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Higher Education

  • Critical Multiculturalism in the Mature University
    Explores how a critical multiculturalism, by encouraging greater cultural diversity in a widening participation in higher education, has the potential to change British universities. Showing how institutions discriminate against black people makes clear where power lies and how decisions are made.
  • Diversity Quilts: Promoting Multicultural Awareness
    Summarizes and evaluates a project to promote multicultural awareness through the creation of a Diversity Quilt at Kansas State University. A survey of Counseling Center student participants reveals that 66% felt that their perception of other cultures had been changed through exposure to the Diversity Quilt.
  • Classroom Multiculturalism: A Closer Look
    Uses field data gathered in two school districts to explore multicultural activity in social studies classrooms. The focus is on the source, treatment, and incorporation of multiculturalism into the lessons.
  • Increasing Preservice Teachers' Diversity Beliefs and Commitment
    Explored the attitudes, beliefs, and commitments to diversity of a predominantly Anglo-American population of preservice teachers enrolled in a diversity course. Results described beginning ethnorelative attitudes, beliefs, and commitments after participation in the diversity course; some theoretical underpinnings for understanding change (or lack of change); and a framework for facilitating positive multicultural experiences.
  • Expanding Conceptions of Community and Civic Competence for a Multicultural Society
    Connects the concept of diversity to the symbiotic relationship between individuality and community in the United States. Maintains that cultural awareness is a valid and realistic response to global interdependence and changing demographics.
  • Intake Concerns of Racial and Ethnic Minority Students at a University Counseling Center: Implications for Developmental Programming and Outreach
    Examined the presenting concerns of racial and ethnic minority students (N=157) at a university counseling center. Results indicate that family and romantic relationship issues, academic concerns, and depression were among their primary concerns.
  • Looking Back: Teachers' Reflections on an Innovative Teacher Preparation Program
    Discusses an evaluation of the Comprehensive Teacher Institute, an innovative, multicultural, urban teacher preparation program. Reflections by teachers who completed the program indicated that one of the most important contributions to their professional development was fostering a network of colleagues and university faculty who continued to provide support and guidance.
  • Effects of Language Arts Activities on Preservice Teachers' Opinions about Multiculturalism
    Examined the effects of reading children's literature about diversity and participating in related interactive activities on student teachers' opinions about multiculturalism. Intervention and control-group students heard lectures on multiculturalism.
  • Service-Learning in Teacher Education: Enhancing the Growth of New Teachers, Their Students, and Communities
    This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education.
  • Cross-Cultural Interaction and Periodization in World History
    Asks to what extent it is possible to identify meaningful and coherent historical periods across the boundaries of societies. Argues that cross-cultural interaction must figure prominently as a criterion in any effort to establish a periodization of world history in modern times.
  • Multicultural Social Reconstructionist Education in Urban Geography: A Model Whose Time Has Come
    Briefly describes several approaches to multicultural education including highlighting minority achievements and emphasizing human relations and social reconstruction. Argues that social reconstruction is the most productive approach for teaching urban geography.
  • Applying a Cognitive-Behavioral Approach to the Training of Culturally Competent Mental Health Counselors
    Claims that a cognitive-behavioral approach can help train culturally competent mental health professionals. Following the stages of intervention in cognitive therapy, culturally diverse counselors in training confront their own and others' cognitive distortions and develop a genuine sensitivity to other cultural perspectives.
  • Becoming a teacher in a professional development school
    Interviewed graduates from two Professional Development Schools to determine the impact of that experience on subsequent teaching practices. Graduates reported that student teaching had the greatest impact because of the extended time and depth of experience in the classroom, the quality of mentoring they received, the connections they drew between theory and practice, and the emphasis on collaboration and reflection.
  • Bringing Stories into the Classroom
    This annotated bibliography was prepared to supplement a discussion of "low tech," low cost alternatives to use in teaching. It lists 63 children's books and folktales that present messages about human nature and that can be used to add a multicultural element to the classroom.
  • Making Multicultural Education Effective for Everyone
    Responds and elaborates on an article on preparing Anglo graduate students for the journey toward a multicultural perspective. Affirms assertions for a balanced support-challenge model in multicultural training, for the usefulness of self-disclosure in these courses, and for articulation of the rewards of becoming a multiculturalist.
