes associated with contemporary issues such as teenage pregnancy, substance abuse, and domestic violence. Several studies document the high degree of social, medical, and legal risk to which youth with disabilities are exposed. The extent to which public schools provide risk reduction for students through prevention and protection programs varies across communities. In addition, special education students may be excluded from the programs that are offered. A survey of 509 teachers (primarily special education teachers) in Missouri and Arizona examined the extent to which they addressed 45 contemporary issues with their students. Respondents included rural and urban teachers of students with mental retardation, learning disabilities, and behavioral and emotional disorders, as well as typical students. For all teachers, the most frequently discussed issues were attitudes toward disabilities, drug and alcohol… [PDF]

Kleg, Milton (1993). Hate Prejudice and Racism. This book provides a comprehensive overview of the problems created by prejudiced attitudes, racist beliefs, and acts of discrimination from the casual racial or ethnic joke to the unrestrained violence of a lynch mob. It addresses such topics as the nature of ethnicity, stereotyping, aggression, and hate groups and individuals who promote ethnic and racial hatred. Traced is the history of race as a scientific concept and its use as a social concept designed to stigmatize and subordinate members of minority racial and ethnic groups. Chapters on prejudice, stereotyping, and discrimination scapegoating provide a foundation for the chapter on hate groups and haters, which includes in-depth descriptions of beliefs and activities of white supremacist groups and individuals who promote racism and anti-Semitism. Throughout the book most case studies and examples focus on the black and Jewish experience. The final chapter concerns the teacher's role in teaching about hate prejudice and…

Schwartz, Wendy (2001). Strategies for Improving the Educational Outcomes of Latinas. ERIC Digest. Latinas' educational experiences are affected by the interaction of many factors, including poverty, racism, sexual harassment, and lack of English language proficiency. With guidance from educators, Latina adolescents can make fulfilling educational choices. This digest presents a range of strategies that schools can employ to promote Latinas' academic achievement. Schools must communicate that Hispanic culture is valued and integrate it into programs and services that help ameliorate differences between school and home. Schools also must individually tailor support for Latinas and their families to accommodate their diverse needs and perspectives. School staff must communicate that all students are expected to graduate and to succeed academically, helping Latinas understand that they can value familial interdependence without subverting personal goals. Schools can facilitate Latinas' learning and increase their engagement in the school community by providing educational services… [PDF]

Sykes, Heather (2001). Pedagogies and Life Histories of Non-Heterosexual Physical Educators. This paper draws on recent poststructural, psychoanalytic, feminist, and queer theorizing to analyze progressive pedagogies described by homosexual physical educators and professors. It is based on two life history projects conducted with physical educators. The overall purpose of the research was to examine the social construction of female sexualities within the physical education profession. The teachers' personal narratives described how their identities (whether they were racial, gendered, or sexual) shaped their pedagogies. One teacher came out as a lesbian to her students each year in a planned manner, then formally used her lesbian identity to illustrate the classroom management principle of pride as an element of respect. Another teacher made explicit the link between her lesbian desire and her ethical response as a teacher, though that link was only articulated in non-teaching conversations and was not part of a formal anti-homophobic pedagogy. Two other teachers'… [PDF]

Schwartz, Wendy (2002). Estrategias para mejorar los resultados academicos para las latinas (Strategies for Improving the Educational Outcomes of Latinas). ERIC Digest. The educational experiences of Latinas are affected by the interaction of many factors, including poverty, racism, sexual harassment, and lack of English language proficiency. This Spanish-language digest presents a range of strategies that schools can employ to promote the academic achievement of Latinas. Schools should communicate that Hispanic culture is valued and integrate it into programs and services that help mitigate differences between school and home. Schools should also individually tailor support for Latinas and their families to accommodate their diverse needs and perspectives. School staff should communicate that all students are expected to graduate and to succeed academically, helping Latinas understand that they can value familial interdependence without subverting personal goals. Schools can facilitate learning for Latinas and increase their engagement in the school community by providing educational services needed to ensure their educational preparedness and by… [PDF]

Francis, Patricia (1989). Center for Minority and Women's Studies. This paper discusses the Center for Minority and Women's Studies at the State University of New York (SUNY) College at Cortland. Changing demographics combined with a resurgent racism and continuing inequality for women pose significant challenges to higher education. The SUNY College at Cortland is meeting these challenges through the inauguration of a comprehensive set of new initiatives to transform the curriculum, support faculty development, add richness and diversity to the cultural life of the college community, improve recruitment and retention of minority and women faculty and minority students, and confront aspects of campus life which tend to produce an inhospitable climate for minorities and women. The Center coordinates large numbers of activities, such as developing new minors in Womens Studies, Hispanic Studies, and Jewish Studies, requiring that all students take a course dealing with issues of prejudice and discrimination, and showcasing the talents and… [PDF]

Diaz, Criss Jones; Robinson, Kerry (2005). Diversity and Difference in Early Childhood Education: Issues for Theory and Practice. Open University Press Early childhood professionals are often required to work with children and families from a range of diverse backgrounds. This book goes beyond simplistic definitions of diversity, encouraging a much broader understanding and helping early childhood educators develop a critical disposition towards assumptions about children and childhood in relation to diversity, difference and social justice. As well as drawing on research, the book gives an overview of relevant contemporary social theories, including poststructuralism, cultural studies, postcolonialism, feminist perspectives and queer theory. Each chapter interrogates practice and explores opportunities and strategies for creating a more equitable environment. The book covers a number of issues impacting on children's lives, including globalization, new racisms, immigration, refugees, homophobia, heterosexism and constructions of childhood. Each chapter provides an overview of the area of discussion, a focus on the implications for… [Direct]

