(1997). CICERO Project. Community Initiatives for Citizenship Education Regionally Organised. This report outlines the European Union's Community Initiatives for Citizenship Education Regionally Organized (CICERO) pilot project, its results, and suggestions for further action. It describes the participants from seven different groups at their first meeting in Barnsley, England, and each group's definition of what it would like European citizenship to mean in practical terms. Then, the opinions of two participants in the project are presented. Profiles of the groups from Liverpool, Dearne Valley, Belfast, Leeds, Castleford, Birmingham, and Oxford are then provided. The program for the 3-day intensive workshop in Brussels, November 26-28, 1996, is described. The following activities on day 1 are summarized: an introduction (Nick Blow) on the European Union and what citizenship means; an overview of the SOCRATES program (Angela Vegliante); presentation on education/training in Denmark (Inken Meinertz, Sven Solvig); visit to Conseil des Communautes Africaine en Europe; and… [PDF]

Jenkins, Melvin L. (1994). Race Relations in Western Nebraska. This report is derived from a community forum held in Scottsbluff (Nebraska) on April 28-29, 1993, by the Nebraska Advisory Committee to the United States Commission on Civil Rights. Views on race relations in selected areas of western Nebraska were expressed by concerned citizens; community leaders; government officials (federal, state, and local); educators; law enforcement officials; and persons from the business community. They reported that steps were being taken to improve race relations in western Nebraska, but that these were insufficient. Main sections of the report address the following: (1) background information on the area and its population, minority groups, and poverty; (2) race relations in general, especially pertaining to Hispanics and Native Americans; (3) reported harassment and racism in the public schools, minority dropout rates, lack of minority group teachers, teacher insensitivity, multicultural and outreach activities, and minority student recruitment at… [PDF]

Masemann, Vandra L.; Mock, Karen R. (1989). Implementing Race and Ethnocultural Equity Policy in Ontario School Boards. This report presents the findings of a survey of all school boards in Ontario (Canada) concerning the status of policies to ensure racial and ethnic equality. Of the 124 boards surveyed, 100 responded. The following major findings are presented: (1) 39 boards have policies in place, three other boards have completed draft policies, and 22 boards have begun policy development; (2) the size, structure, content, and format of the policies vary widely; (3) boards with policies in place usually have related policies on multiculturalism, heritage, language, employment equity, racial harassment, and curriculum guidelines; (4) a small number of northern rural boards have used limited resources to develop policies, but most boards that have developed policies tend to be larger southern boards with greater resources; (5) the key factors to successful policy development and implementation were senior administrator support, the desire to eradicate racism, adequate resources, community… [PDF]

Dalton, Jon C. (1987). The Influence of Peer Culture on College Student Values. Common problems of establishing independence, making friends, and mastering a new environment draw college students together and create a strong social cohesion which has considerable influence on students' attitudes and values. In many institutions the peer culture is estranged from the academic life of the campus. If student affairs professionals want to have a significant impact on the values of college students they must be able to influence the peer culture. In order to influence the peer culture it is necessary to understand the culture by conducting research on the students and by systematically using data from such research. Student culture must be clearly established as a domain for student development intervention by making formal connections among the curriculum, teaching, and student life. Finally, student affairs professionals must identify and confront those value issues in the peer culture which conflict with educational objectives and have the greatest impact on… [PDF]

Gallagher, Mary Beth; And Others (1976). Educating for Peace and Justice: A Manual for Teachers. Fifth Edition. Background reading resource materials and teaching units for elementary and secondary teachers interested in teaching about peace and justice are presented in this resource manual. The units are designed to help students learn that nonviolent conflict resolution is possible and that war is not inevitable; realize that sharing our resources, helping the poor, and living more sparingly and responsibly is a matter of justice and not charity; and appreciate the differences in cultures around the world. Students view films, read books and journal articles, and are involved in role playing situations, library research, brainstorming, and classroom discussions. The manual contains an introductory essay which discusses goals of educating for peace and justice. The major portion of the publication consists of resource units on major issue areas including conflict, violence, and nonviolent conflict resolution; institutional violence; peace, justice, and law; racism; poverty in the United… [PDF]

Simpson, Brennetta (2001). "Can't You Lighten Up a Bit?" Black Women Administrators in the Academy. This narrative describes a study that examined the stories of black women administrators in traditionally white colleges, identifying coping strategies, patterns, and themes relating to their success. Participants completed interviews that examined such issues as the role of family in preparation for their current leadership positions, current job satisfaction, communication and management styles, support systems, and rejuvenation techniques. Overall, participants believed that they had something to offer to the institution. They were learned, well-read scholars who were passionate about education and published in mainstream journals within the areas of their expertise. They worked hard to remain emotionally balanced, spiritually centered, and academically focused. Most often, God and family were at the center of their lives. They embraced their roles as leaders and understood the relationship of their individual positions to the overall university. Participants had accepted the… [PDF]

Smith, G. Pritchy (1998). Common Sense about Uncommon Knowledge: The Knowledge Bases for Diversity. This book explains knowledge bases for teaching diverse student populations. An introduction displays one first-year teacher's experiences with diverse students in a high school classroom in San Angelo, Texas in 1961. The 15 chapters are: (1) "Toward Defining Culturally Responsible and Responsive Teacher Education"; (2) "Knowledge Base 1: Foundations of Multicultural Education"; (3) "Knowledge Base 2: Sociocultural Contexts of Human Growth and Psychological Development in Marginalized Ethnic and Racial Cultures"; (4) "Knowledge Base 3: Cultural and Cognitive Learning Style Theory and Research"; (5) "Knowledge Base 4: Language, Communication and Interactional Styles of Marginalized Cultures"; (6) "Knowledge Base 5: Essential Elements of Culture"; (7) "Knowledge Base 6: Principles of Culturally Responsive Teaching and Culturally Responsive Curriculum Development"; (8) "Knowledge Base 7: Effective Strategies for… [PDF]

McKissack, Elena Aragon de (1999). Chicano Educational Achievement: Comparing Escuela Tlatelolco, a Chicanocentric School, and a Public High School. Latino Communities: Emerging Voices–Political, Social, Cultural, and Legal Issues–A Garland Series. Building on the theorem that a positive self-identity is fundamental to completion of an education, a study was conducted to learn how schools with differing backgrounds affected the ethnic identity of students. Two schools in Denver (Colorado) were selected for this case study. "Broderick High School" is a large public school whose enrollment was mostly Anglo until the mid-1960s, when a large number of Chicanos began attending. Escuela Tlatelolco, is a small, private, Chicanocentric high school founded in 1970 to serve Chicano students. Interviews with 20 Chicano graduates of the two schools as well as interviews and observations of school staff and students examined the methods each school used to transmit a sense of ethnic identity and pride, encourage academic achievement, and counsel Chicano students concerning pursuit of higher education and employment. Six themes emerged: low academic expectations from teachers and counselors were often overcome through intervention…

Kappner, Augusta Souza (1989). Remarks by President Augusta Souza Kappner at the 1989 AACJC Convention Forum, "Leadership toward Empowerment: The National Agenda for Blacks in the 21st Century.". A comprehensive national plan is needed to reverse the declining enrollment and employment of blacks in higher education. Over the last decade, government policies such as cuts in financial aid and the erosion of Head Start, child care, and other programs that benefit the poor have contributed to the negatives trends in minority enrollment. In addition, the inhospitable climate of many college campuses, the small number of black faculty members, and the eurocentric focus of curricula have contributed to the flight of blacks from college. To counteract these trends and conditions, seven issues must be addressed: access to higher education, cultural diversity, racism, research, systematized networking, the effects of institutional policies, and leadership and mentoring. The Borough of Manhattan Community College (BMCC) has been acting upon these issues in a number of ways: (1) the college works with city, state, and community organizations to address a diverse array of community needs…

Cardenas, Blandina; Cardenas, Jose A. (1977). The Theory of Incompatibilities: A Conceptual Framework for Responding to the Educational Needs of Mexican American Children. According to the Cardenas-Cardenas Theory of Incompatibilities, Black, Mexican American, and economically disadvantaged children have not enjoyed the same success in school as that of the typical middle-class American because of a lack of compatibility between the characteristics of minority children and the characteristics of a typical instruction program. Over forty incompatibilities have been identified and grouped into five broad areas: poverty, culture, language, mobility, and societal perceptions. The interrelatedness and interdependence of any programs to address these incompatibilities and the inherent racism in the concept of having minority children adapt to typical programs must be considered prior to the development of an educational plan. A comprehensive education plan aimed at eliminating the incomptibilities between the school and minority children must consider a wide array of change and incorporate the following elements of school activity: educational philosophies,…

Miller, Samuel O., Ed.; And Others (1982). Primary Prevention Approaches to the Development of Mental Health Services for Ethnic Minorities: A Challenge to Social Work Education and Practice. This monograph contains articles on mental health needs, experiences, and preventive social work programs in ethnic minority communities. An overview by Gwenelle Styles O'Neal reviews factors that influence the mental health of ethnic minorities and explores family and community support networks for alleviating stress. Susan Bellinger examines mental health programs and preventive activities in the workplace and discusses efforts to evaluate these programs. June Brown considers whether primary prevention, which relies on examination of social conditions and environmental intervention, can improve the design of family and child social services. Samuel O. Miller and Rita Cates discuss distinctions and linkages between physical and mental health prevention approaches, consider prevention specifically for ethnic minorities, and discuss potentials for developing and implementing preventive programs. James Leigh examines preventive programs in the educational setting, and stresses the… [PDF]

Estes, Nolan (1979). A Dallas Story. The East Oak Cliff Subdistrict in Dallas has sought to improve its educational program through a commitment to making the pluralistic setting of the urban school an asset. The major goals of the district are to create a school and community climate which affirms education and multicultural experiences; to implement a more effective delivery system to ensure mastery of basic academic and social skills; to develop a community outreach and involvement program which maximizes the home-school partnership; and to reach accountability. To facilitate these goals the district uses a governance system in which the administration, in conjunction with the staff, sets building goals. There is a regular assessment of building needs, and a leadership team meets with the associate superintendent. To prepare administrators for making changes, a leadership program has been developed. Community involvement is obtained through such methods as a community convocation and lecture series and cooperation…

Carrington, Christine H.; Sedlacek, William E. (1976). Attitudes and Characteristics of Black Graduate Students. A random sample of 170 black graduate students at the University of Maryland, College Park was sent an anonymous questionnaire concerning their characteristics and attitudes towards academic and nonacademic variables. They tended to agree most strongly that they were certain of their vocational goal, that there was at least one person in their department they could talk to regularly, that black students usually take longer to get their degrees than white students, that black faculty seem interested in black students, and that the racial climate on campus is generally tense. They tended to disagree most strongly with statements that students have ample opportunity to participate in policy making, that channels for expressing student complaints are readily available, that social life for black students on campus is good, that most administrators act like they really care about students, and that there is good communication between black students and the administration. Students… [PDF]

Blake, Sally; Harder, Vicki; Hurley, Sandra; Tinajero, Josefina (2000). Preservice Teachers' Changing Perceptions of Professional Ethics as They Experience Increased Time in the Schools. This study investigated changes in student teachers' attitudes concerning professional ethics as they progressed through teacher education programs. Participants were university students who moved through a series of classes that required increased hours in the classroom with children. They were at 6 levels of educational experience, ranging from freshmen to graduates with at least 2 years teaching experience. Participants completed questionnaires about what they believed the word ethics means, who determines a school's ethics, and the most serious ethical concern faced by educators. About half of each group defined ethics as relating to values, morals, and beliefs. The definition remained consistent as students were exposed to increased hours in the schools. The second largest percentage of definitions fell within the theme of standards and rules. A third major theme was ethics as behavior. Students varied greatly in who they believed determined school ethics. Common themes emerged…

Woodard, Michael D. (1992). Education for the 21st Century: Infusing Cultural Diversity into Policy and Practice. Community college education can be seen as a racist institution to the extent that it does not ensure access to services, access to learning and, ultimately, the completion of a degree program for students of color. Racism and intolerance for diversity restrict democracy in American society. Faculty and administrators at community colleges, however, have a critical role in ushering diversity into democracy. Among students of higher education, community colleges enroll 55% of Latino students, 54% of Native American students, and 43% of African American students. However, many of these students do not persist to graduation. Two-year college educators and administrators have a special opportunity and a special responsibility for the education of students of color. Diversity is not about the numbers of diverse groups represented; rather, it is about creating an environment in which each individual, without regard to ethnicity, gender, physical ability, or age can learn up to his or her… [PDF]

Martin, Renee J., Ed. (1995). Practicing What We Teach: Confronting Diversity in Teacher Education. This work probes the confines of traditional approaches to teaching about diversity, and it explores the possibilities for redefining links between theory and practice, thereby presenting an alternative repertoire for teacher education that emphasizes the relationship between ideology and pedagogy. The publication is in 3 sections. Part 1, Alternative Templates: Building New Foundations, contains 5 chapters: (1) "Teaching Controversial Issues in Higher Education: Pedagogical Techniques and Analytical Framework" (Julie Andrzejewski); (2) "Thinking about Diversity: Paradigms, Meanings, and Representations" (Robert Muffoletto); (3) "Teaching about Diversity through Reflectivity: Sites of Uncertainty, Risk, and Possibility" (Kathleen S. Farber); (4) "Deconstructing Myth, Reconstructing Reality: Transcending the Crisis in Teacher Education" (Renee J. Martin); and (5) "What s All This White Male Bashing?" (Carl Allsup). Part 2, Impact and…

Murrell, Peter (1990). Making Uncommon Sense: Critical Revisioning Professional Knowledge about Diverse Cultural Perspectives in Teacher Education. One aspect of the Alverno College (Wisconsin) teacher education program focuses on the critical treatment (critical revisioning) of popular approaches to teaching across lines of race, class, gender, culture, and power. To illustrate the development of prospective students' ability to think critically about such teaching, this discussion explores the revisioning of learning styles and cognitive styles, with a focus upon the potential for miscommunications in learning interactions, rather than the ascription of cognitive characteristics to individuals or to groups of minority students. The paper examines four assertions in critical revisioning as they apply to the constructs of cognitive style and learning style: (1) styles are reified constructs best understood as patterned dynamics of interaction with parents, teachers, and learning situations, not as static characteristics ascribable to learners themselves; (2) the application of styles research must be grounded in a critical…

(1980). Problems in Urban Centers. Oversight Hearings before the Committee on the District of Columbia. House of Representatives, Ninety-Sixth Congress, Second Session on Problems in Urban Centers, Washington, D.C., and the Federal Government Role (June 25, 26, 27, July 23, 24, 30, and September 30, 1980). [Volume I]. Serial No. 96-16. This is a transcript which documents 1980 hearings of the House of Representatives Committee on the District of Columbia. The transcript compares past and present conditions in Washington, D.C. and other American cities; surveys how Federal assistance has helped or hindered the ability of cities to confront urban problems; and explores how Federal government resources can best aid cities. Washington, D.C. receives the most attention (it is called a "prototype of America's major urban central cities"). Other urban centers considered in relative depth are Atlanta, Miami, Watts, and Detroit. The 35 witnesses whose testimony is presented came from universities, research centers, community programs, and government. Special material is presented from newspapers, the U.S. General Accounting Office, the District of Columbia police department and school system, the Congressional Research Service, the National Community Action Agency, the National Urban League, the National Urban… [PDF]

Mizio, Emelicia, Ed. (1979). Puerto Rican Task Force Report: Project on Ethnicity. A model of mental health service delivery to the low-income Puerto Rican population in areas of the mainland United States where Puerto Ricans are concentrated is presented in this report. The model, designed for use by family service agencies and other similar mental health facilities, assumes that Puerto Ricans are at great risk for mental health problems and are victims of social pressure and racism. The first section of the report represents an effort to develop a conceptual framework upon which to base a design of a service delivery model. This framework utilizes systems and ecological concepts. The second section of the report presents one service model justified by the conceptual base. The model suggests that mental health service delivery programs should anticipate a period of community testing before referrals are made, be located in an accessible physical facility, be established as a separate Puerto Rican program, employ a bicultural staff, and provide special staff…

