NCCRESt

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Educational Discrimination

• A Faceless Bureaucrat Ponders Special Education, Disability, and White Privilege
  The first part of this article critiques categorical approaches to special education, overrepresentation of minority children in special education, inclusion and exclusion, and white privilege. The second part of the article describes the potential of multicultural education, transformation, and participatory leadership approaches to address the issues raised in the critique.
• Brown v. Board of Education: The Challenge for Today's Schools
  The 1954 Supreme Court decision in the case of "Brown v. Board of Education of Topeka, Kansas" provided the legal basis for equal educational opportunity.
• Diversity and the New Immigrants
  Schools are inadequately prepared to serve the needs of increasing numbers of culturally diverse students. Problems relate to desegregation, multicultural education, higher quality education, and bilingual education.
• Multicultural Education and Technology: Perspectives To Consider
  This article discusses multicultural education and educational technology and the digital divide created by lack of access to and use of technology by members of various social identity groups. Educators are urged to re-think technology integration using a multicultural education framework.
• Reflections on the Promise of Brown and Multicultural Education
  Examines the dual meaning of promise (hope and vow) in relation to "Brown v. Board of Education of Topeka, Kansas," discussing how the two conceptions are implemented in a desegregated school and explaining how multicultural education can help meet the dual expectations of "Brown" as promise/vow and promise/hope.
• Revisiting the Supreme Court's Opinion in Brown v. Board of Education from a Multiculturalist Perspective
  Reexamines the Supreme Court's school desegregation opinions, including "Brown v. Board of Education," and concludes that a multicultural society was not part of the Supreme Court's vision of public schools.
• Three Ways To Achieve a More Equitable Representation of Culturally and Linguistically Different Students in GT Programs
  This article posits that increasing minority teachers in gifted and talented (GT) programs will lead to an increase of minority students in GT programs. Ways to recruit and prepare minority teachers are discussed, as are multicultural and bilingual options for GT programs.