Clarken, Rodney H. (1989). Education, Justice and Unity: Prerequisites for Peace. The absence of peace is one of the greatest threats to the continued existence of life on this planet. This paper uses the definition of peace given by the General Conference of UNESCO at its 18th session, whereby peace is seen as a process, not an event. Education is vital to eliminating prejudice, which is the foundation of injustice, disunity, and war. The four main causes of prejudice/injustice/disunity/war are: (1) self-centeredness, (2) passion, (3) lack of morals, and (4) blind imitation. These lead to five prejudices/injustices/disunities that are the most potent causes of war: (1) racism, (2) sexism, (3) nationalism, (4) classism, and (5) religionism. Education is the primary and most effective means for eliminating prejudice, injustice, and disunity. Teachers must first recognize and attempt to eliminate their own personal prejudices, then introduce the scientific knowledge that presently exists to support the concept of the oneness and nonviolent nature of humankind. They… [PDF]

(1984). The Black Experience. Proceedings of the Symposium on Racial Justice and Education toward Excellence: Education, Race and Justice (Albany, New York, February 1, 1984). Provided in this document are the proceedings of a symposium for educators, legislators, and religious leaders who met to share views on racial justice and education. Included are these presentations: (1) Willard A. Genrich, Chancellor of the New York State Board of Regents, proposing a discussion of what the agenda of racial justice in the 1980s ought to be; (2) Dr. Alonzo A. Crim, Superintendant of the Atlanta Public Schools, discussing his city's programs for involving businesses, churches, and other community members in the education process; (3) Bishop Howard J. Hubbard, of Albany, New York, describing the Catholic Church's efforts to increase black enrollment in its schools, and its advocacy against racism in the public forum; (4) H. Carl McCall, Commissioner of New York State Division of Human Rights, citing increased effectiveness of the public school system as a vehicle for the upward mobility of blacks and calling for more public spending to be targeted at black education;…

Clarken, Rodney H. (1988). Education for Peace. Peace is one of the greatest needs in the world today. Until the causes of war are addressed, there can be no peace. Education, justice, and unity are the building blocks to peace and the necessary conditions for its existence. Achieving a peaceful world depends upon our willingness and efforts to remove those things that lead to war and to replace them with the things that lead to peace. Prejudice is the root cause of war and education is the means of overcoming it. Prejudice is the result of self-centeredness and blind imitation. The aggressive and selfish qualities of our past must be replaced by the more mature qualities of cooperation and reciprocity. Five prejudices deserve special attention and are discussed because of the untold suffering they have inflicted upon the world and because of their importance in establishing peace. They are racism, nationalism, classism, sexism, and religious prejudice. Education can help to eliminate these prejudices by teaching the truth… [PDF]

Ford, Donna Y.; Milner, H. Richard (2005). Racial Experiences Influence Us As Teachers: Implications for Gifted Education Curriculum Development and Implementation. Roeper Review, v28 n1 p30 Fall. In this article, the authors share a story that, in part, represented both of their experiences teaching in higher education. As African American educators in predominantly White universities, they both find themselves facing, dealing with, and overcoming racism. These experiences shape their curriculum. They see their personal and professional responsibility as that of preparing future and current educators (e.g., teachers, counselors, administrators) to work effectively in culturally and racially diverse settings. They challenge educators to think or rethink gifted education curriculum. They urge educators to become self-reflective professionals who see the connection–direct connection–between their personal beliefs, attitudes, and values and their work in developing and implementing curriculum. They maintain that teaching is not only a social process–it is also a personal and cultural process. Who they are as individuals, who they are as cultural and racial beings, influences…

Mendez, Gina (2006). Creating Public Policy for Minority Access to Higher Education: A Case Study. ProQuest LLC, Ph.D. Dissertation, The University of Texas at Austin. It is a well-known fact that one way to a better life is through education. Individuals who have a college education will earn significantly higher income that those who only have a high school diploma (McGlynn, 2001). Having a college degree is not only beneficial to an individual, but a community with an educated work force can acquire significant economic and social benefits. If there is no access to higher education, individuals and the community generally cannot advance as well economically. Individuals living in South Texas did not have the opportunity to improve their socio-economic status because of the lack of public institutions of higher education in their region. The South Texas Region is comprised mostly of a Hispanic population. It has the "state's least educated population, the state's poorest facilities, and the least capacity to generate local taxes to improve educational opportunities" (Hispanic Association of Colleges and Universities, 1993). This study… [Direct]

Christina M. Noto Ed.; Hakim Mohandas Amani Williams Ed.; Hana Huskic Ed. (2024). Disrupting Hierarchy in Education: Students and Teachers Collaborating for Social Change. Teaching for Social Justice Series. Teachers College Press This timely book features rich examples of students and teachers, defined as learning partners, disrupting hierarchy in education by collaborating on social change projects. At the book's core is Paulo Freire's theorization of students and teachers working together toward co-liberation. Co-written by learning partners, each chapter in this collection highlights a social change project that puts Freire's theories into action. Projects span a range of academic disciplines and geographical locations from K-12, university/college, and nonformal educational contexts. Appropriate as both a textbook and a primer on collaborative social change-making, "Disrupting Hierarchy in Education" offers inspiration and models of community-engaged learning programs from across the globe. Topics include community education, public writing, using media for popular education, adolescent and youth development, climate change education, peace and justice leadership development, revolutionary… [Direct]

(1975). A Guide for Improving Public School Practices in Human Rights. The guide contains ideas, materials, and suggested practices for teachers and administrators in dealing with human rights issues. It is organized into six parts. Part I discusses the human rights concept, its importance in Western democratic society, its legal bases, racism, and school responsibility. Part II outlines the responsibilities of administrative leadership for appropriate human rights education. Topics include the role of state and educational organizations, and obstacles the school administrator must overcome. Part III deals with methods for increasing teacher competency in human rights. The chapter includes a model for workshops or study groups. Part IV presents material for the study of individual human rights, provides check lists for evaluating human rights behavior, and includes case studies. Part V deals with curriculum development. Topics include social studies and language arts improvement, the study of controversial issues, equality of the sexes in curriculum…