  • Mentoring in the Preparation of Graduate Researchers of Color
    Makes the case that effective mentoring can improve the graduate school experience of multicultural students to position them better for postdoctoral success. Discusses the ways faculty members can enhance their multicultural competence in mentoring.
  • Diversity, Differences and Leisure Services. Research Update
    Summarizes recent research on diversity, examining similarities and differences between diverse groups and noting the implications for recreation professionals. Presents several common principles that recreation professionals must consider in programming for diverse populations (training and education about diversity, cooperation and advocacy, social inclusion and choices, personal and psychological safety, and involving participants in planning).
  • Preservice Teachers Integrate Understandings of Diversity Into Literacy Instruction: An Adaptation of the ABC's Model
    Investigated preservice teachers' understandings of their own and their students' cultural backgrounds, examining how they integrated those understandings into literacy instruction. The ABC model (autobiographies, biographies of students, cross-cultural analysis, analysis of cultural differences, and classroom practices) helped stimulate students to continue examining their lives, their cultural/linguistic backgrounds, and the impact of those factors on teaching diverse students.
  • A Call for Change in Multicultural Training at Graduate Schools of Education: Educating To End Oppression and for Social Justice
    Graduate-level multicultural training is important for preparing future teachers to work effectively with diverse students. Professionals experienced in multiculturalism must revise and refine multicultural training to better address immigrants' diversity issues and issues around sexuality, disability, and spirituality.
  • Cross-Cultural Field Placements: Student Teachers Learning from Schools and Communities
    Presents two cultural immersion projects where student teaching and community involvement interact synergistically. Also discusses learning outcomes of the projects, examines the importance of service learning, and explains how traditional student teaching assignments can incorporate many of the design principles that characterize cultural learning and preparation for diversity.
  • From Policy to Action: Parkland College's Implementation of North Central's Statement on Access, Equity, and Diversity
    Describes the measures taken by Parkland College to implement North Central's Statement on Access, Equity, and Diversity. Results include the creation of the Center for Multicultural Education, community-based diversity education, and organization of a statewide conference about gender-balanced, multicultural education.
  • Looking Over the Edge: Preparing Teachers for Cultural and Linguistic Diversity in Middle Schools
    The principles and practices of multicultural education became the heart of one middle school teacher education program. The five principles included fostering inter/intragroup harmony through learning communities, targeting social justice and affirmation of diversity, empowering students and teachers, seeing things from multiple perspectives, and preparing teachers explicitly for cultural and linguistic diversity.
  • "Sex", "Race" and Multiculturalism: Critical Consumption and the Politics of Course Evaluations
    Calls attention to the difficulties of broaching issues of "race" and "sex" in the classroom context of nationwide calls for multiculturalism. Discusses the current politics surrounding the importance of student course evaluations, and presents strategies for making evaluations more useful in the context of courses that include controversial material.
  • Institutional Support for Diversity in Preservice Teacher Education
    Examines how institutions can provide support for diversity in preservice teacher education, focusing on the institutional context in which teacher educators work as they craft multicultural teacher preparation programs. Support includes strong institutional leadership and a campuswide vision for change, recruitment and retention of diverse students and faculty, and curriculum transformation.
  • Reclaiming the Borderlands: Chicana/o Identity, Difference, and Critical Pedagogy
    Argues that "Borderlands" discourse has served, and continues to serve, as a theoretical framework to advance educational theory by accounting for multiple subjectivity and difference. Provides historical background of Chicana/o Studies and its contribution to Borderlands theories.
  • Race and Ethnicity Issues in the Sociology Curriculum
    Shows why the sociology curriculum in English education fails to acknowledge the multicultural nature of British society and ways in which sociology teachers can improve things through their own research and teaching. British teachers and students can learn about cultural differences together.
  • Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education
    Applied the principals of cognitive dissonance theory to an instructional strategy used to reduce resistance to the idea of white privilege, comparing groups of college students in diversity education courses that did and did not receive supplemental instruction on cognitive dissonance. Incorporating cognitive dissonance theory created an awareness of dissonance and has the potential to reduce resistance to diversity issues.