(2000). New Perspectives in Evaluation. Symposium 6. [Concurrent Symposium Session at AHRD Annual Conference, 2000.]. This document contains three papers from a symposium on new perspectives in education that was conducted as part of a conference on human resource development (HRD). \A Systems Model for Evaluating Learning and Performance\ (Hallie Preskill, Darlene Russ-Eft) describes a model for HRD developers to use in evaluating learning and performance that takes into account not just the processes of evaluation but also the internal and external variables that affect evaluation design, implementation, and utilization. \Economic Analysis of Human Resource Development: Update on the Theory and Practice\ (Richard A. Swanson) reviews economic research related to the contribution HRD makes to the success of organizations and emphasizes the importance of assessing HRD functions in terms of their overall contribution to the organization. According to \Evaluating HRD Research Using a Feminist Research Framework\ (Laura L. Bierema, Maria Cseh), which reports on an analysis of more than 400 Academy of… [PDF]

Cytron-Hysom, Tom; Riggs, Rachel; Vanek, Jen B.; Webber, Alison Ascher (2021). Digital Literacy, the Pandemic, and Racism: A Cascade of Inequitable Events Demanding Action from Adult Education. COABE Journal: The Resource for Adult Education, v9 n2 Article 12 p93-108 Win 2020-2021. The 2020 COABE Digital Literacy and Technology Integration Strand Meeting convened in highly unusual times. Firstly, adult basic skills programs across the country were in the midst of operating completely remotely due to the COVID-19 pandemic and, additionally, the country was searching for a path forward after a national racial reckoning motivated by a surge of protests against White supremacy in the U.S. in the aftermath of the murder of George Floyd. The two events made existing racial inequities and related economic, social, education, health care and other endemic disparities impossible to ignore and catalyzed a broad movement to protest against them. As a strand, we decided to convene in to explore how we might help to mitigate issues of digital exclusion in the Black, Indigenous, and people of color (BIPOC) communities of learners we all serve…. [Direct]

(1991). WISE: Winning with Stronger Education. ACCESS Research Final Report [and] Executive Summary. The Winning with Stronger Education Project (WISE) was designed to develop new ways of educating and training the multicultural population of Anchorage, Alaska. Data were obtained from several sources: a mail survey of 1,600 Anchorage residents (which procured a 62 response rate); personal interviews with 25 key Alaska business leaders; a telephone survey of 375 Anchorage businesses; focus-group sessions with Anchorage school district teachers; and qualitative research with hard-to-reach residents. Two-thirds of the residents who responded to the mailed survey said that they would be willing to spend more on education if they knew where the money was going. They said that the source of this revenue should come from reduced government spending and/or increased taxes. The qualitative research showed that hard-to-reach residents placed a high value on education; yet ethnic and racial minorities described problems due to racism and discrimination among students, teachers,… [PDF]

Williams, Robert W. (2004). W. E. B. Du Bois and the Socio-Political Structures of Education. Negro Educational Review, The, v55 n1 p9-26 Jan. Family involvement in education often has been justified in terms of parental rights or positive educational outcomes. Such justifications are often cast as models and useful strategies to follow. Yet largely absent from the practical advice are the contextual dimensions that condition involvement in the first instance: namely, race, class, gender, among other demographic aspects. This paper focuses on understanding a way to ground the role of family involvement for African Americans today. The paper's theoretical point of departure is W.E.B. Du Bois, the tireless fighter for African-American rights and freedoms. Du Bois utilized a structural approach in both his social science research and his political commentaries. It is an approach which situates the phenomena under study, such as individuals or social groupings, within the contexts of their lives and interactions. As a theoretical consequence, we can better understand how "facts" emerge from specific conditions and how… [Direct]

Quaye, Stephen John (2007). Hope and Learning: The Outcomes of Contemporary Student Activism. About Campus, v12 n2 p2-9 May-Jun. For years, educators and politicians have sought to foster a sense of hope among students–a hope that moves them beyond cynicism about society and incite them to envision better days ahead. Yet as Princeton University professor of religion and author Cornel West discusses in his 2004 book "Democracy Matters", many students today are disillusioned with the minimal progress that has been made since the various civil rights movements of the mid-twentieth century. As college students experience changes in their identity, values, beliefs, and career aims, many must grapple with disappointment. Working to define who they are, what they believe, and how they want to relate with others, they can become upset or disheartened by the problems they see plaguing society: wealth inequality; covert and blatant acts of discrimination and intolerance; dishonesty and corruption among politicians; campus environments that are still unwelcoming to various racial and ethnic minority groups,… [Direct]

Fitz, Raymond L. (1981). Linking Faith and Justice: Reflections on Institutional Conditions and Educating for Justice. Approaches to promoting justice education on a Catholic university campus are considered. A model of experiential learning for the sake of justice, based on the insights of liberation theology and research on cognitive development and style, suggests that there are a variety of instances within campus life where skills of justice can be learned. Another approach is that of programming centers, which can be utilized on campus to educate for justice and to make justice education an integral part of the mission of the university. The conditions for institutionalizing these programming centers, for insuring an appropriate resource base for them, and staffing approaches are examined. The experiential learning model has four major movements: awareness of institutional dilemmas and success (experiences of injustice and justice); critical reflection on dilemmas and successes to understand the social context of these experiences; creative formation of change models; and testing implications… [PDF]

Crowther, Jim, Ed.; Martin, Ian, Ed.; Shaw, Mae, Ed. (1999). Popular Education and Social Movements in Scotland Today. The following papers are included: "Foreword" (Colin Kirkwood); "Introductory Essay: Popular Education and Social Movements in Scotland Today" (Ian Martin); "Popular Education and the Struggle for Democracy" (Jim Crowther); "Social Movements and the Politics of Educational Change" (Lindsay Paterson); "Learning from Popular Education in Latin America" (Liam Kane); "Women, Adult Education and Really Useful Knowledge" (Jean Barr); "The Significance of the Scottish Generalist Tradition" (Murdo Macdonald); "With 'Real Feeling and Just Sense': Rehistoricising Popular Education" (Tom Steele); "A Critical History of the Workers' Educational Association in Scotland, 1905-1993" (Robert Duncan); "Muslims in Scotland: Challenging Islamophobia" (Elinor Kelly, Bashir Maan); "'A Band of Little Comrades': Socialist Sunday Schools in Scotland" (David Fisher); "Defiant Sisters: Exploited…

Reitz, Charles (1988). Bennett, Bloom and Boyer: Toward a Critical Discussion. An overview is provided of the educational philosophies of Allan Bloom, Lynne V. Cheney, William Bennett, and Ernest Boyer, with special focus on their political underpinnings. The essay begins with an examination of the issues discussed in "The Closing of the American Mind," by Allan Bloom. Concern and disagreement is expressed about: (1) Bloom's rejection of an "education of openness,""liberalness," and academic concern with racism, sexism, and elitism; (2) the use of the charge of "nihilism" beyond the boundaries of its genuine applicability; and (3) his attitude toward the superiority of this country and its history which resists self-criticism and approaches an ethnocentric adoration of the American way of life. Concluding comments in this section assert that Bloom is actually calling for the closing of the American mind around what he believes is the only real common good–liberal learning in the classic sense that has traditionally…

Bakut, S.; Hadfield, Mark (1998). TIME for Change–Life Long Learning and a Black Inner City Community. The TIME Project was an effort to improve the access to and use of higher level vocational education and training among the black communities of Nottingham (England). The emphasis was on the city's community of African Caribbeans. This paper discusses the development of the TIME Project from the perspectives of a white academic community from the University of Nottingham, the university associated with the project, and a black community development worker. Their different perspectives reflect both an outsider's view of the situation of the African Caribbean community and the view of an insider. The paper's central argument is that the development of the TIME Project revealed new forms of racist practices that required project workers to rethink the scope of access programs in the African Caribbean community. These practices were new forms of racism in that they arose within contexts of policy and practice that did not exist until relatively recently and they were not primarily… [PDF]

Jahn, Karon L. (1990). Racist-Sexist-Hate Speech on College Campuses: Free Speech v. Equal Protection. On college campuses today, the debate rages over whether self-restraint and tolerance for nonconformity is overriding a need to protect certain individuals and groups from objectionable speech. Some administrators, students, and alumni wish to prevent "bad speech" in the form of expressions of racism, sexism, and the like. Advocates for limiting "bad speech" argue that such expressions do not deserve first amendment protection because the messages cause irreparable harm and are meant to do so. Some researchers argue that the right to privacy which has been identified within the equal protection clause of the fourteenth amendment can limit sexist-racist-hate speech, but the Supreme Court's integrationist reading of the clause contradicts such a view. More speech, not less, is needed to break down the walls of classification, educate others, and provide for equality. Banning hate speech creates an exception to the first amendment which denigrates its meaning…. [PDF]

(1990). Bigotry and Violence on Missouri's College Campuses. A Summary Report. This publication reports on the bigotry and violence on Missouri's college campuses based on the perspectives of 15 persons at a community forum held March 22, 1989. Participants included representatives of federal and state government agencies, human rights organizations, law enforcement agencies, and faculty, staff, students, and administrators from two- and four-year institutions of higher education. The federal official gave information on perpetrators of hate crimes on campus and a process for conflict resolution. Community and media consultants provided views on the collection of data for properly informing and educating the public on hate crimes and anti-semitism. Law enforcement officials told the forum why and how information on hate crimes is or is not reported. Two students described their thoughts and responses on the issue of racism. Faculty, administrators and staff provided different views of bias-motivated incidents, complaints, and harassment on their campus. Some… [PDF]

Green, Robert L. (1972). Urban America and Crucial Issues Facing Higher Education. Today's university is an active, political force within our society which must actively commit its resources to the eradication of urban problems such as racism, poverty, health care, infant mortality, drug abuse, inferior housing, unemployment, education, transportation, and so on. First and foremost, the \white mask\ of the university must be removed. Large numbers of blacks, Chicanos, Puerto Ricans, Indians, and poor whites must be recruited and admitted to the university. Once there, these students must be exposed to a \new morality\ of the university that is aimed at the urban areas of our country and committed to changing social and urban policy. Urban programs must assume the authority of training students and granting degrees in urban development and social change. The leadership for the urban commitment of the university must come from top university administrators. Within this context, action or service is not incongruent with scholarly, academic efforts and research…. [PDF]

Glass, Gene V.; Smith, Mary Lee (1977). "Pull Out" in Compensatory Education. This paper examines the research on "pull out," a method or type of school organization for remedial teaching of Title I eligible pupils. Four major issues addressed are: (1) the educational benefits of pulling students out of the daily routine to provide them with compensatory education services; (2) the impact of such action on students; (3) whether a child is better served if he remains in the classroom all day; and (4) alternatives to "pull out" available for providing compensatory assistance to educationally disadvantaged children. Other related issues examined are: the prevalence of "pull out" programs, the benefits and/or losses resulting from "pull out" programs, teacher contact with and attitudes toward pulled out pupils, financial costs of "pull out" programs, and the potential contribution of "pull out" programs to cultural separatism, racial segregation, or even racism. It is concluded that despite the near… [PDF]

(1994). "Creating Unity from Diversity: Finding Our Commonalities, Respecting Our Differences." Presenter Abstracts of the Annual National Conference of the National Multicultural Institute (9th, Washington, D.C., May 19-22, 1994). This is primarily a collection of abstracts for training workshops for professionals in the field of multicultural education. The abstracts are: (1) "An Exploration of the Unspoken: A Group Relations Approach to Multicultural Dialogue" (Zachary G. Green); (2) "Exploring Our Cultural Assumptions" (Daniel Rivera); (3) "Challenging Homophobia: Perspectives from the Multicultural Gay Community" (Bonnie Berger); (4) "On Race and Racism" (Lauren N. Nile); (5) "Strategic Cultural Change: Creating High Performing Inclusive Organizations" (Judith H. Katz); (6) "From Dominance to Diversity: Creating a New Paradigm for the Workplace" (Kathleen Saadat and Gary Howard); (7) "Cross-Cultural Training and Diversity Training: What Difference Does It Make? (Johnnie H. Miles and Sandra M. Fowler); (8) "Psychological Testing with Civil War Refugees from Central America and Africa" (Sara Nieves-Grafals); (9) "Refugee Mental… [PDF]

Archibald, Jo-ann, Ed.; Urion, Carl, Ed. (1995). Honoring What They Say: Postsecondary Experiences of First Nations Graduates. Canadian Journal of Native Education, v21 n1. A pilot study of the experiences of First Nations postsecondary graduates focused on the relationship between postsecondary education and employment, factors encouraging success, and barriers and problems faced by Native college students. Piloted at the University of British Columbia (UBC) (Vancouver) and the Native Education Centre (NEC) (Vancouver), the research model aimed to be consistent with First Nations ways through respect for respondents, growth-oriented dialogue among all participants, and the centrality of such fundamental First Nations principles as spirituality and sense of community. Data collection included mail surveys, telephone interviews, and focus groups. A questionnaire with both forced-choice and open-ended questions was mailed to all known First Nations graduates of UBC. Of 67 respondents, about 70 percent were women and most were graduates of the Faculty of Education. Principal sources of student support were First Nations people, institutions, and agencies…. [PDF]

Urbanski, Monika, Ed. (2022). No Sustainability without Justice: An Anthology on Racial Equity & Social Justice. Volume III, 2022. Association for the Advancement of Sustainability in Higher Education Systemic racism represents a major barrier to the effective resolution of sustainability challenges. Resolving these challenges requires understanding, cooperation and strategic action across industries and societies. Volume III of "No Sustainability Without Justice: An Anthology on Racial Equity and Social Justice" shares perspectives on how racial equity, social justice, diversity and inclusion are integral components to sustainability, and are particularly relevant for higher education sustainability practitioners. [For Volume I, see ED628105. For Volume II, see ED628106.]… [PDF]

Daniels, Aubrey D.; Edwin, Mary (2022). The Impact of Racial Trauma on Black Students' College and Career Outcomes: An Antiracist Approach. Professional School Counseling, v26 n1b. Black students experience a unique form of pervasive trauma based on their racial identity. Discrimination–a social determinant of health (Social determinants of health)–results in racial trauma that negatively affects students' college and career outcomes, such as career adaptability, career thoughts, career decision making, and postsecondary attainment. We share recommendations for school counselors to adopt an antiracist and trauma-informed approach to implementing career development interventions that address SDOH-related challenges for Black students…. [Direct]

Weinberg, Meyer (1977). Minority Students: A Research Appraisal. This book presents a comprehensive review of research on minority students and desegregation. An interdisciplinary approach which covers all major approaches to the problem and which presents contrasting viewpoints on school integration and minority student education is used. Effecting change in the classroom and the schools is the central concern of this book. Beyond the usual exclusive concern with subject areas which can be manipulated statistically, this tome includes the perspectives of historians, lawyers, economists, and even non-specialists. Factors treated at some length include the historical and legal background of the education of minority groups, the ideology of racism, a continuing reexamination and questioning of prevailing views of the role of social class and race in learning, and the impact of minority communities upon the schools. Separate chapters deal with Spanish-surnamed and American Indian students. The impact of schooling is examined in the areas of academic… [PDF]

Goodman, Christie L., Ed. (2022). IDRA Newsletter. Volume 49, No. 9. Intercultural Development Research Association The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Bridging the Digital Divide." Contents include: (1) Texas High School Attrition Rate Worsens for the First Time in Seven Years — Highlights of IDRA's 37th Annual Attrition Study (Charles A. Cavazos); (2) Keeping Young Digital Citizens Safe (Michelle Mart√≠nez Vega); (3) Digital Divide Stories in South Texas Colonias; and (4) The Parallel Roads to Digital and Racial Justice (Christina Quintanilla-Mu√±oz)…. [PDF]

(2005). Chronicle of Higher Education. Volume 51, Number 32, April 15, 2005. Chronicle of Higher Education, v51 n32 Apr. \Chronicle of Higher Education\ presents an abundant source of news and information for college and university faculty members and administrators. This April 15, 2005 issue of \Chronicle for Higher Education\ includes the following articles: (1) \M.A. Students as Pledges\ (Hengen, Nicholas); (2) \It's All An Illusion\ (Schweber, Simone); (3) \Building a Pathway for Occupational Students\ (Bailey, Thomas; Jenkins, Davis); (4) \Change in the Principal's Office: The Role of Universities\ (Levine, Arthur); (5) \When 'Academic Progress' Isn't\ (Sperber, Murray); (6) \Seeking Out Lives of Faith, In All Their Awesome Absurdity\ (Beal, Timothy K.); (7) \The Truth about Teaching about Racism\ (Lyons, Paul); (8) \Of Kings, Queens, and Castles in Maryland\ (Wills, Eric); (9) \In Cambodia, Crafting Law Amid Chaos\ (Overland, Martha Ann); (10) \New Developments May Alter Enforcement of Title IX\ (Suggs, Welch); (11) \4 Universities Will Help Digitize Newspapers from the Early 20th Century\… [Direct]