Moone, James C. (1976). The Plight of Career Counseling for Blacks and Other Minorities: Issues and Concerns. Career counseling and upward mobility for Blacks and other minorities in many cases is a myth. Among the major issues and concerns of the professional in this field is still racism in its subtle forms. The slogan of equality is plagued by the long years of injustices, and many Euro-Americans even today feel very little sympathy for Blacks, Native Americans, Puerto Ricans, and others. This psychological attitude prevents the career progression of minorities in our democratic society. Factors presenting problems in counseling Blacks (adults/young adults) and other minorities are personal problems, inadequate education, job discrimination, and low motivation and aspirations. For many minorities, the system during the past l0 years has failed them with \Great Society programs\ and the \War on Poverty,\ the end result being frustration, bitterness, and despair. From l970 to the present, many programs designed for upward mobilizing minorities have yet to reach their objectives. Still…

Wergin, Jon F. (1989). Assessing Student Attitudes towards Cultural Diversity. ASHE Annual Meeting Paper. The findings of a survey on freshmen attitudes in four areas: interest in cultural diversity, racism, ethnocentrism, and cross-cultural beliefs and values, are presented. The 81-item survey was given to 234 students at Virginia Commonwealth University. Results indicated: most freshmen express an interest in learning more about other cultures, and a clear majority assert their willingness to live with a foreign classmate, spend vacations abroad with people of other cultures, and take at least some of their college courses in a foreign country; most freshmen feel Americans do not receive enough information about other world cultures and disagreed with the idea that it is important to teach American values to people in other countries; most freshmen agree in abstract that learning about diverse cultures is an important part of a college education and value cultural diversity in the institution; and most freshmen disagree with the notion that blacks need to conform to American cultural…

Vaughn, Susan, Ed. (1994). Interaction. 1993-1994. Interaction, v7 n1-4 Spr 1993-Win. This document is a compilation of four quarterly journal issues in both English and French language editions. Each of the journal issues is organized under four sections: Opinions, Practice, Focus and News. The first section explores subjects such as the importance of family resource centers, the importance of a national child care strategy to women's equality, the need for school-age child care training, and rural child care (spring issue); supervision of new graduates in the field of early childhood care and education (summer issue); single mothers and labor force participation, and children's literature (fall issue); at-home mothers as child care providers, and integrating children with developmental disabilities (winter issue). This section also contains book reviews. The second section, Practice, deals with topics such as loneliness of the day care supervisor, organizing a successful staff meeting, working with a board of directors, and good supervisor/staff relations. In…

White, Lenford (2002). Neighborhood Renewal: Case Studies & Conversations Focusing on Adult and Community Learning. This document explores the themes of sustainability, rural poverty, community activism, and challenging racism in the United Kingdom. The book presents 21 case studies demonstrating ways in which 18 organizations and 3 activists in the United Kingdom have worked successfully with adult learners to empower their communities, develop capacity, and encourage participation in local decision making. Selected themes highlighted in the individual case studies are as follows: (1) enabling and preparing residents for participation; (2) meeting the needs of people who are black or from minority groups; (3) women's education and learning the skills for active engagement; (4) baseline research and providing the right opportunities; (5) reaching out to communities; (6) neighborhood renewal in residential areas; (7) adult and community learning and its relationship to neighborhood renewal and the economy; and (8) seafaring and neighborhood renewal. The concluding chapter discusses the following…

Chesler, Mark; And Others (1972). The Educational Change Team: An Effort to Develop a National Facility to Generate and Implement Information and Resources Relevant to Secondary School Crisis and Change. Final Report. The final report of a research effort, interracial and multidisciplinary in nature and designed to deal with the politics of change in professional systems, outlines a) a diagnosis of American high schools and consequent change strategies, b) its goals and objectives, c) program outcomes, and d) issues facing the Educational Change Team and others engaged in controversial aspects of school change. The Team conducted basic research to discover, document and illuminate the issues of racism and control of youth which appear as the major institutional conditions leading to educational failure and political crisis in schools. It also conducted a variety of developmental programs to generate alternative models of aspects of secondary education and to design new materials and resources helpful in the change process. A series of regional consultant teams were identified and trained to provide direct assistance to school systems in crisis (Network on Educational Unrest). Further, the ECT… [PDF]

Dowdy, Kilgour (1998). Noises in the Attic: The Legacy of Expectations in the Academy. As an outcome of the author's experiences at several American universities, and based on critical race theory as espoused by Bell (which uses narrative to bear witness to lived experiences of racism in American society), a project was undertaken to record conversations with four non-white students at a university in the southern United States. Three, unplanned, hour-long conversations were recorded to explore participants' feelings and experiences as non-whites at a predominantly white academic institution. An edited version of the videotaped narratives, entitled "Noises in the Attic: A Conversation with Ourselves," was subsequently shown at conferences and private presentations in an effort to raise the consciousness of graduate students, administrators, and professors of education. The video is divided thematically, with each section describing some aspect of the experience of being "alien" in the white academic institution. The following issues are…

Majhanovich, Suzanne (1998). Unscrambling the Semantics of Canadian Multiculturalism. This paper explores the evolution of multiculturalism in the Canadian context. Some opponents of multiculturalism in Canada detect in the ideology an undermining of a unique Canadian identity in favor of hyphenated Canadians, while proponents see the hyphenation as adding richness and color to the Canadian character. This controversy is nothing new. In Canada, as in the Untied States, citizens have been struggling with the issue of reconciling diversity into national identity. The United States and Canada have dealt with cultural and ethnic diversity in two different ways, with the "melting pot" the goal for U.S. society, and the "mosaic" the goal for Canadian. The multicultural reality of Canada is enshrined in the Charter of Rights enacted in 1982 as an official policy for the Federal government. However, much of the work to promote multiculturalism falls into the purview of education, a responsibility of the provinces, and each has been free to commit to the…