  • Diversity and Multiculturalism: Institutional Leadership at the University of Michigan
    Initiatives taken at University of Michigan to address complex nature of diversity and multiculturalism in higher education are described, including a 1988 administrative strategic plan to link academic excellence and social diversity among faculty and students, a plan to improve women's representation among faculty, a longitudinal study of impact of diversity on the class of 1994, and curriculum reform. (MSE).
  • Narrative Therapy: A Storied Context of Multicultural Counseling
    Narrative therapy attempts to examine and use the meanings and consequences that are the foundation of the stories and experiences clients bring to therapy. This article reviews narrative theory, including a description of key narrative techniques, and its application to multicultural counseling.
  • I, Too, Am an American: Preservice Teachers Reflect upon National Identity
    Preservice teachers read poetry by Langston Hughes and an Arab American student about being American, then composed and discussed their own poems. Poems helped them reflect on their own cultures and attitudes, thus developing a caring community of learners who valued diversity and human rights.
  • Evaluation of an Intervention To Change Attitudes Toward Date Rape
    Describes the design and evaluates effectiveness of a program at a private college to change freshman (n=615) attitudes about date rape and sexual assault. Intervention for the experimental group involved viewing a play performed by students; the control group viewed an alternative play addressing multicultural issues.
  • States' Requirements for Teachers' Preparation for Diversity
    Investigated the state teacher licensure requirements regarding diversity among the 50 states and District of Columbia. Overall, 67 percent of respondents required some level of diversity preparation in their teacher preparation programs, though specific requirements varied greatly from state to state.
  • Controlling Curriculum Knowledge: Multicultural Politics and Policymaking
    Utilizes New York state's development and attempted implementation of multicultural education as a case study providing a concise yet thorough examination of the principles, objectives, and controversies surrounding this issue. Delineates the people and organizations involved in grass roots organizing and media representation on both sides of the issue.
  • Coming Together: Preparing for Rural Special Education in the 21st Century. Conference Proceedings of the American Council on Rural Special Education (18th, Charleston, South Carolina, March 25-28, 1998)
    This proceedings contains 64 papers on rural special education. Papers present promising practices in rural special education, discussions of theory and research, research findings, program descriptions, and topics of current concern.
  • Bayanihan: Providing Effective Counseling Strategies with Children of Filipino Ancestry
    Provides a psychocultural profile for persons of Filipino ancestry so as to increase awareness, understanding, and sensitivity for the mental health needs of these youth, from primary school to college. Discusses the implications of these cultural factors and presents suggestions for counseling this diverse population.
  • A Qualitative Study of College Social Adjustment of Black Students from Lower Socioeconomic Communities
    Uses elements of the Ecological Model as a framework for examining the methods by which students develop social relationships and determining whether these relationships support college retention. An oral composite was constructed from the comments of Black commuter students from lower socioeconomic communities.
  • Effects of Teacher Preparation Experiences and Students' Perceptions Related to Developmentally and Culturally Appropriate Practices
    Case study of preservice early childhood teachers in a course on cultural diversity inquired how the course's structure prepared them for working with and understanding diverse students and families. Pre- and post-course surveys indicated that students perceived that they had made gains in their understanding of cultural diversity issues and were positively affected through their teacher preparation experiences.
  • Distinctive Members: The Effects of Solo Arrangements on Evaluations of Solos and Similar Others
    Investigates the effect of group composition on judgments of African Americans. White male and female college students (N=84) responded to photographic slides of female work groups containing altered racial compositions.
  • The Multiculturally Responsive Versus the Multiculturally Reactive: A Study of Perceptions of Counselor Trainees
    Examines the responses of graduate students (N=39) in a counseling psychology program, to required coursework in multicultural counseling, and their perceptions of others' responses. Results indicate that embracing or rejecting the concepts of multiculturalism appears unrelated to demonstrated competence in the curriculum, which raises questions for the profession in regard to achieving its stated goals.
  • Youth Works Final Report. Youth Works-Americorps Final Report. Report to the Legislature.
    This document consists of a 1996-97 final report of Youth Works*AmeriCorps (YW*AC) and a supplemental report with information collected by the Minnesota Department of Children, Families, and Learning.