Mock, Karen R., Comp. (1984). Multicultural Early Childhood Education Bibliography and Resource List. Compiled for early childhood educators, this list of resources for multicultural education provides a total of 153 entries in the categories of readings for teachers, curriculum materials, nonprint media, children's books, resource bibliographies and catalogues, Canadian periodicals, and resource agencies. Brief annotations accompany most entries. Some references are specific to Canada, but most are of general interest. Texts and collected readings (39 entries) cover recommended background reading for educators at all levels. Articles (29 entries) cover topics such as model programs and school practices that improve race relations. Curriculum materials (14 entries) include guides for teachers, pamphlets, coloring books, activity books, and a guide to Canadian holidays. Nonprint media (13 entries) list films and records for use with students of all ages, teachers, and parents. Children's books (25 entries) include stories from many cultures as well as immigration and newcomer…

Kinnucan-Welsh, Kathryn; Newsom, M. Cookie; Ridenour, Carolyn (2001). "Is the Tape Off?" African American Respondents' Spontaneous Discussions of Race and Racism When the Researcher Is Also African American. This study explored the dynamic of race within the research process when researchers and respondents were African American, looking at critical race theory. It was part of a larger study on the cultures of inner city schools at the beginning of a privately funded scholarship program. Researchers were both African American and white. This paper presents one African American researcher's experiences with African American teachers and administrators who waited until formal data collection ended, and the tape recorder was off, before speaking frankly about racial issues. Their comments about race and racism focused on: conditions that African American children lived in and the impact on student achievement and the inability of white teachers to effectively teach African American students. African American teachers viewed themselves as cultural mediators and believed there were not enough African American teachers on staff. No African American teachers mentioned racial issues during… [PDF]

(1972). Target: Development Action. This handbook, suggestive rather than prescriptive, is written for Young World Development and/or similar groups committed to active involvement in community, national, and world improvement. Emphasis is upon organizing high school, college, and adult courses and action programs in the community which will help sensitize participants and make them aware of the need for action toward building a just and equitable society where none go hungry. The guide which includes resources of readings, films, and other activities, is divided into four sections. 1) "Education Action" describes three courses in development: a high school prepared curriculum, a teach-in, and a community course. Other activities are also suggested for bringing people together. 2) "Community Action" offers ways in which groups can experience conditions of poverty and racism within their own community. Ideas such as establishing a New World Resource Center, hunger banquets and a weekend of… [PDF]

McGinnis, James B. (1977). A Strategy Guide for Schools and School Systems in Education for Peace and Justice. This is a revision and update of an earlier curriculum guide designed to meet the needs of educators in implementing education for peace and justice (EPJ) in both public and religious school systems. The guide is divided into four parts, with an introductory essay presenting the goals for an EPJ program. Goals of the program include: developing skills for nonviolent conflict resolution; searching for causes of and alternatives to war; recognizing institutional violence (racism, sexism, imperialism, etc.); developing global awareness of the interdependence of nations; generating alternatives for future societies and institutions; building cooperative structures in the classroom and school; promoting the values of peace and justice; patriotism; integrating the values of peace with the making and living of peace; and understanding and living Christian hope. Part 1 outlines a step by step process for looking at, deciding, planning, and implementing EPJ programs. Using the collective…

(1977). The Five Chinese Brothers: Time to Retire; Exit Goblins and Fairies: Enter a New Children's Theater; What Children are Reading in GDR Schools. Interracial Books for Children Bulletin, v8 n3 l977. This issue of the "Interracial Books for Children Bulletin" has three major articles. The first deals with the book titled, "The Five Chinese Brothers". This is one of the most widely circulated children's books in the United States. Although this book has been tauted as being authentically "Chinese", it is being reevaluated in light of current awareness about anti-Asian stereotypes. It is noted that this book is a relic of historical racism which can harm non Chinese children's potential for bias free thought and behavior. The second article describes a West German avant garde theater movement which deals with emancipatory education for children. In all of the plays, events are viewed through the eyes of children who take the lead in analyzing problems and solving them. In addition to plays, the theater provides books, records, and teaching manuals as an integral part of their performance. The third article focuses on what children are reading in the…

Brooks, Glenwood C., Jr.; Sedlacek, William E. (1973). Racism in the Public Schools: A Model for Change. As many interracial problems and issues are focused upon in the general society and in the education system, increasing numbers of counselors, educators, personnel workers, and the like, are being called upon to provide assistance. The Cultural Study Center at the UNIVERSITY OF Maryland, College Park, has developed an approach to working with racism in educational institutions which may prove useful to others attempting change in this area. The model is aimed primarily at changing whites or white oriented institutions. In order to demonstrate the model, the approach used in two different Maryland school systems is discussed and evaluated. One program was conducted for a large suburban system, with more than 160,000 students enrolled, which had had many racial incidents and problems over the years, and was expecting a court ordered desegregation plan to go into effect shortly after the conference was held. A two day conference for 91 key central office staff and supervisors was held…. [PDF]

Couse, Leslie J. (1998). Read with Me: The Use of Cultural Role Models in Children's Literature. This study examined the portrayal of the elderly within African American, Latino, and Native American cultures in picture books for children ages 3 to 8 years. Thirty books were selected from libraries and book stores and examined using guidelines from three sources: (1) "Ageism in Literature Analysis," a 15-item rating scale; (2) "Stereotypes Worksheet" from the National Association for the Education of Young Children (NAEYC) Anti-Bias Curriculum; and (3) "Ten Items for Analyzing Children's Books for Sexism and Racism." The results indicated that the Ageism scores from the "Ageism in Literature Analysis" form ranged from 1.93 to 3.0 (fair to good). The NAEYC "Stereotype Worksheet" and the "Ten Items" form resulted in few biases found in the children's books. An annotated bibliography notes biases, positive portrayals, and the ageism score for each book. The screening process used by the reviewer and the need to update the… [PDF]

Rossell, Christine H. (2005). Magnet Schools: No Longer Famous, but Still Intact. Education Next, v5 n2 p44-49 Spr. It was in 1968, when Martin Luther King had been assassinated, and American cities were erupting in flames because of King's violent death and the decades-long smoldering resentments from racism, that the nation's first "magnet" school opened in Tacoma, Washington. The following year, 1969, the country's second magnet school opened–this one, more appropriately, in Boston, soon to be an epicenter of the race-based school wars. Within a decade there would be hundreds of such magnet schools all over the country. The idea was simple enough: draw white students to predominantly black schools by offering a special education with a focus on a particular aspect of the curriculum, such as performing arts, or Montessori, or advanced math, science, and technology. Federal and state agencies, anxious to avoid the growing messiness of coercive integration measures like forced busing, directed new resources toward these magnets, encouraging their pioneering academic programs and giving… [Direct]

Redden, Charlotte E. (2002). Social Alienation of African American College Students: Implications for Social Support Systems. Quality of life at an academic institution includes students perception of the university environment, perceptions of their cultural fit within the environment and stress created by environmental context. African American students perceived their predominantly white university more negatively than their white counterparts. Understanding the environmental context and academic comfort of African Americans in higher education is particularly important when personal academic achievement is sought. Evidence suggests that African Americans attending Predominantly White Colleges and Universities (PWCUs) experience significantly greater levels of overt racism, feelings of isolation, personal dissatisfaction and stress. If the environment at PWCUs is unwelcoming and intolerant of African Americans it can lead to depression and social alienation. Social alienation plays a significant role in adjustment to college as evidenced in research. Research will be cited that students of social… [PDF]

Deyhle, Donna, Ed.; Parker, Laurence, Ed.; Villenas, Sofia, Ed. (1999). Race Is…Race Isn't: Critical Race Theory and Qualitative Studies in Education. Critical race theory offers a way to understand how ostensibly race-neutral structures in education–knowledge, merit, objectivity, and "good education"–in fact help form and police the boundaries of white supremacy and racism. Critical race theory can be used to deconstruct the meaning of "educational achievement," to recognize that the classroom is a central site for the construction of social and racial power. It can also be used to provide the theoretical justification for oppositional "counterstories" that challenge educational assumptions from an outsider's perspective. The educational studies in this book integrate counter-storytelling with qualitative research to open new areas of inquiry. Following "Introduction to Critical Race Theory in Educational Research and Praxis" (Daria Roithmayr), the chapters are: (1) "Just What Is Critical Race Theory and What's It Doing in a 'Nice' Field Like Education?" (Gloria…

Chenault, Venida; Yellow Bird, Michael J. (1999). The Role of Social Work in Advancing the Practice of Indigenous Education: Obstacles and Promises in Empowerment-Oriented Social Work Practice. The mission of social work is to help people meet their basic needs and enhance their well-being. Through a strong empowerment orientation, the profession can aid people vulnerable to oppression as a result of racism, discrimination, and poverty. Social work can be a powerful force in advancing the practice of Indigenous education. Social workers and educators working together can use empowerment-oriented strategies to enable Indigenous people to influence educational decisions and practices that affect their lives. These strategies include building strong collaborative relationships with parents, teachers, students, and school administrators to increase their personal and political power; moving away from models that blame the student, family, or culture for Indigenous students' low academic achievement, high dropout rates, and nonconforming behavior; and overcoming oppressive structural aspects of school and community life that create disappointing outcomes for Indigenous… [PDF]

Bouvier, Rita; Ward, Angela (2001). Resting Lightly on Mother Earth: The Aboriginal Experience in Urban Educational Settings. This book examines the differential educational experiences of Aboriginal peoples in urban centers–primarily in Canada, but also in Australia and the United States. Major themes of the book are maintenance of individual and collective Aboriginal identity, the impact on that identity of disconnection from the land, spirituality as the key to understanding Aboriginal world views, and the effects of a colonial legacy. The book's four sections illustrate the range of urban Aboriginal responses to city life, focusing on an overview of Aboriginal student experiences in urban intercultural classrooms; the stories of students who are particularly marginalized by poverty, cultural dislocation, and racism; the identity-affirming work of the Saskatchewan Urban Native Teacher Education Program; and interviews with Aboriginal and non-Aboriginal educators who have built intercultural coalitions through their work. Following an introduction by Angela Ward and Rita Bouvier, the 10 chapters are:…

Britton, Liz; Chatrik, Balbir; Coles, Bob; Craig, Gary; Hylton, Carl; Mumtaz, Saira (2002). Missing ConneXions: The Career Dynamics and Welfare Needs of Black and Minority Ethnic Young People at the Margins. An evaluation addressed how existing services in England, especially the ConneXions career guidance service, reach or overlook groups of young people at the margins–those from minority ethnic groups who experience social exclusion and disaffection. Material from 2 sets of indepth interviews with 64 young people (most 16 and 17 years old) in 2 fieldwork sites was analyzed. Findings indicated nearly half of the sample had been subject to exclusion from school of some form; fairly systematic truancy was the norm; for almost half, disaffection began long before they left school, often provoked by traumatic events at home; young people who are NEET (Not in Employment, Education, or Training) are potential problems for the system; young people within the public care system experience additional difficulties, including racism; young people live on the margins of society after they leave school and are often unknown to official agencies; and official agencies were often profoundly…

Collins, Lynn D., Ed.; Sowell, Thomas, Ed. (1978). American Ethnic Groups. The essays in this volume focus on the historical and social evolution of six American ethnic groups. Thomas Sowell discusses similarities and differences in the experiences of antebellum "free persons of color," emancipated slaves and their descendants, and West Indian immigrants, and examines trends in the socioeconomic status of black Americans. In an essay on Chinese and Japanese Americans, William Peterson reviews the histories of their immigration to the United States and addresses the themes of social mobility, social pathology, and acculturation. Alice Kessler-Harris and Virginia Yans-McLaughlin similarly explore the economic and social mobility of three European immigrant groups, the Irish, the Italians, and the Jews, explaining their differential mobility by economic, educational, cultural and political factors, as well as racism. Variation in income among different ethnic groups is examined by Eric Hanushek. This author considers educational factors and local…

Chesler, Mark; And Others (1970). Planning Educational Change. Volume 3: Integrating the Desegregated School. This manual has been designed to assist teachers and principals to achieve integrated schools, primary attention being focused on the problems of racial integration–the issues between blacks and whites in the schools. Chapters deal with the following: the meaning of integration and of planning for school change, delineating a six-stage scheme for this process; information for principals and teachers about the important diagnostic stage; the role and activities of the classroom teacher, especially in regard to academic instruction and race relations in racially mixed classes; the principal as the school's administrative and educational leader and his relationship to the various people and groups important in effecting integration; and, the change processes necessary for the attainment of quality education in any school and their particular application to integrated schools. An annotated bibliography summarizing the issues and perspectives expressed in the manual is included…. [PDF]

Dean, Elizabeth; And Others (1983). History in Black and White: An Analysis of South African School History Textbooks. Designed to examine the way that different ethnic groups are presented in South African secondary school history textbooks, this study gives special attention to the extent and nature of ethnic stereotyping in texts and the endorsement of particular social and political attitudes relevant to contemporary South Africa. By using a sociological perspective rather than an historical or educational one, this study focuses less on the historical accuracy or pedagogic merit of textbooks than on the kind of 'world views' being offered and their implications for society as a whole. The first of eight chapters gives an introduction and background to the study. Chapter 2 presents a profile of education in South Africa, while chapters 3 and 4 examine aims and methods of textbook analysis and the distribution of subject matter. Chapters 5 through 7 look at the treatment of topics in detail, i.e., blacks and whites in the early 19th century, South African contemporary history, and social and…

(1990). Pathway to Tomorrow: Preparing Today's Children for Success. All American school children are growing up in a world that makes them significantly \at-risk\ for educational and social failure due to various factors including: poverty, changing family structure, homelessness, hunger, poor health care, prenatal drug and alcohol exposure, increased incidence of child abuse and neglect, teenage pregnancy, racism, and violence in schools and communities. School psychologists are specially trained mental health professionals who work with preschoolers, children, adolescents, teachers, and families. They work with all school personnel to help make education a positive and rewarding experience, and to improve students' academic and social achievements. School psychologists want these things for children, families, and schools: (1) being prepared to learn; (2) safe schools; (3) prevention; (4) access to services for all children and families; (5) involving the family in school; (6) schools must welcome all children; and (7) student success. School…

Boucher, Stanley W., Ed.; And Others (1970). Mexican-American Mental Health Issues: Present Realities and Future Strategies. In June 1970, the Western Interstate Commission on Higher Education Conference on Mexican American Mental Health Issues was held at Goleta, California Primary goal of the conference was to promote learning, not specific action, program funding, or legislation. Planned by Chicanos, the 3-day conference was aimed at bringing together Chicanos from all over the West who were concerned about mental health. Over 140 Chicanos from 9 western states attended. Some had formal degrees, some were "New Careerists", some were eminent writers, and some were citizens of the barrios. This report consists of eight papers presented at the conference. These are (1) "Institutional Deviance: The Mexican American Experience"; (2) "The Plight of Los Batos in El Barrio"; (3) "El Sentido de la 'Salud Mental' en Los Angeles Del Este" ("The Meaning of 'Mental Health' in East Los Angeles"); (4) "The Impact of Class Discrimination and Racism on the Mental…

(1995). Challenge, Change and Opportunity: Overview, Texts and Agenda. "The Future of Multi-Ethnic Britain: Challenges, Changes, and Opportunities" was a conference organized by the Runnymede Trust in partnership with other organizations to consider changes in multiethnic Britain in recent years, principal challenges and opportunities for the future, and what to do about them. These issues were discussed in general plenary sessions and in specialist workshops concerned with antiracism, identity, immigration and citizenship, law and justice, urban policy, and work and management. Following an overview of the conference, extracts are presented from the following conference papers: (1) "Purpose and Context" (Trevor Phillips); (2) "Setting the Agenda" (Bhikhu Parekh); (3) "Government Policy" (Michael Howard); (4) "Goals and Gains: (Herman Ouseley); (5)"Ethnicity and Complexity" (Tariq Modood); (6) "Concerns in the Inner City" (Pola Uddin); (7) "Renewing Anti-Racism" (David Gillborn);… [PDF]