Bambino, Debbie (2005). Learning to See with a Third Eye: Working to Address Inequity Effectively. Educational Horizons, v84 n1 p47-50 Fall. A few years ago the National School Reform Faculty (NSRF) revised its mission statement to include language about working to \foster educational and social equity.\ The revision makes sense to the author as a graduate student in urban education and a former Philadelphia middle school teacher, as well as in her role as a facilitator of Critical Friends Groups (CFGs) and CFG coaches. Each role has convinced her that racism and other forms of bias are the greatest barriers that everyone faces in making a positive transformation in educational experiences, especially when they involve poor, inner-city kids of color. She calls herself an \inside-outsider\ because she is an insider (an educator working in schools) and also an outsider (a guest facilitator in schools where she formerly taught). As a white teacher she is likewise a cultural outsider in schools where children of color predominate. Here, she talks about Jacqueline Jordan Irvine's \Educating Teachers for Diversity: Seeing with… [PDF] [PDF]

Clarke, Ardy Sixkiller (1994). OERI Native American Youth at Risk Study. This report examines personal, cultural, school, and family factors that contribute to the decision of American Indian students to remain in school until graduation or to drop out. A 140-item questionnaire, the Native American School Study, was completed by 165 participants who had either graduated or dropped out of school during 1989-91. Respondents lived on reservations in Montana, North Dakota, and South Dakota. In addition, 76 graduates and 37 dropouts were interviewed at length. Factors examined in the questionnaire and interview included substance abuse by self or family members, peer pressure, trouble with the law, self-esteem, teen pregnancy, family structure, socioeconomic status, parent education, academic achievement, teacher attitudes and expectations, school attendance, abuse by school personnel, tribal self-identity and pride, discrimination and racism, and bilingualism. Results indicate that respondents who dropped out of school demonstrated significant differences… [PDF]

Keniston, Kenneth (1968). An Analysis of Dissent. Student activists in the US attend the best colleges and universities, approximate the intellectual and ethical ideals of their professors, and have experienced the affluence and security provided by post-industrial society. Their current moralistic protest concentrates on the Vietnam war and racism in the US. They are most dissatisfied with war-related university policies and administrative response to political pressures and not with the quality or relevance of their education in itself. On a world-wide basis, student activists are searching for new values that involve an identification with the process of social and personal change and emphasize openness, mobility, fluidity, and continuous self-transformation. They also feel that existing society is hypocritical, outmoded, oppressive, unworthy of respect, in urgent need of reform, and suffering from symptoms of exhaustion. The problem in the US may be that society has exceeded its earlier goals and, lacking new goals, has become… [PDF]

Romo, Harriett D. (1996). The Newest \Outsiders\: Educating Mexican Migrant and Immigrant Youth. This chapter discusses the educational needs of Mexican immigrant children and effective practices that meet those needs. During 1984-92, the number of limited-English-proficient (LEP) students in public schools grew 70 percent to 2.3 million; three fourths of LEP students spoke Spanish; and 40 percent of these were born in Mexico. Increased immigration and demands on public schools have led to attempts to deny education to undocumented immigrant children, but the courts have upheld these children's access to education and mandated provision of special programs for LEP students. Case studies of two immigrant Mexican families illustrate some problems of immigrant students and how schools fail to provide necessary programs and supports. A brief overview examines the strengths and weaknesses of secondary-level program options: English for speakers of other languages, bilingual programs, and newcomers' programs providing counseling and English instruction. Characteristics of schools… [PDF]

Williams, Michael R. (1989). Neighborhood Organizing for Urban School Reform. This book analyzes how community-based organizations in low income urban neighborhoods can promote reform of their local public schools. Chapter 1, "Reassessing the Declining Urban Neighborhood," discusses the sources of urban decline in terms of a structural relationship between "haves" and "have-nots." Chapter 2, "Reassessing Victimhood," explores residents' attitudes toward schools. Chapter 3, "The Failures of Inner-City Public Schools," is a brief analysis of the complexity of the schooling process, which obscures the operation of institutional racism and class prejudice. Chapter 4, "The Limits of Popular Reform Movements," compares and contrasts several recently proposed models of school reform. Chapter 5, "Forerunners of Citizen Influence in Education," and Chapter 6, "The Liberal Legacy of Citizen Participation in Education," form a historical review of citizen participation in schools over the…

(1974). Pushouts: New Outcasts from Public School. A Transcript of \Options on Education,\ September 9, 1974. \Pushouts\ are victims of discriminatory discipline procedures in public schools. Pushouts first came into view with the publication of a book by the Robert F. Kennedy Memorial and the Southern Regional Council. The book is called \The Student Pushout: Victim of Continued Resistance to Desegregation.\ The Office for Civil Rights in the Department of Health, Education and Welfare has been collecting statistical information regarding subjective determinations based on race that enter into disciplinary actions that result in students being pushed out of schools. The figures indicate that the percentage of minorities subject to disciplinary action, suspensions, or expulsions exceed their percentages in school systems. Not every suspended student is being pushed out, of course. The disproportionate suspension statistics may actually reflect behavior. In one school district the school superintendent testified in open court that institutional racism was the reason for the disproportion…. [PDF]