  • The One-Minute Paper: Enhancing Discussion in a Multicultural Seminar
    The teacher of a college seminar on education in contemporary American society, addressing sensitive personal and political concepts, used one-minute essays to "take the pulse" of the class daily. Daily summaries of essay content provided students with evidence of the teacher's commitment to monitoring the process, added a level of discourse, and provided feedback about individual and collective direction.
  • From Our Readers: Preparing Preservice Teacher Candidates for Leadership in Equity
    Describes the importance of moving beyond identity labels like Black, Hispanic, or female to examine how gender intersects with other social memberships like race and class. By considering more inclusive, individualized ways of viewing multiculturalism, educators can forge more meaningful conversations with students about diversity and equity.
  • A Crisis in Graduate Studies
    Argues that Aboriginal graduate students are creating a crisis for faculties of education. The knowledge needed to supervise them as they produce theses is not available.
  • A Diversity Curriculum: Integrating Attitudes, Issues, and Applications
    Describes a graduate-level public administration course on valuing diversity, which provided opportunities to examine in detail the ethical dilemmas, public attitudes and values, and social consequences of compelling diversity issues. Reports on a content analysis of students' final papers, identifying common themes in students' development of competencies related to valuing diversity.
  • Multiple Literacies and Critical Pedagogy in a Multicultural Society
    Multiple literacies are needed to meet the challenges of today's new technologies and multicultural society. Media literacy is necessary because media culture strongly influences people's world view.
  • Assembling Pieces in the Diversity Puzzle: A Field Model
    Offers a model of social-work education that infuses multicultural content into the field curriculum and enhances faculty diversity. One school's field-practice seminars integrate diversity training by pairing community facilitators with faculty facilitators to increase instructors' awareness of diversity; offering ongoing workshops to train facilitators to address diversity issues; and conscious inclusion of diversity content into seminar curriculum.
  • The Status of Multicultural Counseling Training at Counseling Center Internship Sites
    The current status of multicultural-counseling training at university counseling-center predoctoral internship sites was evaluated. Fifty training directors completed a mailed survey, and the results contribute to an understanding of graduate training programs.
  • Internationally-Minded Schools
    States that international education is not necessarily exclusive to international institutions. Describes a number of national and government-funded schools that offer "internationally minded" programs.
  • The Adventor Program: Advisement and Mentoring for Students of Color in Higher Education
    To promote the academic success of and to retain students of color, the College of Education at Kutztown University, Kutztown, Pennsylvania, has designed and implemented the Adventor Program, an intervention initiative fusing academic advising and mentoring into a proactive model. The program's rationale and the pilot year's findings are presented.
  • Surveying the Landscape: Perceptions of Multicultural Support Services and Racial Climate at a Predominantly White University
    Examined how white and minority students at a predominantly white college perceived racial climate, student support services, multicultural courses, and attitudes toward cultural diversity on campus. Surveys indicated that white and minority students' perceptions varied, and campus support services were inadequate for creating an environment where minority students could have as positive an experience as white students.
  • Leaders of Color as Catalysts for Community Building in a Multicultural Society
    Presents a vision of multicultural education as a validating and inclusive process for non-European ways of knowing. Classifies multicultural education as inclusionary, emancipatory, liberatory, critical, and transformative.
  • America Reads Challenge: Tutors to Teachers
    Investigated how the America Reads Challenge might help recruit tutors to the teaching profession. Focus groups and surveys of college tutors in urban settings indicated that they enjoyed the experience and believed it increased and confirmed their desire to teach.
  • Diversity Initiatives in Higher Education: A Case Study of Multicultural Organizational Development through the Lens of Religion, Spirituality, Faith, and Secular Inclusion
    Presents a case study of the University of Maryland Office of Human Relations Programs' (OHRP) efforts to confront Christian privilege and build a religiously, spiritually, faith-based, and secularly inclusive community campus-wide. Highlights four stages: rifts and tensions, reconnecting, reconceptualization, and realization.
  • Assessing the Attitudes of Student Teachers toward Issues of Diversity: A Dilemma for Teacher Educators
    Explores attitudes and perceptions of 120 student teachers with regard to their ability to implement multicultural education in the student teaching classroom. Results suggest that confusion and ambiguity are present throughout the student teacher education experience.