Dorn, Charles (2005). "I Had All Kinds of Kids in My Classes, and It Was Fine": Public Schooling in Richmond, California, During World War II. History of Education Quarterly, v45 n4 p538-564 Win. In this article, the author discusses the experiences of Marian Sauer as one of the teachers during World War II. Marian Sauer, began teaching at Woodrow Wilson Elementary School in Richmond, California, in 1942. During World War II, Richmond's population skyrocketed, as a direct result of homefront mobilization and school enrollments grew six times, dramatically over taxing the capacity of the city's public schools. Simultaneously, emigration transformed the demographic characteristics of Richmond's student population. Plagued by a shortage of classroom space and confronted by a growing number of academically impoverished students, Richmond's public elementary and secondary schools struggled simply to remain in operation throughout the war years. Yet as trying as their working conditions were, Marian Sauer and many of her colleagues considered their racially, ethnically, and culturally diverse pupils in need of a good education and considered it their professional, wartime… [Direct]

Bray, Scott W. (1999). The Emancipation Proclamation for Indian Education: A Passion for Excellence and Justice. This document addresses an educational system that is failing Native American children. Despite the trappings of equality, the system is failing to teach Native American children the essential skills of reading, writing, math, and thinking. The mission in Indian education is to enable each child to reach full potential in spirit, mind, and body by providing essential skills and ensuring that all students achieve or surpass national norms and standards. Fifteen steps are outlined that are necessary to achieve this mission. The first step is to meet students' basic needs, including cleanliness and hunger. Second, physical fitness should be emphasized by establishing programs such as 50 Mile Clubs. Third and fourth, accountability of school boards must increase, and racism must end. Fifth, school leadership must be improved. Suggested techniques include showing inspirational movies at schools and holding rallies with students. The sixth step would be to change the elementary system so… [PDF]

Jones, Sarah E. (1990). Structural Impediments to Success: A Look at Disadvantaged Young Men in Urban Areas. This paper explores how recent economic, demographic, and social changes have created the conditions that are presently constricting the opportunities and future expectations of today's urban young men. While research indicates that all disadvantaged youth in urban areas are facing impediments to their success, the paper focuses on the realities of disadvantaged young men in their mid-teens to early twenties. The following factors and influences are examined: (1) economic trends; (2) demographic trends; (3) urban poverty; (4) family formation; (5) educational achievement; (6) drugs and violence; (7) incarceration; and (8) lack of supports. The paper asserts that a growing number of youth and families need assistance if they are to overcome the forces of poverty, joblessness, and racism that place them at risk of not realizing their potential as self-sufficient and productive citizens. Today's disadvantaged young men in urban areas desperately need supervision during nonschool and… [PDF]

Grace, Andre P. (2002). "Transformational Ministry" and "Reparative Therapy": Transformative Learning Gone Awry. North Americans' fear and preoccupation with safety and security as a result of the September 11 attacks is similar to that felt by gays and lesbians in daily life. Queer persons are not part of the Christian family, according to Jerry Falwell and other rightist Christian fundamentalists, including those involved in transformative ministry and reparative therapy. Transformational ministry is aimed at elimination of same-sex desire and intimacy and conversion to a heterosexual lifestyle. Reparative therapy is orthodox psychotherapy which, unlike current American Psychiatric Association practices, classifies homosexuality as a mental disorder. A politics of conversion, characterized by self-worth and concern for others, would argue against such exclusionary practices. Cornell West locates heterosexism in power intersections with white supremacy and patriarchy. His vision of a popular struggle for liberation incorporates queer people into a vision for cultural democracy. Democratic… [PDF]

Pelo, Ann, Ed. (2008). Rethinking Early Childhood Education. Rethinking Schools, Ltd "Rethinking Early Childhood Education" is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education. An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs. This book is divided into eight parts. Part One, "Prioritize Anti-Bias, Culturally Sensitive Teaching and Learning," contains the following: (1) What Color Is Beautiful? (Alejandro Segura-Mora); (2) Why an Anti-Bias Curriculum?… [Direct]

May, William W., Ed. (1990). Ethics and Higher Education. American Council on Education/Macmillan Series on Higher Education. The purpose of this book is to provide a basic resource that defines the ethical issues in higher education and to offer a starting point for means of resolution or policy development in regard to them. Part 1 establishes an interpretive framework for the book in the following papers: "Institutional Culture and Ethics" (David Smith and Charles Reynolds); "Academic Principles of Responsibility" (Charles Reynolds and David Smith); "Through Thick and Thin: Two Ways of Talking about the Academy and Moral Responsibility" (James Laney). Part 2, focusing on activities and functions common to most institutions, contains "Academic Planning: Values and Decision Making" (Richard Morrill); "Admission Recruiting and Selection: Some Ethical Concerns" (Alice Cox); "Ethical Issues in Intercollegiate Athletics" (Lonnie Kliever); "Institutional Advancement: Survival with Integrity" (Harlan Stelmach and Mark Holman); "Ethical…

Crawford, Beth S.; Kreidle, Ann M. (1992). Black South Africans in the United States: An Analysis of Their Educational and Practical Training Experiences. A study was done of the experiences of Black South Africans who came to the United States for education and training. The research studied 140 individuals who participated in two programs between 1980 and 1991. Data were collected from the student files and from standard university data from "Profiles of American Colleges" by Barron's Educational Series. The study focused on three outcomes: personal and academic satisfaction and academic achievement. The results indicated that, in general, satisfaction ratings were high with regressional analysis showing that the less satisfied degree candidates included male students, married students, and those at low-cost universities. Undergraduates preferred a rural location and graduate students preferred warm climates. Female undergraduates demonstrated higher levels of academic achievement, while all graduates performed better in cold climates. Results also indicated that for those obtaining practical experience, a good mentor was… [PDF]

Passow, A. Harry (1975). New Curricula for Multi-Ethnic Schools. Equal Opportunity Review, June 1975. This paper asserts that most of the urban and suburban schools are racially and ethnically isolated. Consequently, what are needed are curricula suited to a culturally diverse population which does not attend culturally and ethnically diverse schools. Thus, one issue requiring examination, it is stated, is the extent to which curricula are similar or different for culturally diverse student populations in contrast to culturally homogeneous groups. A definition of cultural pluralism proposed by the National Coalition for Cultural Pluralism suggests curricular strands that deal with (1) ethnic and cultural awareness of one's own identity, (2) understanding of other cultures, and, (3) awareness of the nature of racism and sexism as these affect individual and group behavior. It is a definition which has implications for both cognitive and affective development of the individual. While it is held that schools must certainly do a far more effective job in the basic skills areas, an… [PDF]

Rutter, Jill (2001). Supporting Refugee Children in 21st Century Britain: A Compendium of Essential Information. This book provides information on the most recent groups of refugee children in British schools, including children from Albania, Eastern European Roma, the former Soviet Union, Iraq, Kurdistan, Algeria, Colombia, Ecuador, Bolivia, Kenya, Nigeria, and many other countries. Because educational provisions for students from refugee communities have progressed, the book describes new approaches that have proven effective. The 14 chapters are: (1) "Who are Refugees?"; (2) "Refugees in the United Kingdom"; (3) "The Rights and Entitlements of Asylum-Seekers and Refugees"; (4) "The Reception, Settlement and Integration of Asylum-Seekers and Refugees in the United Kingdom"; (5) "Towards an Education Policy for Refugee Students"; (6) "A Warm Welcome: Admission and Induction"; (7)"Supporting Children Whose First Language is Not English"; (8) "Home Language Maintenance and Development"; (9) "The Psychological…

Ford, Donna Y. (1995). Counseling Gifted African American Students: Promoting Achievement, Identity, and Social and Emotional Well-Being. Counseling Research-Based Decision Making Series 9506. This monograph attempts to bridge the fields of education and counseling, focusing on the academic, social and emotional, and psychological concerns of gifted African American students. Also discussed are gender issues between African American males and females relative to social and educational variables; barriers to counseling for African American students, including those identified as gifted; and recommendations for counselors who work with these students. The counseling strategies and philosophies that are espoused center on the holistic development of students, including the problems experienced by gifted students in general (such as high anxiety and stress, low self-concept, and poor peer relations) and African American and minority students in particular (such as racism, low teacher expectations, disproportionate dropout rates, learning style differences, and racial identity). Nine guidelines for working with gifted African American students are recommended: (1) focus on… [PDF]

(1994). Report of the AAP Task Force on Minority Children's Access to Pediatric Care. This report examines five major components that affect minority children's access to health care. They are: health status, barriers to access, workforce, organizational response, and the role of the American Academy of Pediatrics (AAP). Recommendations are included for each of these components. Health status indicators for minority children include: premature death and disability caused by controllable illnesses and high infant mortality, differential rates of immunization, teenage pregnancy, and injuries associated with violence. Minority children also encounter barriers to health care access. Among these barriers are: economic factors, such as a lack of financial resources and inadequate insurance, and geographic factors that result in limited availability of providers and facilities. Other barriers are: poverty and lack of education, which often translate into delayed health care and poor compliance with treatment, cultural insensitivity, racism, and classism. Workforce factors… [PDF]

Fine, Michelle, Ed.; Weis, Lois, Ed. (1993). Beyond Silenced Voices: Class, Race, and Gender in United States Schools. This book presents the following 16 papers addressing race, class, and gender in U.S. education; institutionalized power and privilege; and policies, discourses, and practices that may silence powerless groups: (1) "Breaking through the Barriers: African American Job Candidates and the Academic Hiring Process" (Roslyn Arlin Mickelson, Stephen Samuel Smith, and Melvin L. Oliver); (2) "Gifted Education and the Protection of Privilege: Breaking the Silence, Opening the Discourse" (Mara Sapon-Shevin); (3) "Testing and Minorities" (Walter Haney); (4) "Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire" (Michelle Fine); (5) "Empowering Minority Students: A Framework for Intervention" (Jim Cummins); (6) "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" (Lisa D. Delpit); (7) "Joining the Resistance: Psychology, Politics, Girls, and Women" (Carol Gilligan); (8)…

Settee, Priscilla (2000). Indigenous Knowledge in the Sciences and a Practical Application in the Super Saturday Project. This paper reviews books and research papers concerned with Indigenous science knowledge and its integration into school curricula and describes current efforts to bridge Western and Native science. "A Yupiaq World View: Implications for Cultural, Educational and Technological Adaptation in a Contemporary World" (Angayuqaq Oscar Kawagley) documents Yupiaq practices in a fish camp and how they relate to science education in Yupiaq schools. "Look to the Mountain: An Ecology of Indigenous Education" (Greg Cajete) presents a science curriculum development model reflecting Native philosophy and culture. "The Foundational Values of Cultural Learning" (Kallen M. Martin) describes the Ahkwesahsne Science and Math Project, which bases curricula in Iroquoian traditional oral literature and Aboriginal number systems. In "Lighting the Seventh Fire," F. David Peat, a Western physicist, chronicles his awakening to Indigenous science knowledge and its… [PDF]

(2005). No Retreat: Lorna Peterson–University at Buffalo, NY. Library Journal, v130 n5 pS36 Mar. When Clark Atlanta University announced in 2003 it would close its library school, Lorna Peterson, a library educator at the University at Buffalo, NY, mounted a campaign to save the program, which has graduated more black library leaders than any other. \I did not want this to happen without a fight. It cannot be said that librarians, Friends of Libraries, the American Library Association, Georgia Library Association, just allowed themselves to be walked over,\ she said. Not letting people walk over you defines Peterson. Kathleen de la Pena McCook of the University of South Florida, Tampa, says, \Her persistence in generating profession-wide concern for the closure of Clark Atlanta, her development era service learning project to meet the needs of the homeless, and her clear vision for the future of LIS education as manifested in her work with the Committee on Accreditation have had a profound effect on the profession.\Peterson worries that LIS education has marginalized issues of…

Dewart, Janet, Ed. (1987). The State of Black America 1987. This book consists of 12 papers on current issues affecting black Americans. Titles (and authors) are the following: (1) \Black America 1986: An Overview\ (John E. Jacob); (2) \The Law and Black Americans: Retreat from Civil Rights\ (Julius L. Chambers); (3) \Taking Charge: An Approach to Making the Educational Problems of Blacks Comprehensible and Manageable\ (Sharon P. Robinson); (4) \The Future of School Desegregation\ (Charles V. Willie); (5) \Economic Status of Blacks 1986\ (David Swinton); (6) \Blacks, Budgets, and Taxes: Assessing the Impact of Budget Deficit Reduction and Tax Reform on Blacks\ (Lenneal J. Henderson); (7) \Black Families in a Changing Society\ (Andrew Billingsley); (8) \Social Welfare Reform\ (Barbara Bryant Solomon); (9) \The Black Underclass in Perspective\ (Douglas Glasgow); (10) \Drug Use: Special Implications for Black America\ (Beny J. Primm); (11) \AIDS: A Special Report\ (Beny J. Primm); (12) \Blacks in State and Local Government: Progress and…

Sacks, David O.; Thiel, Peter A. (1995). The Diversity Myth. "Multiculturalism" and the Politics of Intolerance at Stanford. This book chronicles, from the point of view of students who are unwilling participants in the process, the transformation of Stanford University from an institution committed to preserving the values of Western civilization to one intent on engineering social change on campus to promote the dogmas of multiculturalism. The book is an insider's tour of the world of speech codes, the dumbing down of admissions standards and curricula, the campus witch hunts, and the anti-Western zealotry that masquerades as "multiculturalism." Part 1, "The New Academy", discusses the rejection of Western values; multiculturalism from the vantage points of student diversity, moral relativism, political and social ideology, and enforcement of conformity in behavior and attitudes; the education of Generation X, with details about grade inflation, curriculum content, courses characterizing Westerners as oppressors, and courses inculcating radicalism. Part 2, "The New…

Hochschild, Jennifer L. (1985). Thirty Years After Brown. Although many school districts and classrooms have desegregated since the 1954 Brown decision, desegregation is neither complete nor uniform. Moreover, racial isolation is growing in some regions and cities, and new forms of separation are arising within desegregated schools. New desegregation strategies and policies are needed, but these will be constrained by current demographic trends (such as the general move away from Northeastern cities to the suburbs and to the South) and economic phenomena, such as the growing poverty of cities. Similarly, citizens' changing political preferences are cause for pessimism, especially the decline in fervor for civil rights initiatives. Even among blacks, doubts are increasing that mandatory desegregation is either possible or advisable. Yet civil rights proponents should not despair: surveys reveal that Americans strongly and increasingly endorse racial integration and deplore segregation and racism. Policy makers must attempt to resolve debate… [PDF]

Cosby, Arthur G.; Picou, J. Steven (1979). Social Inequality and Educational Achievement in Rural America. Career and career related preference expressed by a number of rural Southern high school youth were found to moderately predict their early adult behaviors. Preferences for post high school education were the dominant influence and single best predictor of subsequent educational attainment. Moderate linkages were also found to exist between preferences for early marriage, residence, and military service with the corresponding early adult behavior. These findings resulted from a study of a broad population of rural Deep South youth over a six year period. Three sets of social surveys followed the same individuals from the high school sophomore year in 1966 into young adulthood, four years past high school. Responses were gathered on career preferences, educational aspiration, marriage plans, and fertility and residential expectations, with the final phase of the survey seeking data on actual educational and residential attainment, marital status, and fertility. Whether male or… [PDF]

Akrofi, Eric (2005). Reflections on D.A. Masolo's "Presencing the Past and Remembering the Present: Social Features of Popular Music in Kenya". Action, Criticism, and Theory for Music Education, v4 n3 Sep. In their introduction of "Music and the Racial Imagination," co-editors Ronald Radano and Philip Bohlman assert that although music is "saturated with racial stuff", "musicology–in its historical, structural-analytical, and ethnographic expressions–has sought to deny the racial dimension." Much as the author agrees with them, he also thinks that racism or racial discrimination is a sensitive topic in which many scholars in the field of musicology or ethnomusicology are reticent to engage. As an African musicologist and music educator, the author is especially interested in the two essays featuring the continent of Africa namely, D.A. Masolo's study of popular music in Kenya and Thomas Turino's paper on race, class and musical nationalism in Zimbabwe. However, he has elected to focus on a single chapter from "Music and the Racial Imagination," D.A. Masolo"s "Presencing the Past and Remembering the Present: Social Features of Popular… [PDF]