Schmuck, Patricia A. (1993). Gender Equity: A 20 Year Perspective. This paper describes progress made between 1973 and 1993 toward creating gender equity in education, with a focus on the Oregon experience. Four topics are addressed: (1) law and policy; (2) language; (3) the culture of school; and (4) school administration. Law and policy are needed at least to change behaviors, though they may not be sufficient to change attitudes. Regarding language, the implications of the words \gender\ and \sex\ are discussed. Gender is not a biological distinction but is socially constructed. Regarding gender equity in the culture of schools, it is argued that schools can maximize or minimize the differences between males and females. Unless schools directly confront institutional racism and sexism, they are not dealing with the issues. Regarding gender equity in school administration, there are now more women in educational administration, primarily in elementary and secondary principalships. However, very few superintendents are women. Women's move into… [PDF]

Nobles, Wade W. (1989). The HAWK Federation and the Development of Black Adolescent Males: Toward a Solution to the Crises of America's Young Black Men. Testimony before the Select Committee on Children, Youth and Families. Congressional Hearings on America's Young Black Men: Isolated and in Trouble (Washington, D.C., July 25, 1989). Sources of the crises faced by young black men lie not in the young men, but in society which portrays them as stereotypes. Social conditions are at the root of the following problems of black males: (1) lowered life expectancy; (2) risk of criminality; (3) poor economic conditions; (4) inadequate education; (5) drugs and gang violence; and (6) health risks associated with sexual behavior. The major societal flaw ultimately is racism. To combat the present devastation of the black community and American society, prevention efforts must promote positive youth development and self-esteem. The overall strategy of the HAWK Federation is to reinforce positive black manhood, grounded in African traditions. The HAWK training program, an attempt to influence the values and moral development of young black men, currently operates in a high school in Sacramento (California). Data from the first year confirm its utility in improving academic achievement. The program, which has intentionally…

Adams, J. Q., Ed.; And Others (1991). Multicultural Education: Strategies for Implementation in Colleges and Universities. This book of 15 author-contributed chapters provides pragmatic illustrations of how to implement multicultural education in college and university courses of study, and presents strategies for both transforming curricula and the training of effective multicultural educators. Section I focuses on instructional strategies for schools that possess diverse student populations. Section II examines teacher preparation programs in effective interaction strategies for culturally diverse classrooms. The third section highlights key issues when establishing a climate for change. Chapters are as follows: \A Review of the Multicultural Education Literature\ (Patricia L. Francis); \Using Effective Teaching Strategies in the Multicultural Classroom\ (Donald Reyes); \Teaching and Learning with Culturally Diverse Students: A Teacher Preparation Course at a Comprehensive Public University\ (Mario Yepes-Baraya); \Teaching about Cultural Diversity: Challenge and Response at a Community College\… [PDF]

Locke, Don C. (1992). Increasing Multicultural Understanding: A Comprehensive Model. Multiculltural Aspects of Counseling Series 1. This book sets forth a process for implementing effective education and counseling strategies for culturally diverse populations. In particular, it helps to identify characteristics of cultures, to make comparisons between the dominant culture and culturally different groups, and to develop strategies or interventions for students or clients. Key to this work is a model presented in the first chapter for understanding the role of culture in the life of the individual and for exploring ethnic differences. This model finds the individual at the center of concentric half circles surrounded first by family, community, culture, and global influences. In this model, self-awareness is fundamental as a first step toward understanding culture's role. The cultural influence circle contains concepts of acculturation, poverty, history of oppression, language and the arts, racism and prejudice, socio-political factors, child rearing practices, religious practices, family structure, and cultural…

Beyer, Francine S.; Presseisen, Barbara Z. (1995). Facing History and Ourselves: Initial Evaluation of an Inner-City Middle School Implementation. Facing History and Ourselves (FHAO) is an interdisciplinary moral education program that uses the case study of the Holocaust and World War II to develop middle and high school students' critical thinking abilities, trying to help students make connections between this history and current issues of prejudice, racism, and hatred. In the spring of the 1993-94 school year, FHAO conducted a pilot study of an eighth-grade program implementation in a mid-Atlantic urban school district. The study evaluated increases in students' historical knowledge and their ability to make connections between historical events and current issues. Sixty-four students from two predominantly African American classes, one class receiving the FHAO intervention and the other serving as a control group participated. The experimental group showed a significantly greater gain in historical knowledge of the period, based on responses to matching test items and short-answer questions, although the quality of… [PDF] [Direct]

Clark, Christine; Jenkins, Morris (1993). Multiculturalism as a Policy for Disarming Gang Violence in Communities at Large and in Schools. Those who try to deal with violence in U.S. communities and schools have tended to concentrate on suppression of violence, rather than real prevention, particularly as violence is associated with youth gangs. This discussion focuses on multiculturalism as a policy for reducing gang violence, rather than strategies that have been used to deal with youth gangs, which include community organization, social intervention, provision of social and economic opportunities, organizational development, and suppression. Institutional racism is perhaps the most important issue involved in the formation of gangs and their inappropriate activities, although it is by no means the only cause. The incorporation of the process of multiculturalism into the concept of community policing may assist in reduction of all forms of violence in our society, including gangs. The racial and ethnic character of the police force must reflect the composition of the community. Education to make students more… [PDF]

Olivas, Margarita Refugia (1996). Latina Sororities and Higher Education: The Ties That Bind. Research on U.S. "Greek" sororities has typically addressed issues dealing with White women in higher education. In contrast, this case study sought to identify the cultural behaviors and group norms that serve to enhance academic achievement and reinforce personal growth among members of a Latina sorority. In fall 1993, interviews were conducted with 12 members of a Latina sorority at a northwestern university. Their testimonies reveal that the reasons for joining this Latina sorority are in profound contrast to those given by White women who join sororities. Moreover, the members view the organization as a means for preserving or regaining an individual, yet collective, ethnic identity. Additionally, findings indicate that the formation of this Latina sorority was a response to institutionalized racism; feelings of isolation and alienation; needs for emotional, psychological, and social support; and a need to belong to a family. Cultural themes that emerged from the data… [PDF]