  • Promoting Bilingualism in the Era of Unz: Making Sense of the Gap between Research, Policy, and Practice in Teacher Education
    Examined efforts to promote bilingualism in a course for prospective teachers, Education of Bilingual Children: Theory and Practice, focusing on how student teachers grappled with the complex relationship between research, policy, and practice within bilingual education. Analysis of five types of literacy events indicated that students experienced a process of transformation in developing more positive attitudes toward bilingualism.
  • Effective Teacher Training for Multicultural Teaching
    Effective teachers must be able to competently address issues related to student diversity. However, many teachers are not prepared for multicultural teaching.
  • The Business Education Index 1996. Index of Business Education Articles and Research Studies Compiled from a Selected List of Periodicals Published during the Year 1996. Volume 57
    This index, which was compiled from a selected list of 45 periodicals published in 1996, lists more than 2,000 business education articles and research studies. Articles are listed under the following subject categories and subcategories: basic business, communications, curriculum, document, general educational issues,information systems, personnel issues,teaching issues,teaching strategies .
  • Teacher Education and Race Equality: A Focus on an Induction Course for Primary BEd Students
    Evaluated a two-week induction course focusing on antiracist and antisexist practices in education for all first-year primary undergraduate education (BEd) students. Evaluations from 120 education students indicate that the course was seen as a positive way of preparing them for the challenge of teaching in the inner city.
  • Teaching about Diversity Issues
    Describes a course designed to help preservice teachers get in touch with their own attitudes and beliefs during an assignment that involves individuals from different backgrounds. Students' and teachers' perspectives on this learning experience are presented, focusing on such issues as religion, culture, social class, race, and teenage mothers.
  • Towards Equal Educational Opportunities for Asylum-Seekers
    Interviewed and surveyed staff, asylum-seeking/refugee English for Speakers of Other Languages (ESOL) students, and ESOL students who came for other reasons at one British college, examining why the college's ESOL provision featured separate programs for the two groups. Discusses: the consequences of this divide; teacher discourses; alternative pedagogies; labeling of students; integrated provision; and multicultural education.
  • Politically Correct on Campus.
    This digest reviews materials which discuss political correctness and its manifestations on college campuses. First presenting opposing definitions of the term (liberal and conservative), the digest then reports on the topic as seen in the research, and offers several suggestions about incorporating the conflicts themselves into the curriculum.
  • Shameful Admissions. The Losing Battle To Serve Everyone in Our Universities
    This book uses an examination of admissions policies, especially affirmative action, at the University of California, Berkeley (UC Berkeley), to explore higher education and its role in public debates about access, equality, and social change.
  • Small-Town College to Big-City School: Preparing Urban Teachers from Liberal Arts Colleges
    Describes a model program to prepare teachers from midwestern liberal arts colleges for urban teaching careers. Student teachers come to Chicago and live together, student teaching in local urban schools and completing regular professional development and cultural diversity activities.
  • Cultural Diversity and the NCATE Standards: A Case Study
    Examines the ethnic distribution between college of education faculty and public school teachers. Describes one comprehensive program designed to help reduce this type of ethnic discrepancy.
  • Dare We Criticize Common Educational Standards?
    Offers a critical discussion on the issue of educational standards by (1) clarifying issues surrounding educational standards, (2) critically examining the assumptions underlying popular discourse about standards, and (3) offering and arguing for an alternate perspective based on democratic ideals. Discusses the impact of this on classroom teaching.
  • Research, Writing, and Racial Identity: Cross-Disciplinary Connections for Multicultural Education
    Examined how white students in an undergraduate multicultural education course experienced difficult, emotional content about racism. Analysis of samples of students' reflective writing indicated that the coursework influenced students' racial identities.
  • Community Service in a Multicultural Nation
    Examines human qualities that undergird citizens' commitment to the common good in diverse societies, suggesting that community service fosters such qualities. Planned interactions across social barriers are necessary to develop qualities of citizenship for pluralistic nations.
  • Race, Class, and Gender Considerations in Nursing Education
    The curriculum revolution in nursing education is a direct result of outdated modes of teaching and learning that fail to prepare students for nursing in a diverse society. Little dialog is occurring on the topic of the inclusion of multiculturalism into the curriculum.