Armstrong, Paul, Ed.; And Others (1997). Crossing Borders, Breaking Boundaries. Research in the Education of Adults. An International Conference. Proceedings of the Annual SCUTREA Conference (27th, London, England, United Kingdom, July 1997). The following are among the 104 papers included: "Vocational Education and Training Partnerships in Remote Aboriginal Communities" (Arnott, Dembski); "Participation in Adult Education" (Benn); "Learning Organisations" (Bierema); "A Conceptual Framework for Understanding the Institutional Dynamics Involved in a University's Response to an Allegation of Racism" (Bishop); "An Analysis and Critique of Transformation Theory and Adult Learning" (Boucouvalas); "Research in Adult Learning" (Brew); "Reforming Australian Education and Training" (Brown); "Challenging Metrocentrism" (Butler); "Life at the Glass Ceiling" (Caffarella, Clark, Ingram); "Crossing Borders and Breaking Boundaries" (Cavanagh); "Learning as a Non-unitary Self" (Clark); "New Education Policy Directions in South Africa" (Cooper); "Globalisation and a Pedagogy of (Dis)location" (Edwards, Usher);…

Beyer, Francine S.; Presseisen, Barbara Z. (1994). Facing History and Ourselves: An Instructional Tool for Constructivist Theory. This paper presents a study using "Facing History and Ourselves," an interdisciplinary approach to knowledge development that focuses on the period of Nazi totalitarianism as a powerful case study through which teachers can stimulate moral reasoning and develop critical thinking skills in their students. The program encourages teenage students to learn about this particular historical period in depth while at the same time recognizing the causes and consequences of prejudice, racism, and violence in the present society. The questions that were explored in this study are: (1) how can teachers apply the theory of a constructionist conception of education to the instruction of domains of knowledge that are the very substance of the school's program? and (2) how would one best prepare teachers and students for their new constructivist roles in the classroom? It was decided to address these questions by examining an established teacher development program that advocates the… [PDF]

Hill, John; Osler, Audrey; Tikly, Leon (2005). The Ethnic Minority Achievement Grant: A Critical Analysis. Journal of Education Policy, v20 n3 p283-312 May. This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving. The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour government's policies relating to minority ethnic groups and social inclusion and reports on the author's research into the use made by Local Education Authorities (LEAs) of EMAG based on an analysis of LEA EMAG action plans. It suggests that although there have been some improvements in closing the gaps between minority ethnic achievement and national averages since the introduction of the Grant, these have been largely limited to groups receiving English as an Additional Language (EAL) support, although these groups continue to underachieve. Further the relative achievement of some groups, notably Black Caribbean pupils, has not improved at all… [Direct]

Baker, Edith M. (1997). Creating Justice in the Classroom by Avoiding "Just-Ness": Developing the Ethical Stance in Composition 101. Exposure to racism, prejudice, and stereotypes is common in a student's first experiences in a university setting. Language can be a tool to dispel this lack of knowledge about differences in cultures. Awareness of the negative effects of certain words in the English language is one of the first steps to breaking down barriers of discrimination. English 101 at Bradley University (Illinois) was designed with an emphasis on cultural awareness. The one-semester course, required of all first-year students, also incorporates a philosophy to meet some of Bradley's core commitments to the values of a liberal arts education: that the pursuit of knowledge will be conducted in a spirit of free and open inquiry "where the individual is respected and responsible, where each person is the object and source of humane and civil behavior." Bradley's composition program teaches the student to (1) write accurately, clearly, and effectively; (2) achieve an acceptable level of competency in…

Gersti-Pepin, Cynthia (2002). Magnet Schools: A Retrospective Case Study of Segregation. High School Journal, v85 n3 p47-52 Feb-Mar. Often lost in the discourse regarding educational policy-making and implementation are the micropolitical experiences of the individuals who are most affected by policy: students. Policymakers often develop policy under the guise of making schools better, but in effect they often lose sight of insuring that all students receive a good education regardless of gender, race, or class distinctions. In the quest to satisfy constituents and competing value systems, the possible negative effects of policies on students are often ignored. Most policymaking relies on traditional assumptions of a meritocratic system, that implicitly supports the hierarchical structure of society. Since there is only so much room at the top, a certain number of students are doomed, or expected, to fail. Within the bureaucratic structure of educational systems, important goals such as providing a quality education for all children are ignored, or forgotten about, in order to preserve the existing hierarchy. This… [Direct]

Bigler, Ellen (1996). On Exclusion and Inclusion in Classroom Texts and Talk. Report Series 7.5. To analyze some of the processes through which student voices and lived experiences can be either excluded or included, a study focused on elements of the classroom environment already addressed in previous analyses, examining "texts and talk" in two middle school English classrooms. The study analyzed how the classroom environments that the teachers constructed–through literature choices, classroom pedagogy, interactions with students, and responses to linguistic and cultural diversity–work in ways that either affirm or exclude the voices and lives of nonmainstream students. The research site was Arnhem, a small upstate New York city, struggling with problems typical of urban communities in the deindustrializing Northeast. Younger Hispanic families moving into the area where older citizens of Polish and Italian descent already lived occasioned a prolonged debate over the role of the schools. A New York State Education Department team investigated charges of racism in… [PDF]

Molander, Elizabeth R. (1991). Travellers' Children in a Junior School in Norfolk with Historical, Legislative, and Educational Perspectives on Travellers. This general study reports on Travellers (often called gypsies) with a specific focus on children who attended one school in Norfolk (United Kingdom) during January-July 1991. Divided into six chapters, chapter 1, "An Historical, Legislative, and Educational Perspective on Travellers," offers an overview with distinctions made between the people collectively known as Travellers into Scottish and Irish Travellers, New Travellers, Showmen, and the group on which the research is focused, the Gypsies. Chapter 2, "The Local Scene and the ex-Head Teacher," gives perspectives of a local resident on the Travellers and settled communities, the ex-Head of the Junior School, and the coordinator of the Traveller Education Service. Chapter 3, "The New Head Teacher and Some Staff at Haynes Junior School," goes inside the school and details new policy and staff attitudes. Chapter 4, "Some Children and Staff at Haynes Junior School," describes some children's… [PDF]

Godfrey, Phoebe (2004). "Sweet Little (White) Girls"? Sex and Fantasy across the Color Line and the Contestation of Patriarchal White Supremacy. Equity & Excellence in Education, v37 n3 p204-218. The presence of the Little Rock Nine at Little Rock's Central High in September 1957 as a result of "Brown vs. the Board of Education" evoked anger, fear, and even panic among some parts of the white community, and many white women and girls responded with near hysteria. This article seeks to answer why. What was it about integration that provoked such a response from many Whites, and especially from white females? By briefly examining both the history of white racism and the socio-political context of the 1950s, this article argues that what Little Rock Whites, and in particular white females, were responding to was the fear of miscegenation. Yet this was not exactly the same fear of miscegenation that had spread throughout the South in the post-Civil War period in which white woman were supposedly at peril from the black male rapist. This fear of miscegenation, it is argued, had a new twist and that new twist came from the white women and girls themselves. Based on an… [Direct]

Walton, Karen Doyle, Ed. (1996). Against the Tide: Career Paths of Women Leaders in American and British Higher Education. Women describe their personal journeys to top positions of leadership in higher education in the 20 essays collected in this book. Ten American and 10 British college and university heads tell their unique stories about passing through the "glass ceiling" that limits the career leadership opportunities for women in academe. Essays include: "Good Fortune Counts" (Tessa Blackstone); "A British/American Journey" (Paula Pimlott Brownlee); "The Mistress's Story" (Juliet Campbell); "By Thriving and Striving, 'Firsts' Are Secondary" (Carol A. Cartwright); "A View from One Presidential Office" (Martha E. Church); "An Oxford History" (Ruth Deech); "Against the Tide" (Mary Maples Dunn); "Overcoming Racism" (Vera King Farris); "Tough Mind, Warm Heart" (Carol C. Harter); "Nurturing Chance: An Accidental Life" (Bette E. Landman); "From Whitehall to Cherwell" (Elizabeth…

Majors, Richard, Ed. (2001). Educating Our Black Children: New Directions and Radical Approaches. This collection of papers from U.S. and British contributors focuses on positive social inclusion policy and practice for black students. There are 15 chapters in five parts. Part 1, "Tackling Historical and Contemporary Education Problems," includes: (1) "Racism, Policy and the (Mis)Education of Black Children" (David Gillborn); (2) "The Education of Black Children: Why Do Some Schools Do Better Than Others?" (Maude Blair); and (3) "Academic Disidentification: Unravelling Under Achievement among Black Boys" (Jason W. Osborne). Part 2, "Radical Black Approaches to Education," includes: (4) "The 'Miseducation' of Black Children in the British Educational System: Towards an African-Centered Orientation to Knowledge" (Mekada Graham); (5) "Lessons from America: The African American Immersion Schools Experiment" (Diane S. Pollard and Cheryl S. Ajirotutu); and (6) "Black Supplementary Schools: Spaces of Radical…

Jones, Betty B. (1993). Working with the "Only One" in the Division. The call for greater diversity among college faculty and administrators is a prominent feature in the literature of higher education and especially of community colleges. For faculty members and administrators who may be the only, or the first, or even the token minority within their division, it is important to resolve what being the "only one" means and what opportunities it represents. Interviews with five African Americans, two Hispanics, one Native American, one Asian, two physically handicapped, and one female vocational education instructor, each identified as the "only ones" in their academic departments, combined with a review of the literature, helped to identify a number of issues that were common in the experiences of the "only ones." These issues include: (1) the comments or behavior of these individuals tended to be enlarged and generalized to the groups they represented, often leading to overachieving behavior; (2) the individuals often… [PDF]

Brunn, Michael; Crump, Jeff; Delaney-Barmann, Gloria; Fimmen, Carol; Gutierrez, Maria; Riggins, Debi; Schabilion, Dan; Watters, Britta; Witthuhn, Burton (1998). A Spatial Study of the Mobility of Hispanics in Illinois and the Implications for Educational Institutions. Working Paper No. 43. This paper examines the growth and characteristics of the Hispanic population in Illinois and presents a case study of how a rural Illinois community and its schools are adapting to an influx of mostly Mexican immigrants. The first section discusses Mexican immigration to Illinois during the 1900s and provides racial/ethnic data on population growth in the Midwest and Illinois during the 1980s; educational attainment, 1980-95; income and poverty rates; and population change in metro and nonmetro Illinois, 1990-96. In "Anytown," a rapid influx of Hispanic workers for a new meatpacking plant has resulted in local conflicts over education, housing, and race. Hispanic students in the schools increased from less than 5 in 1993 to 350 in 1998. As school administrators became aware of the rising numbers, they responded by hiring translators, bilingual aides, and a bilingual coordinator; creating a prekindergarten class for Hispanic students; encouraging parent participation; and… [PDF]

Becker, Adeline (1980). The Role of the School in the Maintenance and Change of Ethnic Group Affiliations. The public schools play a major role in the Americanization of foreign-born students. This process gives rise to questions regarding the meanings attached to ethnic identity and the effect that the schools have on the formulation and change of these meanings. To examine these issues, 18 Portuguese immigrant students in an urban New England school were studied to determine whether there were differences in manifestations of ethnic identity in various settings. Comparisons were made between 8 \recent\ immigrants (in the United States for less than 2 years) and 10 early arrivals (here from 6-16 years). Additionally, both the school's official policy and actual practices (including teacher attitudes) vis-a-vis limited English proficient (LEP) students, were examined. In a general sense, it was found, the 18 students lived in two cultures, one at home and the other at school. Instead of helping them adapt to their bicultural reality, the school tried to negate the students' Portuguese…

Lincoln, Eugene A. (1975). White Teachers, Black Schools, and the Inner City: Some Impressions and Concerns. This document presents interview data acquired from white and black teachers and white and black parents. Among the questions dealt with are: why white teachers teach in black schools in the inner city; whether white teachers are willing to accept black leadership (i.e., the black principal); whether a majority white faculty should be assigned to a majority black school; whether racism is widespread among the majority white faculty; whether the white teacher is afraid to discipline the black student, even when the need to do so is obvious; and the extent to which white teachers can interpret the black subculture. Five papers are included, addressing issues such as the white teachers in the all-black school, some comments on the Lincoln project and problems encountered by white teachers in black schools and instruction, learning, and the problems encountered by white teachers in black schools. One paper by public school educators addresses the issue of white teachers in black… [PDF]

Wolpe, Annemarie (1994). Adult Education and Women's Needs. A Study of Some Community Organisations in the Western Cape. CORE Working Paper No. 2. A study reviewed nonformal education provided by community organizations, particularly that for women, in the Western Cape (South Africa). It was set against a background of the struggle against apartheid and women's special needs and interests. The interview schedule included open-ended and structured questions and was designed to elicit details on the structure of organizations, the training they provided, the problems faced by the interviewees and recommendations for the future. Findings indicated that organizations varied in size, number of people reached, and number of paid or volunteer workers. Aims of the organizations were broad and of a general nature. The multifaceted nature of the goals of many organizations could prove inefficient in the long-run. Funding was one of the most crucial problems. The organizations did not address issues of sexism and racism within themselves. Survival strategies training included primary health care directed almost exclusively at women and… [PDF]

Sotomayor, Marta, Ed. (1976). Cross Cultural Perspectives in Social Work Practice and Education. Six Symposia. The relationship of social work practice and education to minority groups is discussed in six symposium papers. The first paper, by Armado Morales, discusses acts of commission and omission by the mental health delivery systems that reflect racism and oppressive attitudes toward Mexican Americans. The relevance and applicability of present approaches are questioned. The paper by E. Daniel Edwards and Margie E. Edwards describes the culture, lifestyle and values of American Indians. It provides historical accounts of American Indian policies and the effects of such policies on the American Indian; approaches to the historical understanding of the American Indian and how this could enhance social work practice are also discussed. Another paper, by Wilhemina Perry and Antonia Pantoja, points out that efforts to create social reform must inevitably include the review of theoretical paradigms. The black family and black culture are described as adaptations to the social circumstances…

Langenbach, Michael, Comp. (1991). Adult Education Research Annual Conference Proceedings (32nd, Norman, Oklahoma, May 30-June 2, 1991). Papers in this volume include: "Retirement Learning" (Adair); "Effect of Literacy on Personal Income" (Blunt); "Popular Discourse Concerning Women and AIDS" (Boshier); "John Steinbeck's Learning Project" (Brockett); "Faculty Careers of Professors of Adult Education" (Caffarella); "Racism in Canada" (Carriere); "Perspectives on Program Planning in Adult Education" (Cervero, Wilson); "Inclusive Language and Perspective Transformation" (Coffman); "Impact of Critical Social Theory on Adult Education" (Collard, Law); "Assessing Adult Learning Strategies" (Conti, Fellenz); "Class Age Composition and Academic Achievement" (Darkenwald et al.); "Redesign of Continuing Education as a 'Practical Problem'" (Dirkx et al.); "Framework for Understanding Developmental Change among Older Adults" (Fisher); "Value of Literacy for Rural Elderly" (Freer);… [PDF]

Coomer, M. Nickie; Jackson, Robin G.; Skelton, Seena M.; Thorius, Kathleen King (2020). Shifting from Surveillance and Control in Virtual Learning Environments: Utilizing Principles of Universal Design for Learning & Culturally Sustaining Pedagogy. Equity Dispatch. Volume 5, Issue 1. Equity Assistance Center Region III, Midwest and Plains Equity Assistance Center In this edition of "Equity Dispatch," we discuss equity implications around disciplinary policies in virtual learning contexts. We offer practical applications of principles of Universal Design for Learning & Culturally Responsive Pedagogy as proactive strategies for engaging students in virtual learning activities…. [PDF]