Cote, William E., Ed. (1987). Black Child in Crisis. Final Report of the Public Forums and Symposia May-October, 1986. The negative effects of poverty, alienation, and racism influence the lives of black children most heavily. This report covering Michigan presents information and recommendations concerning the continuing decline in the quality of life for black children. It is the culmination of a series of activities including forums, symposia, and conferences on the black child in crisis. The discussion topics are the following: (1) the black family's struggle to survive; (2) education as a means for escaping poverty and achieving social mobility; (3) health: a sound mind in a sound body; and (4) job and economic security: fighting poverty, creating self-respect. The action-oriented recommendations offered for each of these topics include legislative initiatives and policy reviews and reforms. Key recommendations include the following: (1) fund a 10-year project to analyze and treat issues concerning the black family and child; (2) provide more day care; (3) encourage more parent and student…

Kipnis, Aaron (1999). Angry Young Men: How Parents, Teachers, and Counselors Can Help \Bad Boys\ Become Good Men. This book examines conceivable links between young male criminality and physical, emotional, or sexual abuse; lack of mentoring by older males; the inculcation of shame by adults; child poverty and neglect; social and political disenfranchisement; inappropriate, inadequate, and ineffectual education; spiritual impoverishment; father absence; lack of economic opportunity; combat sports; corporal punishment; rigid gender roles; anti-boy bias; the media; easy access to guns and alcohol; substance abuse and the criminalization of drugs; class disparities and racism; and other largely preventable and treatable influences in boys' formative years. A number of personal stories from the author's violent and incarcerated adolescence are presented throughout. Reports from other men who were swallowed by the dark maw of sociopathy in their youth, yet returned to make valuable contributions to their communities, are also included. These accounts are followed with observations about the…

Iversen, Roberta Rehner (2002). Moving Up Is a Steep Climb: Parents' Work and Children's Welfare in the Annie E. Casey Foundation's Jobs Initiative. This monograph presents findings from ethnographic research about parents' work and children's welfare in the Annie E. Casey Foundation's Job Initiative. The Initiative was designed to improve the futures of poor, inner city people who were disadvantaged in their previous work efforts because of inadequate education, immigrant/refugee status, incarceration, racism, substance abuse, or inappropriate work experience. The Initiative provided support and assistance to community based organizations and other groups helping low-income workers secure living-wage jobs with benefits and advancement opportunities. Study data came from discussions with and observations of over 400 people associated with 10 Job Initiative families. Chapter 1 presents key lessons about the Initiative. Chapter 2 uses excerpts from Initiative participants to illustrate how work and family intersect for good and ill, elaborating challenges economically disadvantaged families face trying to reach family-supporting… [PDF]

Graddol, David, Ed.; And Others (1994). Researching Language and Literacy in Social Context. A collection of readings addresses issues in empirical investigation of language and literacy in a social context, and provide models useful to researchers undertaking small-scale studies. They include: "Introducing Ethnography" (Martyn Hammersley); "The Relations between Researcher and Researched: Ethics, Advocacy and Empowerment" (D. Cameron, and others); "Observing and Recording Talk in Educational Settings" (Joan Swann); "Negotiation as a Critical Factor in Learning To Read in a Second Language" (Eve Gregory); "Through Whose Eyes? Exploring Racism through Literature with White Students" (Beverley Naidoo); "'I Treat Them All the Same': Teacher-Pupil Talk in Multi-Ethnic Classrooms" (A. P. Biggs, Viv Edwards); "Reading as a Social Process in a Middle School Classroom" (David Bloome); "Children's Voices: Talk, Knowledge and Identity" (Janet Maybin); "Gender Inequalities in Classroom Talk"…

Ladson-Billings, Gloria (1991). When Difference Means Disaster: Reflections on a Teacher Education Strategy for Countering Student Resistance to Diversity. A required course for elementary education majors at Santa Clara University (California), "Introduction to Teaching in a Multicultural Society," evolved during a 6-year period. The course moved from one with an emphasis on promoting equity, tolerance, and improved human relations through curriculum and instructional strategies to one that encourages a critical examination of racism and other forms of oppression with th objective of developing student empathy and advocacy. The course currently uses documentary films and videos to provide students with graphic and controversial views of the United States and a world they did not know existed. In addition, students read articles about race and ethnicity from various points of view and are asked to position themselves ideologically. The teaching methods have also changed from lecture to group discussion and activities designed to provoke thought and encourage student interaction. To increase social awareness, students are…

Brownstein, Henry H.; And Others (1980). The Individual and Ethnic Identity: A Guide for Teachers. This guide to teaching ethnicity from the ethnic individual's point of view is designed to accompany the student sourcebook, The Individual and Ethnic Identity (see SO 013 157). The sourcebook, suitable for secondary and higher education, contains quotations of 51 individuals from varying ethnic backgrounds and varying degrees of ethnicity. It focuses on the processes of immigration and assimilation, individual ethnic identity, and ethnic group relations as they affect the individual. The teacher's guide is presented in four major sections. The first two sections provide information about the format of the sourcebook and list general and specific objectives. The primary objective is that the student will recognize that all people who identify with ethnic groups are individuals and not simply representatives of a group. Section III defines terms such as assimilation, ethnicity, culture, discrimination, prejudice, racism, and WASP. Section IV suggests formats for presentation of the…

Gordon, Jacob U., Ed.; Rosser, James M., Ed. (1974). The Black Studies Debate. Beginning with the selection of Professor Newby, who attempts to reveal the role which historians, perhaps more specifically white historians, have played and continue to play in the perpetuation of racism in American culture, this anthology concludes with an analysis of the present status of Black Studies. W. Arthur Lewis' critical essay attempts to differentiate among the ends to which education for the black man should aspire. Wilson Record examines the debate about the racist nature of Black Studies. His study was based on interviews with more than 150 white sociologists and 40 directors of Black Studies programs. Ernest van den Haag also takes issue with the concept of Black Studies. John W. Blassingame debates the intellectual validity of Black Studies. He discusses the social, political, economic, and emotional milieu out of which the concept of Black Studies emerged in the 1960's. Eugene Genovese compliments the positive role that black students have played in an effort…

Kincheloe, Joe L. (1999). How Do We Tell the Workers? The Socioeconomic Foundations of Work and Vocational Education. This book examines the socioeconomic foundations of work and vocational education (VE), and is divided into the following 6 parts and 18 chapters: (1) nature of work (a sense of purpose; modernism and the evolution of the technocratic mind; power and the development of the modernist economy; good work, bad work, and the debate over ethical labor); (2) historical dimensions of VE (the origins of VE; the progressive debate, the victory of vocationalism, and the institutionalization of schooling for work; failures and reforms in the recent history of VE); (3) coping with and directing change (post-Fordism, technopower, and the changing economic and political arena; democratic post-Fordist workplaces and debating the changing purposes of VE; confronting and rethinking educational theory); (4) race, class, and gender (plausible deniability and the skeleton in VE's closet; class, gender, race, racism, and VE); (5) role of labor and unions in VE (democratic unionism in the global economy…

Tripcony, Penny (2000). The Most Disadvantaged? Indigenous Education Needs. Australian policy towards Aboriginal and Torres Strait Islander people has historically been one of subjugation and acculturation. It wasn't until 1972 that a policy of self-determination for Aboriginal Australians (later to include Torres Strait Islanders) was introduced. The first year that Aboriginal and Torres Strait Islanders were specifically mentioned in a highest-level government document was 1999, in the Adelaide Declaration on National Goals for Schooling in the Twenty First Century. In 2000, the federal government and the state of Queensland launched initiatives aimed at addressing issues that inhibit the attainment of equitable educational outcomes for Aboriginal and Torres Strait Islander students. The overarching issues are what they have always been: issues of culture, identity, and power, all infused overtly and covertly with elements of racism. Educators often assume that there is a single Aboriginal or Torres Strait culture, which leads to stereotyping. Low… [PDF]

Lunsford, Andrea A., Ed.; And Others (1990). The Right to Literacy. This book contains 29 essays which grew out of presentations delivered at a conference on the right to literacy whose participants were invited to consider differing definitions and historical understandings of literacy and the political, pedagogical, and theoretical implications of the many approaches to literacy education that have been taken both in the United States and abroad. The book's first part, "Contexts," explores the national, local, and professional contexts of literacy; it raises critical questions both about the large social and political perspectives that inform the understanding of literacy that is generally accepted in America and about the social and political conditions that restrain or enable the realization of literacy. Part 2, "Speaking out of the Silences," explores how literacy is denied not only by overt censorship but also by the subtler and more insidious forces of racism, sexism, homophobia, and elitism; these essays offer ways of…

Hasbach, Corinna; And Others (1992). Holistic Literacy: Voices Integrating Classroom Texts in Social Studies. Elementary Subjects Center Series No. 64. As part of a larger examination of student perspectives in science, social studies and communication arts, this report uses qualitative methodology to explore two teacher-researchers' collaborative teaching of social studies and students' construction of meaning in social studies. Teacher-researchers involved in the overall study included two fifth-grade teachers, one third-grade teacher, two university professors, and three doctoral students in teacher education. A fifth-grade teacher and a doctoral student co-planned and co-taught a social studies class for 1 year. From a group of 47 fifth-grade students, 10 students were targeted for in-depth interviews in social studies; this report focused on 5 of the 10 students interviewed. Analysis centered on: (1) students' developing dispositions to think as social scientists; (2) their abilities to take a critical posture towards text (living, social, and academic text); and (3) their capacities to transfer social studies concepts to… [PDF]

Levine, Irving M. (1975). Social Policy and Multi-Ethnicity in the 1970's. Working Paper Series, Number 1. Some of the public policy problems currently facing the United States, which have been created by a reawakening to the real multiethnic character of society, are explored and developed in great detail in this paper. The analysis is confined to domestic affairs, but the significant impact of foreign affairs on ethnic group identity and intergroup relations in America is stated. A listing of central issues dealt with include the following: (1) quota and affirmative action–the most dramatic and most far-reaching in its implications; (2) ethnic studies–with the current rising demand of white ethnic groups to be included in the curriculum revision, there is real confusion among educators as to how to respond to the new surges and militancy that have arisen; (3) bilingual education–Spanish speaking groups have long perceived bilingualism as a key to their survival, and Chinese demands are currently litigating in the Supreme Court; (4) government reorganization–overlooked in the past… [PDF]

Stegemoller, William Jason (2009). Latino Students and Biliteracy at a University: Literacy Histories, Agency, and Writing. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Urbana-Champaign. This qualitative study examines the writing and writing experiences of six bilingual (Spanish-English), immigrant university students. Immigrant students are a growing segment of university populations, but explicit/implicit language policies often overlook their unique characteristics and needs. The study draws on the continua of biliteracy model (Hornberger, 1989; Hornberger & Sklton-Sylvester, 2000) as well as concepts of language as dialogic (Bakhtin, 1986) to understand and theorize students' writing and writing experiences. It uses a constructivist paradigm (Mertens, 1998), combining narrative inquiry (Clandinin & Connelly, 2000) with aspects of grounded theory (Strauss & Corbin, 1998). Data sources included 40 hours of interviews (18 literacy history and 12 text-based interviews), more than 100 pages of student writing (from high school, university freshman composition courses, courses from students' majors, scholarship essays, creative writing, and Spanish writing), and… [Direct]