Livingston, Becca (1973). A Matter of Course. This paper argues for an educational orientation to American studies in high school that contributes toward individual growth and a sense of compassion toward humanity. According to the author, conventional schooling is a process of training youth to fit into out society by internalizing the accepted behavior and attitudinal norms. The student adjusts to a lock-step process in which he climbs in a predetermined fashion to a predetermined goal of social status and material success. Instead, education should encourage the development of personal growth and the interrelatedness of that growth with the growth of humanity; criticism of current societal values; and the development of values based upon compassion, creativity, and the uniqueness of the individual within his own culture. A suggested course outline with this focus includes four main aspects. First, the course structure must organize the world in such a way as to give direction and clarity to the student's discovery of the… [PDF]

Copeland, Valire Carr (2005). African Americans: Disparities in Health Care Access and Utilization. Health & Social Work, v30 n3 p265 Aug. Despite remarkable improvements in the overall health of the nation during the past two decades, compelling evidence suggests that the nation's racial and ethnic minority Americans suffer increasing disparities in the incidence, prevalence, mortality, and burden of diseases and adverse health outcomes compared with white Americans. The 1998 Presidential Initiative on Race and Health was the first national commitment to eliminate health disparities between majority and minority population groups. Because racial and ethnic minority groups will increase to nearly 40 percent of the U.S. population by 2030 (U.S. Department of Health and Human Services [HHS] 2000), a stronger commitment to better understand health disparities and develop new diagnostic, treatment, and prevention strategies for their elimination is a sound investment. Only rigorous population and epidemiologic research can discern where these disparities exist, define the scope of the problem, and identify and evaluate new…

Newby, Robert G. (1979). Desegregation–Its Inequities and Paradoxes: Toward an Equitable and Just Educational Policy for Afro-Americans. Educational Policy for Afro-Americans. This paper examines the major social science contributions to racial balance as a policy alternative to the unequal educational opportunity suffered by Afro-Americans. It is argued that, although the policy is considered by advocates and the courts to be a remedy for discrimination, it is in fact a continuation of white dominance, or racism. It is pointed out that support of this policy by proponents who are usually anti-racist creates a paradoxical situation. It is reasoned that the basis for this paradox rests with a certain lack of logic on the part of social scientists in both the "Brown" decision and the more recent "Racial Isolation Report." Poor conceptualization and inadequate or inappropriate methods are cited as reasons for a misleading understanding of what constitutes segregation and discrimination. These problems are discussed in detail along with a discussion of research findings which show that the benefits of desegregation are mixed but more often…

Roberts, Nina (1996). Women of Color in Experiential Education: Crossing Cultural Boundaries. Outdoor adventure is stereotyped as a White, male activity. Women who participate are going against the stereotype of outdoor activities as a male domain, but women of color additionally confront the domain of race. Constraints on women generally include socialization into an ethic of care, concern for physical and psychological safety, and lack of skills and opportunities. For women of color, prejudice and marginality accentuate any injustice or inequality. Cultural behaviors, women's roles, and constraints peculiar to African American, Native American, and Mexican American women are reviewed, and implications for their participation in outdoor education are discussed. Interviews with three women–one African American, one Chinese American, and one Chicana with Navajo ancestry–concerning leadership, gender issues, and experiences of outdoor adventure participation revealed differing perspectives. However, all interviewees felt that encouraging more women of color to be role… [PDF]

Urbanski, Monika, Ed. (2021). No Sustainability without Justice: An Anthology on Racial Equity & Social Justice. Volume I, 2020. Association for the Advancement of Sustainability in Higher Education AASHE's advisory committee on Diversity, Equity, and Inclusion conceived of "No Sustainability without Justice: An Anthology on Racial Equity and Social Justice" as a way to share guidance around how racial equity, social equity, diversity, and inclusion are integral components to sustainability for those employed in higher education. These essays discuss racial equity as a necessary condition for a sustainable campus. [For Volume II, see ED628106. For Volume III, see ED628107.]… [PDF]

Megan Gallagher; Rachel Lamb (2023). Integrating Housing and Education Solutions to Reduce Segregation and Drive School Equity. Research Report. Urban Institute School desegregation and equitable access to educational opportunity takes alignment in the housing and education sectors. Racist housing policies and practices have systematically limited access to opportunity for generations of people of color, profoundly affecting their wealth, and perpetuating racial disparities in opportunity and well-being for children. Contemporary school enrollment patterns of students of different races reflect the legacy of state-sanctioned segregation and decades of exclusionary practices in housing and education. This report lays out a through line between housing policies and practices, inequitable school resources, and inequitable educational outcomes. It discusses racist policies that drive residential racial segregation and how limited residential opportunities have manifested for students through school segregation and education inequity. Next, it shares solutions from communities across the country to address segregation across both sectors,… [PDF]

Shelton, Michael W. (1995). "Political Correctness–Reality or Myth in the Academic Workplace?". Political correctness (PC) is often associated with attempts to place limits or boundaries on expressions of racist, sexist, or homophobic attitudes and feelings. PC is most often associated with such efforts on college and university campuses. Many critics of PC have attempted to suggest that these activities pose a great threat to American society. They suggest that PC is restrictive of opinion and free expression. The comments of Nat Hentoff are typical. He notes that "many white male students, faculty members and administrators are convinced that speech must have its limits if racism, sexism, and homophobia are to be extirpated in and out of the classroom." It would be naive, however, to assume that anti-PC criticism is a by-product of objective investigation. Much of the anti-PC rhetoric is a direct result of highly organized and well-funded campaigns by conservative elements. Further, virtually all of the evidence against PC consists of collections of anecdotes…. [PDF]

Gordon, June A. (1993). Why Did You Select Teaching as a Career? Teachers of Color Tell Their Stories. This paper reports on part of a larger research study on the reasons for the shortage of minority students entering colleges of education and the teaching profession. Interviews were conducted with 140 teachers of color in three urban school districts: Cincinnati (Ohio), Seattle (Washington), and Long Beach (California). The focus of this part of the research was the personal motivations of the informants for selecting teaching as a career. Recurring themes emerged from the responses that need to be explored and better understood if the profession hopes to attract and retain teachers of color in the future. Major themes include influence of other people, involvement with youth, and being called to the profession. Most respondents claim to have gone into teaching due to someone else's influence: their family, a friend, or a teacher. Additional reasons given include: making a difference, teaching as a calling, love of children, previous involvement with youth, love of subject matter,… [PDF]

Kleeman, J. Kole (1995). Bringing in a Pedagogy of and for Difference and Diversity in the Speech Communication Classroom. The academy is one of the legitimate sites within our culture where values of citizenship and democracy can be encouraged through a critical pedagogy that seeks to transform oppressive social relations that are often naturalized by what Louis Althusser called ideological state apparatuses–the media, family, schools, churches and so on. Several different models of education are available to the educator today, the most widespread of which is the transmission model. This model trains students in "what to know" and "what to believe" and behind this model lies an agenda of reward and obedience and conformity. A critical cultural view of pedagogical practice, however, realizes the power that teachers and schools have to transform and redefine existing social relations. This view posits that students can improve their lives by the liberatory potential of dialogue. This pedagogy might be the most appropriate for the speech communication classroom. One engine that may… [PDF]

Cohen, Marc J., Ed. (1994). Causes of Hunger: Hunger 1995. Fifth Annual Report on the State of World Hunger. This comprehensive report shows how hunger is interrelated with other social ills, including powerlessness, violence, poverty, environmental destruction, and discrimination. More than a billion people are too poor to afford an adequate diet and other essential of life such as health care, housing, sanitation, safe water, and education. In the United States, an estimated 30 million people cannot afford to buy enough food to maintain good health. The report shows how thousands of private organizations and millions of individuals are helping hungry people in the United States and worldwide. The report contains two essays for an overview of the problem of hunger and seven other essays on various aspects of the hunger problem. Essays include: (1) \Introduction: The Courage to Choose\ (Richard A. Hoehn); (2) \Overview of World Hunger\ (Peter Uvin; Marc J. Cohen; A Cecilia Snyder; Richard A. Hoehn; Maureen Harris); (3) \Cause 1: Powerlessness and Politics\ (Marc J. Cohen); (4) \Cause 2:… [PDF]

Bastick, Tony, Ed.; Ezenne, Austin, Ed. (2003). Teaching Caribbean Students: Research on Social Issues in the Caribbean and Abroad. The issues and findings in the research essays in this collection focus on two main themes: the identification of challenges in preparing Caribbean students for the new global network and the isolation of the challenges posed in developing these global relations. Part 1, \Socially Sensitive Pedagogies,\ contains: (1) \Domain-Specific Modern Language Course Developments for Caribbean Integration\ (Beatrice Boufoy-Bastick); (2) \Creole Interference or Linguistic Elasticity?\ (Ingrid Waldron); (3) \Use of Case Method in Educational Administration\ (Austin Ezenne); (4) \Situated Attainment: Measuring Under Achievement in Jamaica\ (Tony Bastick); and (5) \El Colectivo Tonguas: The Development of a Bilingual, University-Level Creative Writing and Performance Poetry Extracurricular Program in the Puerto Rican Context\ (Loretta Collins). Part 2, \Adapting to School and Society,\ contains: (6) \Identity Development of Caribbean Girls in Canadian Schools\ (Beverly Jean-Daniel); (7) \Caribbean…

Weiler, Kathleen (1998). Country Schoolwomen: Teaching in Rural California, 1850-1950. This book focuses on the lives and work of women teachers in two rural California counties between 1850 and 1950. It explores the social context of teaching and what teaching meant and provided to women teachers. Chapter 1 explores the shifts between 1840 and 1930 in representations of the woman teacher in the United States. Chapter 2 discusses the ways that assumptions about early 20th-century feminism, demands for rural education reform, ideas about progressive education, and the activism of key women educators in positions of power and influence shaped the rise of the bureaucratic educational state in California. Chapter 3 discusses the economic and demographic history of rural Tulare and Kings counties, California; the growth of their public school systems; racism and migrant workers; early one-room and private schools; and changes in the demographic profile of the teaching population. Chapters 4-6 draw on interviews to explore the lives of women teachers in the two counties…

Cepeda, Rita; Guichard, Gus (1986). Plan for Improving the Enrollment, Retention and Transfer of Minority Students. A specific action plan for increasing the enrollment, retention, and transfer of minorities in California's community colleges is presented, as developed by the participants at a December 1985 invitational symposium. Introductory material explains the goals and objectives of the symposium and identifies the five major recurrent themes raised throughout the small and full group discussions; i.e., institutional racism, open access, intersegmental articulation, community partnership, and advisory boards. Next, five recommendation areas are discussed: (1) institutional commitment (i.e., commitment to improving minority student recruitment and retention by colleges, districts and the system); (2) partnerships between the different educational systems aimed at increasing the transfer rates of minority students; (3) uniform standards forming a clear set of expectations for all students in areas such as course prerequisites, basic skills, academic progress, and probation/dismissal… [PDF]

Laughlin, Peggy; Sleeter, Christine; Torres, Myriam N. (2004). Scaffolding Conscientization through Inquiry in Teacher Education. Teacher Education Quarterly, v31 n1 p81-96 Win. It is common knowledge that the great majority of preservice teachers are white while the student population is becoming increasingly diverse. Surveys consistently find that although a large proportion of white preservice students anticipate working with children of another cultural background, as a whole they bring very little cross-cultural background, knowledge and experience, and little awareness or understanding of discrimination, especially racism. Preservice students of color tend to bring greater commitment to multicultural teaching, social justice, and providing children of color with an academically challenging curriculum. As teacher educators, these authors have wrestled with using multicultural critical pedagogy to prepare such preservice students both to teach culturally and linguistically diverse students well, and to use multicultural critical pedagogy. They have found Paulo Friere's problem-posing pedagogy to be especially helpful. Their teaching processes provide… [PDF] [Direct]

Campbell, Peter (2007). Edison Is the Symptom, NCLB Is the Disease. Phi Delta Kappan, v88 n6 p438-443 Feb. Engaging students requires giving them a say in what they learn and how they will learn it. However, in strictly disciplined, rule-bound schools with test-driven curricula, this cannot happen. Edison Schools, Inc., a for-profit Education Management Organization (EMO), and Confluence Academy, an Edison-run school located in one of the most economically disadvantaged areas in the heart of inner-city St. Louis are logical expressions of the nation's contemporary system of education, especially the way that we educate poor minority children. Edison is profiting–literally and metaphorically–from the Bush Administration's No Child Left Behind (NCLB) Act. And Confluence is simply following federal and corporate marching orders. But Confluence and Edison are symptoms of a much larger social disease, a disease that creates the conditions for these companies to exist and thrive and for these schools to be regarded as models for our future. Educational management organizations (EMOs) such as… [Direct]

Shujaa, Mwalimu J., Ed. (1994). Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies. This book attempts to demonstrate some of the ways African-Americans can use their cultural base to educate children. The book fits into the Afrocentric school of thought with its aim to develop subject-centered analysis and solutions for children. The book makes the commitment that education is a cultural imperative for all African-American people who aspire to be truly self-determining. The book is divided into five parts with sixteen chapters, a foreword and an afterword. Mwalimu J. Shujaa wrote the introductions to each part. The foreword is entitled \Cultural Work: Planting New Trees with New Seeds\ (Haki R. Madhubuti). The afterword is entitled \The Afrocentric Project in Education\ (Molefi Kete Asante). Part 1, \Evaluating Our Assumptions about Education and Schooling: Developing African-centered Orientations to Knowledge,\ includes: (1) \Education and Schooling: You Can Have One without the Other\ (Mwalimu J. Shujaa); (2) \Black Intellectuals and the Crisis in Black…

Demie, Feyisa (2005). Achievement of Black Caribbean Pupils: Good Practice in Lambeth Schools. British Educational Research Journal, v31 n4 p481-508 Aug. The aim of this research article is to investigate how pupils from Black Caribbean backgrounds are helped to achieve high standards in British schools and to identify a number of significant common themes for success in raising the achievement. It draws evidence of good practice from 13 case study schools in the local education authority (LEA). The main findings of the research carried out show that Key Stage 2 (KS2) and General Certificate of Secondary Education (GCSE) results have improved significantly in the case study schools in the last seven years and all schools are performing above national average with Black Caribbean pupils. The study has also identified a number of good practices in successful schools. Among the key features that contribute to the success in the case study schools for raising the achievement of Black Caribbean are: strong leadership with emphasis on raising expectations for all pupils and teachers; the use of performance data for school self-evaluation… [Direct]

Sirotnik, Kenneth A. (1981). Parents and Their Children: A Study of Congruence on Attitudes About School. A Study of Schooling in the United States. Technical Report Series, No. 13. The focus of this study was upon the congruence of responses between parents and their children to items pertaining to functions of schooling, school evaluation, school problems, and other school issues. Paired comparison data is reported for parents and students from 25 secondary schools. The interpretive frame of reference for this study stemmed from a decision making/problem solving model involving parents and students. This approach to education requires a \meeting-of-the-minds\ or a common understanding of the attitudinal differences between the participants. From this perspective, being able to predict a child's attitude from the parent's attitude–and vice versa–is less important than determining to what extent they hold the same attitudes. The bulk of data analysis and interpretation in this study was based upon observed percentages of response agreement between parents and their children. An example is presented of parent and student responses to a question designed to…

McAfee, Ward M. (1998). Religion, Race, and Reconstruction: The Public School in the Politics of the 1870s. SUNY Series, Religion and American Public Life. This book examines the impact of public education on the national culture in the context of educational reform and Reconstruction during the 1870s. Chapter 1, "Prologue to the Seventies," traces the evolution of the American public school through the social, economic, and industrial changes of the early 19th Century, culminating with the Civil War. This chronological perspective continues through the 1870's, with the replication of Horace Mann's public school model throughout the Northern States. Chapter 2, "Church, State, and School," looks at the Cincinnati Bible War, which arose from the competition between Catholic schools and public schools during that decade. The second half of this chapter examines the involvement of African-Americans and other minorities with the issues of religion and education throughout the nation. Chapter 3, "Dividing the School Funds," examines the struggle over school funding in the context of Boss Tweed's Tammany Hall…

Morris, Beverley (1992). Hearing My Mother's Voice: A Study of Sisters and Mothers. There seems to be an assumption among many people that parents can mold the later adult personality of their offspring by manipulating their childhood upbringing. To tease out the variables in childrearing and to discover some of the sources of the childbearing practices of mothers in the 1980s, a study of sisters and their mothers (N=48) in the Wellington, New Zealand region was undertaken. Pairs (N=50) of sisters between the ages of 28 and 38 who had children were interviewed about their perceptions of their mothers' ideas on breastfeeding, toilet-training, "spoiling," and mealtime rules. They were asked what they remembered about their mothers' attitudes toward discipline, education, "working mothers," sexuality, and racism. The women were asked to respond to an audio tape which featured the statements of a 6-year-old child in various play situations. The results demonstrated differences in the disciplinary ideas of the 1980s sisters and the 1950s mothers. The… [PDF]

Nisivoccia, Joseph D. (1995). A District-Wide Multi-cultural High School Curriculum. This document contains a proposal for a district-wide multicultural high school curriculum for the Belleville Public Schools, Edison (New Jersey). The curriculum is designed to promote student bonding for peace and harmony by focusing on the total school environment and raising student, parent and staff consciousness about the many different cultures of the community and their contributions to society. It will help students develop positive self-esteem as students of different cultural backgrounds learn to understand and accept each other. The planned \culturally coherent multicultural curriculum\ is a diverse curriculum that is connected in visible and explicit ways to show a sense of compelling purpose in education. Enlisting public support is an integral feature of the curriculum development plan. Planned outcomes include student outcomes in learning, behavior, and skill areas. Learning activities will include a variety of approaches, including arts, role plays, multicultural… [PDF]

Rist, Ray C. (1973). The Urban School: A Factory for Failure. A Study of Education in American Society. This book describes what has happened to one group of young black children in an urban school inside a black community persistently and doggedly contained by surrounding whites. Even beyond the realities of racism, their education was influenced by the pervasive impact of schools in perpetuating the existing inequalities of American society. This then is an account of how one school began to shape the lives and options of one group of black children, and how the children responded at different times with compliance, defiance, or simple withdrawal. The data for this study were gathered in St. Louis between September 1967 and January 1970. Chapter One focuses on the city school system and the school itself, its social and cultural milieu as well as the training, attitudes, and values the teachers brought with them to the various classrooms. Chapters Two and Three describe the kindergarten experience of one group of children, from the first day of school to the last. Chapter Four…

Hyland, Nora E. (1998). One High School Teacher's Unexamined Pedagogy of Race. A case study was conducted to examine the implicit beliefs and practices of one white high school mathematics teacher in the context of race. The study explores the subtle ways in which the dominant, hegemonic ideology and discourse saturates everyday life in schools. The teacher studied was a white females mathematics teacher in a small town high school in the Midwest with 19 years of teaching experience. The student population was 67% white, 24.3% black, and the remainder of various ethnicities. The teacher was observed for eight class periods and was interviewed on six different occasions. She saw herself as an advocate for students with special needs and was maternal and affectionate toward her students. She tended to see mathematics as removed from culture, and only related it to the everyday life of students in a superficial way. In a sense, her care for her students may be viewed as paternalistic and hegemonic in that it reifies existing power relationships. While she… [PDF]

Bryan, Julia; Griffin, Dana; Williams, Joseph M. (2021). School-Family-Community Partnerships for Educational Success and Equity for Black Male Students. Professional School Counseling, v25 n1 part 4. Throughout the past decade, scholars have argued that the persistent achievement gap between Black male students and their White peers is a result of unequal and inadequate educational opportunities instead of inherent differences in their capability or character. School counselors can help support Black males by using equity-focused school-family-community partnerships that provide a strong network of support, resources, and increased educational opportunities–all of which contribute to positive academic outcomes and help eliminate barriers caused by systemic racism. In this article, we apply a step-by-step partnership process model to a case in which a school counselor used partnerships to advocate for Black students facing racism and educational inequities in a school district…. [Direct]

Miller, Albert H. (1969). Problems of the Minority Student on the Campus. The problems of the black student on campus are not new. He has had to accept, at the level of consciousness, the ideals and values of US society while actually being continuously rejected by the same society through various forms of discrimination. He has had to organize his life in recognition of the fact that structured racism within US society denies him of many opportunities to participate in it as a full-fledged citizen. On the basis of his personal experience it has been difficult to differentiate whether white acceptance is based on his true personality or on assumptions that he has \stereotyped\ Negro habits, feelings and attitudes. He experiences an inner struggle concerning which of 2 roles to play, one that is expected of him and another that is his natural self, for whites who fail to understand what it really means to be a Negro in US society. At much loss to his psychological stability, he has suppressed this conflice in the past and accepted a role that fits into the… [PDF]

Paludi, Michele A., Ed. (1996). Sexual Harassment on College Campuses. Abusing the Ivory Power. SUNY Series, The Psychology of Women. The 13 papers in this book deal with issues concerning sexual harassment on college campuses including the abuse of power and ways to set up policy statements and develop effective grievance procedures. Part 1 examines legal, methodological, and conceptual issues of harassment; Part 2 considers issues of abuse of the power of the professoriate and \consensual relationships\; Part 3 discusses individual and institutional approaches to campus interventions in sexual harassment. The papers are: (1) \Legal Issues\ (Barbara Watts); (2) Sexual Harassment: The Definition and Measurement of a Construct\ (Louise F. Fitzgerald); (3) \The Interface of Racism and Sexism on College Campuses\ (Darlene C. Defour); (4) \The Perils and Promise of Studying Sexist Discrimination in Face-to-Face Situations\ (Bernice Lott); (5) \Men in the Academy: A Psychological Profile of Harassers\ (Sue Rosenberg Zalk); (6) \What's Wrong with Faculty-Student Consensual Sexual Relationships?\ (M. Cynara Stites); (7)…

McGhee, James D. (1983). Black Solidarity: The Tie That Binds. In light of the progress that black Americans as a group have made during the last two decades, a survey was conducted to examine socioeconomic and attitudinal differences within the black community. In this report, the following findings are highlighted: (1) there are subgroups of blacks that are clearly definable by income, education, family type, and occupational level; (2) nearly 40 percent of black families have incomes below $10,000 per year, while ten percent have annual incomes above $35,000; (3) black college attendance increased 93 percent between 1970 and 1980, but the high school dropout rate is still 25 percent; (4) married couple families (54 percent in 1980) and female headed families (42 percent) constitute the two major black family groupings; (5) despite economic differences, most blacks feel a kinship with other blacks that transcends economics; (6) in both high and low income families, unemployment was seen as the most important problem; (7) black respondents…

DiGregorio, Kristie Daniel; Farrington, Sally; Page, Susan (1999). The Things That Matter: Understanding the Factors That Affect the Participation and Retention of Indigenous Students in the Cadigal Program at the Faculty of Health Sciences, University of Sydney. The School of Indigenous Health Studies at the University of Sydney (Australia) developed the Cadigal Program to improve equity of access and participation for Aboriginal and Torres Strait Islander students. The program allows lower scores on the University Admission Index or Tertiary Entrance Rank for Aboriginal applicants, who typically enter the program with less educational experience in the basic sciences and less experience with academic skills necessary for tertiary study. Researchers examining factors that influence the participation, progression, and retention of Indigenous students in full-time health professional courses at the University of Sydney interviewed a representative sample of Cadigal students. Findings indicate that participants had been very tentative about pursuing higher education. The Cadigal Program's friendly and effective support at the time of application was a deciding factor in entering the program. The program offered: a 2-week orientation program;… [PDF]

Castle, Emery N., Ed. (1995). The Changing American Countryside: Rural People and Places. Series: Rural America. This interdisciplinary collection of 26 readings in rural studies aims to address the paucity of information and absence of informed people to advise public debate about rural issues. Sections of the book examine the pastoral tradition in literature; the changing nature of the countryside; money, jobs, and space; distress and poverty; regional and ethnic diversity; and the rural social and institutional context (including education). Chapters are \The Forgotten Hinterlands\ (Emery N. Castle); \Land and Word: American Pastoral\ (William Howarth); \The Urban Invasion of Rural America: The Emergence of the Galactic City\ (Peirce Lewis); \'Rural' and 'Farm' No Longer Mean the Same\ (John Fraser Hart); \Population Change in Nonmetropolitan America\ (Glenn V. Fuguitt); \The Location of Economic Activity in Rural and Nonmetropolitan United States\ (Edwin S. Mills); \The Use and Management of Rural Space\ (Pierre Crosson); \Extractive Industries and Rural-Urban Economic Interdependence\…

Haney, Regina, Ed.; McGinnis, James; McGinnis, Kathleen; Ristau, Karen, Ed. (1997). As We Teach and Learn: Recognizing Our Catholic Identity. Module 6: Social Justice. The As We Teach and Learn program consists of an instrument to assess the Catholic dimension of a school and is designed to be used with study modules in a faculty-meeting format. Module topics include: "Faith Community"; "Faith Development"; "Religion Curriculum Articulation: Faith as the Root of all Instruction"; "Service Learning"; "Prayer and Liturgy Integration"; and "Social Justice." Each module has been created so that it can stand alone or be used with other modules. Each module contains an overview of the complete program, a general introduction, directions and suggestions for using the program, a suggested first faculty meeting outline, an introduction to the module, outlines of five meetings, materials which can be duplicated, a suggested final faculty meeting, and a school planning form. This module, "Social Justice," focuses on Catholic social teaching and the challenge to Catholic education to make… [PDF]

D'Souza, Dinesh (1991). Illiberal Education: The Politics of Race and Sex on Campus. This book addresses the issue of angry campus confrontations over issues of race, gender, and ethnicity, and more broadly, the dilemma of the college's and university's ability and desire to attain the goals of liberal education while also desiring to be "politically correct." It is noted that student activists have split the university on moral grounds, charging that universities are "structurally" racist, sexist, homophobic, and class biased. It is argued that, while generally unrestrained by administration and unopposed by senior faculty, junior faculty activists, in their eagerness to create a multicultural community, demand and receive changes in admissions and other policies on the basis of race and gender categories, rather than intellectual merit. Case histories examine the admissions policies of the University of California at Berkeley, the multiculturalism at Stanford University, the roots of protest at Howard University, racial incidents at the…

Nielson, Lynn E. (1984). An Evaluation of United States Government Immigration Education Materials [and] Investigation of United States Immigration Education Correspondence Courses. An analysis of eight current government publications on citizenship for immigrants to the United States and results of a survey investigating immigration education correspondence courses are provided. In the first part, subjective evaluations of eight textbooks, based on seven designated criteria (copyright, readability, subject matter, multicultural sensitivity, non-sexist sensitivity, illustrations, and format) are given. Textbook titles are "Our Constitution and Government,""Our Constitution and Government, Simplified Edition,""Our Constitution and Government, Lesson Worksheets,""English, Home and Community Life,""English and Federal Government,""Our American Way of Life,""Our United States," and "Our Government." Based on numerical scores and evaluative comments for each criterion, the author concludes that (1) although texts carry recent copyrights, in general, content is from 20 to 40 years old,…

Smith, Kris M. (1993). The Impact of College on White Students' Racial Attitudes. AIR 1993 Annual Forum Paper. The current resurgence of racism on America's college campuses suggests that institutions may need to take a more conscious look at how they might be influencing students' racial attitudes. This paper examines: (1) the individual student characteristics and beliefs that influence white students' racial attitudes at college entry; (2) the impact of the various institutional environments on white students' attitudes; and (3) the ways in which this information can be used by an institution to promote multiculturalism and improve interracial understanding within the campus community. A model was developed to examine institutional impact on student racial attitudes. Results of a study at the University of Michigan which considered on aspect of racial attitudes, students' attitudes toward affirmative action practices and policies within a college or university are analyzed. The data for this paper were drawn from a research study conducted by the Center for the Study of Higher and… [PDF]

Hughes, Robin L. (2002). Understanding the Context of the \Other\ Education: Black and White Students Talk about Their Experiences at Lone Star University, a Predominantly White Institution of Higher Education in the South. This study examined students perceptions of campus racial climate and the effects it has on their growth and development while attending a predominantly white research university (Research 1 classification) where black students are less than 3% of the student body. The study sought to illuminate the perceptions of campus climate and development as experienced by black and white students. Data were collected from four focus groups of black students, two of student athletes, one group of students from the recreational sports facility, and one from the multicultural services center, and from white students from various locations on campus. In all, 51 students participated in the focus groups. Findings show that students had chosen the university for various reasons, with black students more inclined to choose the university based on financial aid packages, and white students more likely to have relied on legacy and word of mouth. Students expressed the belief that a critical mass of… [PDF]

Allen, Ricky Lee; Pruyn, Marc; Rossatto, Cesar Augusto (2006). Reinventing Critical Pedagogy: Widening the Circle of Anti-Oppression Education. Rowman & Littlefield Publishers, Inc. This book offers a fresh perspective from which to read, discuss, and debate recent critical interpretations of schooling and our world at present. The authors build upon past accomplishments of critical pedagogy and critique those elements that contradict the radically democratic orientation of the field. Ultimately, they argue that critical pedagogy needs to welcome a wider representational and ideological base for the oppressed, and that it should do so in a way that makes the field more vital in the preparation for the revolutionary struggles ahead. This book takes a step in that direction because it not only takes to task external forces such as capitalism, patriarchy, and white supremacy, but also engages the manifestations of these external forces within critical pedagogy itself. This book consists of the following 15 chapters: (1) The Race Problem in the Critical Pedagogy Community (Ricky Lee Allen); (2) Racism without Racists: Killing Me Softly' with Color Blindness (Eduardo… [Direct]

Baker, Richard (1995). Los Dos Mundos: Rural Mexican Americans, Another America. This book explores race relations between Mexican Americans and Anglo Americans in "Middlewest," a fictitious name for an actual rural Idaho community with the highest proportion of Mexican Americans in the state. Many Mexican Americans in this predominantly agricultural area are current or former migrant workers. The first chapter describes field research methodology and theoretical models. A racial definition of Mexican Americans is favored over an ethnic one as fitting better with Mexican Americans' continued subordinate social status. Over 350 in-depth interviews provide information in chapters 2-7 on businesses, community leaders, and conservative values in the Anglo community; small town life; the local newspaper; Mexican American culture, family life, social traits, food, music, fiestas, family celebrations, housing, and language attitudes and usage; assimilation and successful Mexican Americans; poverty; Mexican American organizations, leaders, and resistance to…

Urbanski, Monika, Ed. (2021). No Sustainability without Justice: An Anthology on Racial Equity & Social Justice. Volume II, 2021. Association for the Advancement of Sustainability in Higher Education Volume II of "No Sustainability Without Justice: An Anthology on Racial Equity and Social Justice" shares perspectives on how racial equity, social justice, diversity and inclusion are integral components to sustainability. This Anthology aims to serve as a tool for developing literacy around the intersections of sustainability, racial equity and social justice for higher education sustainability practitioners. Explore the eight essays to learn more. [For Volume I, see ED628105. For Volume III, see ED628107.]… [PDF]

(2001). The Changing Face of Adult Learning. Adult Higher Education Alliance/ACE Conference Proceedings (Austin, TX, October 10-13, 2001). These proceedings included the following papers: "The Language of Interdisciplinary Programs or 'What Do You Mean By That?'" (Ezzell, Turner); "When Mothers Become Students: Impact on Children and the Family System" (Burns, Gabrick); "Multi-Discipline Theorizing Meets the Blackboard: The Evolving Discourse Community" (Currey); "Streaming Media: Focus on the Learner" (Meacham); "Changing Student Faces: Adult Learners from Sponsored Workplace Programs" (Oaks); "Preparing Immigrant Adults for Post-secondary Education Through On-line Courses: Their IT (Information Technology) Access" (Diaz); "The Role of Conscious Reflection in Experiential Learning" (Coulter); "Building Online Learning Communities" (Resta et al); "Born to be Wired" (Stewart et al.); "The Digital Divide: Adult Learners in Cyberspace" (Flowers, Woodruff); "The Changing Face of Theological Education for Adult… [PDF]