Pierce, Chester M. (1981). Extreme Environments: The Ghetto and the South Pole. Extreme environments, such as polar regions or space crafts, provide an analogue for speculations concerning the needs of, educational provisions for, and environmental impacts on ghetto youth in kindergarten through the third grade. This discussion first centers on the common qualities of an extreme environment (whether exotic or mundane): forced socialization, spatial isolation, depression, time elasticity, biological dysrhythmia, sociological dysrhythmia, increased free time, extremes of noise and silence, loneliness, fears of abandonment, anxiety, panic, information fractionalization, boredom, and inability to escape. These qualities are thought to offer specific intervention and prevention sites for the attenuation of environmental consequences. After exploring aspects of stress management in relationship to the needs of the young ghetto child, the discussion shifts to consider optimal characteristics of the 21st-century citizen, notable cosmopolitanism, that can be nurtured in… [PDF]

Naidoo, Jordan (1996). Racial Integration of Public Schools in South Africa: A Study of Practices, Attitudes and Trends. EPU Research Paper. This report examines what is happening in South Africa's schools as they are desegregated. It describes the attitudes of the main stakeholders, and provides an examination of the theoretical concerns and other debates surrounding issues such as multiculturalism and anti-racism. A context for possible approaches to resolving the problems associated with desegregation is also provided. Through interviews with principals, teachers, learners, and parents from primary and secondary schools in KwaZulu-Natal, the paper charts the processes of racial integration. It looks at the history of, and reasons for, school desegregation in South Africa; ascertains and analyzes patterns of access and exclusion in the desegregating schools to determine factors influencing access and exclusion; profiles the extent and patterns of integration in schools and identifies the beneficiaries; ascertains and analyzes the nature and magnitude of the problems associated with integration of schools in so far as…

Paludi, Michele A., Ed. (1991). Ivory Power: Sexual Harassment on Campus. This book brings together extensive research and writing on sexual harassment in higher education examining it as a misuse of authority by male faculty members and as a confluence of power relations and sexism in institutions stratified by sex. The thirteen contributions are grouped into four sections the first of which, \Sexual Harassment: Conceptual and Methodological Issues\ contains three papers on definition and measurement; racism and sexism on campuses; and issues of studying sexist discrimination, respectively. The second section looks at the impact of sexual harassment on individuals, the psychological effects, the victimization of women and how victims come to understand and cope with their experiences. The third section presents data on men who harass including contrasts between male and female views of sexual harassment, the role of authority and power in relations with students, and similar issues. The fourth section discusses institutional strategies for handling…

Corley, Mary Ann (2003). Poverty, Racism and Literacy. ERIC Digest. In the prevailing and traditional definition, literacy is regarded as central to helping people obtain and retain employment, which is the key to moving them from dependency toward greater self-sufficiency. Another, more valid perspective is the view that literacy is not just the acquisition of reading and writing skills but is also a social practice and social currency and, as such, a key to social mobility. The operative force that causes certain groups of people to be marginalized in society, to be regarded as inferior, and to experience unequal and limited access to resources is institutional racism. If a primary purpose of literacy education is to eliminate poverty, then literacy programs and practices must be redesigned to fit various conceptions of poverty and its causes. Some educators and researcher espouse the notion of critical literacy, which is the practice of helping learners make sense of what they are learning by grounding it in the context of their daily lives and… [PDF]

Chronopoulos, Themis (1995). Racial Turmoil at San Jose State: The Incident of the 1967 University of Texas at El Paso vs. San Jose State Football Game. This paper analyzes the 1967 protest by San Jose State College (California) black student athletes against racial discrimination. It claims that the discrimination they experienced was grounded in pervasive racism at that college and eventually had a long term symbolic and concrete effect on black students and higher education. Harry Edwards, a former San Jose State student athlete and then faculty member organized a demonstration the first day of fall semester to protest racial discrimination at San Jose State. He demanded that the administration meet nine demands or the black football players would prevent the opening of the football season by refusing to play. The next day many students and faculty admitted to the media that large-scale racial discrimination occurred at San Jose State. While the campus grappled with the issues in meetings that week, outside groups announced plans to attend the game and disrupt it. The president of the university canceled the game. These events… [PDF]

Brown, Robert McAfee (1969). America: No Promise Without Agony. We may discover signs of promise in the midst of agony if we make some shifts of perspective. (1) \Our fear of overt violence must be countered by our acknowledgement of covert violence.\ Covert violence is subtle and more destructive than physical violence because it is the \denial of personhood\–the insinuation by an act or by neglect that a person doesn't count. \Institutional racism\ is a telling example. (2) We must recognize that \the abuse of power must be countered by the creative use of power.\ Students are contemptuous of the older generation because of its monstrous abuse of power, the most glaring example of which is Vietnam. Priorities should be reallocated or a holocaust will result. (3) \Misplaced materialism\ dedicated to providing unnecessary and soon obsolete luxury items should be replaced by \transformed materialism\ dedicated to sharing the earth's goods. (4) Within education, we must move from academic detachment to moral compassion. To help make these shifts,… [PDF]

Cahalan, Margaret; And Others (1994). National Study of Student Support Services. Interim Report: Volume I: Program Implementation. This is the first interim report of the congressionally mandated National Study of Student Support Services (SSS), a federally funded grant program designed to help economically disadvantaged students achieve success at the postsecondary level. The program is intended to facilitate disadvantaged students' high school completion, entry into and completion of postsecondary education, and entry into graduate study. The report combines the results of two parts of the study. The first part (Chapters 2-6) provides an overview of the SSS program drawn from several national data sets and a survey of 200 SSS project directors. The second part (Chapters 7-9) presents the results of case studies of support services, policies, and programs in 50 institutions, of which 30 have SSS projects and 20 do not. Key findings are highlighted at the start of each chapter and they include: (1) the proportion of low income families has grown for each educational group except those in which at least one… [PDF]