Dowell, Carol, Ed.; Kam, Katherine, Ed. (1991). California Perspectives: An Anthology from the California Tomorrow Education for a Diverse Society Project, Fall 1991, Volume 2. Focusing on the issue of culture and its impact on education in California, this document offers glimpses into the lives of individuals who ask the question, "Is there now or will there ever be a common American culture?" Organized into 10 articles, the first article, "Whose Culture is This? Whose Curriculum Will It Be?" (Laurie Olsen), examines the debate surrounding the selection of a social studies textbook series by the California State Textbook Commission. In the second article, "History of Winners Leaves Too Many Losers," Laurie Olsen presents an interview with California teacher, Jacquelyn Smith. Smith discusses the issue of using textbooks as the sole teaching tool. The third article, "Books Symbolize a Greater Outrage" (Laurie Olsen), is an interview with Pedro Noguera talking about textbooks, racism, and a multicultural curriculum. In the fourth article, "Beyond Images" (Katherine Kim), Ruthanne Lum McCunn and Jean Chan… [PDF]

Graves, Karen L. (1998). Outflanking Oppression: African American Contributions to Critical Pedagogy as Developed in the Scholarship of W. E. B. DuBois and Carter G. Woodson. The educational philosophies of W. E. B. DuBois and Carter G. Woodson position them as important figures in the development of critical pedagogy. At its core, critical pedagogy is a hegemonic theory that focuses on the manifestation of power in society, with particular attention to how certain cultural groups learn to accept, engage in, or resist oppression. Those who adhere to critical pedagogy believe that significant structural changes in schooling will help bring about critical democracy, individual freedom, social justice, and social change. Sharing a belief in the transformative power of education, DuBois and Woodson foreshadowed later-20th-century development of critical pedagogy. A strong commitment to African American empowerment undergirded their scholarly achievements and led them to action against social inequalities and injustice. DuBois' faith in careful sociological measurement combined with cultural and historical understanding as a means to social reform prefigures… [PDF]

Carter, Robert L. (1984). Legal Aspects of the Brown Decision. In Brown v. Board of Education of Topeka, Kansas, the Supreme Court outlawed segregation in the nation's public schools. This decision has not eliminated racial segregation, but it fundamentally altered the psychological pattern of race relations in the United States. Brown concerned a form of racial discrimination that has virtually vanished from American life: racial segregation enforced by law. Before Brown, 17 States and the District of Columbia mandated segregated public schools, under the "separate but equal" doctrine generated by the Plessy v. Ferguson case in 1896. In 1930, the National Association for the Advancement of Colored People (NAACP) began a campaign that would bring into effect the 14th Amendment's constitutional guarantee of equality for Blacks. The campaign began in States making no provision for the graduate or professional training of its Black citizens. In the first of these cases, the Gaines case of 1938, the Supreme Court eventually ruled that…

Dreilinger, Danielle (2021). What's Next in New Orleans. The Louisiana City Has the Most Unusual School System in America. But Can the New Board of a Radically Decentralized District Handle the Latest Challenges?. Education Next, v21 n3 p32-40 Sum. In post-Hurricane Katrina New Orleans, control of the public schools was wrested from the seven-member Orleans Parish School Board (OPSB). Unheard-of academic gains followed the city's switch to a near-universal charter-school system, yet returning to failure always felt as close as the next hurricane. Give OPSB power again, people said, and the schools would slide right back where they started. In 2018, the district reunified. Even before the COVID-19 pandemic, academic improvement had stalled in New Orleans. But as schools shuffled students back and forth between in-person and virtual schooling, amid a resurgence in COVID-19 cases and revitalized calls for racial justice, there was turnover in the school board seats. There are now plans to focus on students' mental health and systemic racism along with the usual fretting over test scores and charter renewals. Charter groups have been working together and with the district for several years now, first to develop the… [Direct]

Tittle, Diana (1996). Welcome to Heights High: The Crippling Politics of Restructuring America's Public Schools. The American public education system seems to be resistant to curative measures. This book is a journalistic account of Cleveland Heights High School's unsuccessful struggle to achieve excellence and equity. The high school, located in a middle-class suburb of Cleveland, implemented the Model School Project in 1988 to address the persistent failure of its minority students. The data were drawn from 4 years of observation and interviews. The story reveals the destructive organizational, political, social, and racial tensions inherent in public school organization and operation. Despite its estimable goals, ample funding, and grassroots leadership by the teaching staff, the project did not gain educational equity for the school's African-American students, nor did it bring about the desired restructuring of the school. Ironically, the teacher-led campaign to reinvent the school was thwarted by the long-simmering frustrations of the very constituency it sought to better serve. The…

Billingsley, Andrew; Hill, Robert B.; Ingram, Eleanor; Malson, Michelene R.; Rubin, Robert H.; Stack, Carol B.; Stewart, James B.; Teele, James E. (1989). Assessment of the Status of African-Americans. Volume II: Research on the African-American Family: A Holistic Perspective. In 1987 a project was undertaken to assess the status of African Americans in the United States in the topical areas to be addressed by the National Research Council's Study Committee on the Status of Black Americans: education, employment, income and occupations, political participation and the administration of justice, social and cultural change, health status and medical care, and the family. Six volumes resulted from the study. This volume, the second, uses a holistic perspective to examine recent social and economic trends among black families and to describe how a holistic framework can enhance understanding of the causes and cures of the current crisis among black families. The impact of both external and internal factors is assessed, and new research and programmatic insights to facilitate the development of more effective strategies are discussed. Recommendations are made for public and private policymakers and service providers. The following sections are included: (1)… [PDF]

Garcia, Mildred, Ed.; Nora, Amaury, Ed.; Rendon, Laura I., Ed.; Turner, Caroline Sotello Viernes, Ed. (1996). Racial & Ethnic Diversity in Higher Education. ASHE Reader Series. This text is a resource on racial and ethnic diversity for faculty and students in higher education. It is organized in sections related to the history of racial and ethnic diversity in higher education, curriculum and teaching, students, faculty, administration, leadership and governance, and research issues. The chapters are: (1) \History of American Indian Community Colleges\ (W. Larry Belgarde); (2) \Bricks without Straw: Missionary-Sponsored Black Higher Education in the Post-Emancipation Era\ (Johnetta Cross Brazzell); (3) \Ethnicity in American Life: The Historical Perspective\ (John Hope Franklin); (4) \Indian, Chicano, and Puerto Rican colleges: Status and Issues\ (Michael A. Olivas); (5) \The Ignominious Origin of Ethnic Pluralism in America\ (Stephen Steinberg); (6)\The Minority Student in College: A Historical Analysis\ (Michael Washington); (7) \The 'Untameable Savage Spirit': American Indians in Colonial Colleges\ (Bobby Wright); (8) \Multicultural Literacy and…

(2004). Chronicle of Higher Education. Volume 50, Number 35, May 7, 2004. Chronicle of Higher Education, v50 n35 May. \Chronicle of Higher Education\ presents an abundant source of news and information for college and university faculty members and administrators. This May 7, 2004 issue of \Chronicle for Higher Education\ includes the following articles: (1) \Athletics Director Caught in 2002 Resume Scandal Gets a Second Chance\ (Suggs, Welch); (2) \NCAA Punishes Auburn U. for Contact with Youth-Team Coach\ (Suggs, Welch); (3) \U. of Washington Report Describes Doped-Up Softball Players and Bullying Coach\ (Managhan, Peter); (4) \A Mission Born of a Sense of Overwhelming Gratitude\ (Farrell, Elizabeth F.); (5) \At the Women's March: 2 Students, 2 Hearts, 2 Minds\ (Jacobson, Jennifer); (6) \UCLA Uses New Software to Block Online Piracy\ (Read, Brock); (7) \Pearson will Offer Online Textbooks at Half Price\ (Carlson, Scott); (8) \Dell's Chairman Faces Campus Critics of Company's Recycling Record\ (Carlson, Scott); (9) \Insecure and Unaware\ (Foster, Andrea L.); (10) \Bush Praises Community Colleges… [Direct]

Reed, Wornie L., Ed. (1990). Assessment of the Status of African-Americans. Volume VI: Critiques of the NRC Study, "A Common Destiny: Blacks and American Society.". In 1987 a project was undertaken to assess the status of African Americans in the United States in the topical areas to be addressed by the National Research Council's (NRC) Study Committee on the Status of Black Americans: education, employment, income and occupations, political participation and the administration of justice, social and cultural change, health status and medical care, and the family. Six volumes resulted from this study. This volume, the final one in the series, is a set of critiques of the NRC study by some members of the Trotter Institute's study groups. The NRC study has provided much useful data and some important considerations, but it is oriented toward racial discrimination in the dimensions of individual action. No consideration is given to the"extra-individual effect" of institutional racism. The following essays, referring to individual NRC study chapters, are included: (1) "Introduction" (Wornie L. Reed); (2) "Critique of Chapter… [PDF]

(1996). Secret Apartheid. A Report on Racial Discrimination against Black and Latino Parents and Children in the New York City Public Schools. The New York Association of Community Organizations for Reform Now (ACORN) is a grass-roots community organization representing 20,000 mostly low-income residents of New York City. This report presents evidence uncovered by ACORN of institutional racism in the New York City public schools that prevents parents of color from making informed decisions about their children's education. In nearly 100 test visits to schools in 16 community school districts, the ACORN Schools Office discovered that Black and Latino parents were permitted to speak with an educator less than half as often as White parents, and that White parents were given tours of the school two and a half times more often than Black or Latino parents. White parents appeared to receive better treatment, and access to information about gifted programs appeared to vary by the race of the person making the inquiry. Many times discrimination was evident only when the experiences of white and minority parents could be compared…. [PDF]

Halpern, Diane F., Ed.; And Others (1994). Changing College Classrooms: New Teaching and Learning Strategies for an Increasingly Complex World. Jossey-Bass Higher and Adult Education Series. This volume offers 19 papers by college faculty on concrete information and suggestions for the improvement of college teaching, student learning, and the whole education process. The titles and authors are: (1) "Rethinking College Instruction for a Changing World" (Diane F. Halpern); (2) "Inquiry as a Tool in Critical Thinking" (Alison King); (3) "Using Examples to Teach Concepts" (Betsy N. Decyk); (4) "Fostering Creativity Through Problem Solving" (Cris E. Guenter); (5) "Cooperative Learning in the Classroom" (James L. Cooper et al.); (6) "Questioning Techniques for the Active Classroom" (C. Bobbi Hansen); (7) "Cultural Diversity and Curricular Coherence" (Bernard Goldstein); (8) "Experiential Approaches to Enhancing Cultural Awareness" (Ellen N. Junn); (9) "Unmasking the Myths of Racism" (Gale S. Auletta, Terry Jones); (10) "Strategies for Teaching in a Multicultural Environment"…

Bahruth, Robert E., Ed.; Krank, H. Mark, Ed.; McLaren, Peter, Ed.; Steiner, Stanley F., Ed. (2000). Freirean Pedagogy, Praxis, and Possibilities: Projects for the New Millennium. Volume 19, Critical Education Practice. Volume 1417, Garland Reference Library of Social Science. This book contains 15 chapters, each by different authors, commenting and expanding on the educational philosophy and work of Paulo Freire. The following are included: "Paulo Freire's Pedagogy of Possibility" (Peter McLaren); "Studying the Media: What Makes Mainstream Media Mainstream" (Noam Chomsky); "Scientism as a Form of Racism" (Paulo Freire and Donaldo Macedo); "Liberating the Critical in Critical Theory: Marcuse, Marx, and a Pedagogy of the Oppressed. Alienation, Art, and the Humanities" (Charles Reitz); "Multiculturalism and the Politics of Nationalism in the Global Age" (Henry Giroux); "On 'Having Differences' and 'Being Different': From a Dialogue of Difference to the Private Language of Indifference" (George David Miller, Mark Roelof Eleveld); "Politics of Explanation: Ethical Questions in the Production of Knowledge" (Thomas Heaney); "Upstream in the Mainstream: Pedagogy against the Current"…

Hatton, Elizabeth (1994). Rural Schooling and Educational Disadvantage: A Case Study. This report evaluates school-based initiatives aimed at eliminating educational disadvantages at a small, rural state primary school in Meiki, New South Wales (Australia). Meiki is a small impoverished community of approximately 850 Aboriginal and non-Aboriginal people. The community has a history of racial tension that directly affects the school environment. Because of the impoverished status of the community, the school is eligible for social justice funding and extra resources. In June 1989, the New South Wales Department of Education implemented the Renewal Plan, which gave schools control of developing a plan for on-going school improvement and professional development. In response to this, the Meiki school implemented several initiatives including the Homework Centre. The Homework Centre is open to all students two afternoons a week and is coordinated by a member of the Aboriginal community. The program involves a supervised play period, afternoon tea, and individualized… [PDF]

Graham, Bonny, Ed. (2000). Trends & Issues in Secondary English, 2000 Edition. This publication contains journal essays and book chapters (from publications of the National Council of Teachers of English) dealing with trends and issues in secondary English education. The publication's first section, "The World Wide Web in the Classroom," contains the following articles: (1) "Journey into Cyberspace" (Judith L. Scott); (2) "Using the Web for High School Student Writers" (Ted Nellen); (3) "Surfing the Net: Getting Middle School Students Excited about Research and Writing" (Jean Boreen); (4) "Oh, What a Tangled Web We've Woven! Helping Students Evaluate Sources" (Susan A. Gardner, Hiltraut H. Benham, and Bridget M. Newell); and (5) "Poetry and the Internet" (Albert B. Sommers). Articles in the second section, "The Reemergence of Critical Literacy," are: (6)"Critical Literacy: Teaching Reading, Writing, and Outrage" (Linda M. Christensen); (7) "Reading Practices/Readings"… [PDF]

Wells, Tracey L. (1992). Learned Effectiveness: An Empirical Validation. All too often when issues arise concerning the "underclass," African Americans, and more specifically African American males are disproportionately represented in that description. Black males have been referred to as endangered in areas of education, economics, health and overall self-efficacy. This data would suggest hopelessness in the black male's ability to overcome the multiple obstacles which an oppressive society have placed before him. However, it may be argued that within the context of oppression there are strengths, within the individual and community, which serve as mediating factors and all the African American male to overcome the obstacles which put him at risk. This has been thought of in contemporary terms as self-efficacy. Though this construct is useful, it is limited in scope. By definition, it involves the capability to organize and integrate cognitive, social and behavioral skills into courses of action to serve innumerable purposes. A more… [PDF]

Jimenez, Carlos M. (1992). The Mexican American Heritage: With Writing Exercises. Written by a Los Angeles history teacher frustrated by the lack of culturally relevant materials, this book covers some of the most interesting events in the history of Mexico and the heritage of Mexican Americans. Chapters are: (1) Indian Mexico (Teotihuacan, the Maya, the Toltecs, and the Aztecs); (2) La Conquista (Cortes and Moctezuma, conquest of Tenochtitlan, and the Colonial Era); (3) The Loss of Aztlan (independence of Mexico from Spain, Mexican-American War, loss of northern lands to the United States, and Mexican Americans in the U.S. Southwest); (4) The Mexican Revolution, Part I–The Era of Porfirio Diaz (Juarez, the Diaz dictatorship, hacienda system, and modernization of Mexico and its costs); (5) The Mexican Revolution, part II–Revolutionary Decade (1910-1920) and Beyond (Madero presidency, Huerta dictatorship, Pancho Villa, Emiliano Zapata, Mexican Constitution of 1917, Carranza presidency, Zapatismo lives on, Lazaro Cardenas, nationalization of the oil industry, and…

Adreani, Linda F.; Kikoler, David; Kinnard, Lauren; La Torre, Deborah; Leon, Seth; Rosales, Elaine; Wang, Jia (2022). Teaching and Learning at 31 Schools during the COVID-19 Pandemic. CRESST Report 870. National Center for Research on Evaluation, Standards, and Student Testing (CRESST) COVID-19 changed the experiences of K-12 students and teachers in ways that are not yet well-documented. This report provides initial insights into teaching and learning during the pandemic from the perspectives of teachers and students at 31 public schools in three states. The analyses indicate that about two thirds of the teachers surveyed thought their students learned less than they had prior to the pandemic. In contrast, the majority of the students surveyed reported that they learned as much as or more than before the pandemic, except for students at one school. Additional analyses should provide valuable information for policymakers and educators on successes and challenges experienced by teachers and students in magnet schools during the pandemic. [Support for this report was provided by Capitol Region Education Council, LEARN Regional Educational Service Center, the School District of Lee County, Napa Valley Unified School District, New Haven Public Schools, and Pasadena… [PDF]