  • Editorial: Multicultural Education--Solution or Problem for American Schools?
    Discusses the role of multicultural education in American education, examining Geneva Gay's book on culturally responsive teaching (which argues for culturally responsive teaching, with teaching having the moral courage to help make education more multiculturally responsive) and Sandra Stotsky's book (which argues that multicultural education is a problem for American schools and is anti-white, anti-capitalistic, and anti-intellectual). (SM).
  • Structured Racism, Sexism, and Elitism: A Hound That "Sure Can Hunt" (The Chronicity of Oppression)
    The author recounts personal experiences with socio-politically structured racism, especially in education and religion; and the growth gained in confronting this nemesis. A career ranging from pastor to counselor to counselor educator has brought understanding of the link between religion, education, and counseling and a commitment to multicultural counseling.
  • What Makes a Teacher Education Program Relevant Preparation for Teaching Diverse Students in Urban Poverty Schools? (The Milwaukee Teacher Education Center Model)
    Urban teachers need a set of attributes that enable them to connect with children and youth in poverty and to function in dysfunctional school districts. The Milwaukee Teacher Education Center's (MTEC's) urban mission is to prepare educators to teach in the real world classroom of urban schools.
  • Staying the Course in Times of Change: Preparing Teachers for Language Minority Education
    Describes how passage of Proposition 227, California's initiative restricting bilingual education, has influenced teacher preparation to authorize specialized instruction for limited English proficient students. The response to Proposition 227 by San Diego State University's College of Education is explored to illustrate the reaffirmation of a commitment to educational equity and ongoing program development to support multicultural teaching.
  • The Role of Mentorship in a Saskatchewan Cross-Cultural Teacher Education Project
    Describes a cross-cultural teacher-education project in Saskatchewan, Canada, in which a teacher team mentors a group of upper-level education students working in multicultural classrooms. Observes that the evolving participant structures of the research move beyond those in the initially proposed mentorship model.
  • Including Appalachian Stereotypes in Multicultural Education: An Analysis of Bill Bryson's "A Walk in the Woods."
    Analyzes stereotypes of the South and Appalachia in a recent nonfiction bestseller, demonstrating that prejudice against southerners and Appalachians is so entrenched that it goes unquestioned. Discusses how such stereotypical books can be used in multicultural education classes in Appalachian colleges.
  • White Noise: The Attack on Political Correctness and the Struggle for the Western Canon
    Reviews debates about political correctness, multiculturalism, and the Western Canon in education, analyzing why the Canon needs defending and what it says about education. The paper describes flaws in the arguments of those attacking political correctness and defending the Canon, suggesting that the case for multiculturalism and diversified curriculum needs substantial strengthening to be feasible.
  • Integrating the Arts: Renaissance and Reformation in Arts Education
    Asserts that the general educational curriculum tends to be fragmented and compartmentalized and that this situation would be improved by curriculum integration. Argues that an interdisciplinary arts approach would require new teacher attitudes and instructional strategies.
  • A New Instrument to Measure Diversity in the Curriculum
    Gauges inclusion of diversity issues and discussion within journalism and mass communication classes from students' perspectives. Finds instructors at nonaccredited programs scored better on every diversity variable; women instructors were far more likely to bring diversity issues into the classroom; part-time instructors did best on the diversity index; and instructors included more diversity issues in classes with minority enrollment.
  • Racial and Ethnic Diversity in Academic Library Collections: Ownership and Access of African American and U.S. Latino Periodical Literature
    Measures ownership of and access to African American and Latino periodical literature, illustrating the successes and failures in promoting racial and ethnic diversity in research libraries belonging to the ARL (Association of Research Libraries). Discusses desirability of multicultural collections; bibliographic control and access issues; and correlations between indexing and ownership.
  • Bridging the Cultural Divide: Reflective Dialogue about Multicultural Children's Books
    Reflects candidly upon the author's commitment to multicultural education and the resistance she initially encountered from white, female preservice teachers. Relates how the author and her undergraduate students found ways to break the silence and bridge their cultural divide through the use of multicultural children's and adolescent literature, reader response journals, and dialogue.
  • Unraveling Multicultural Education's Meanings: An Analysis of Core Assumptions Found in Academic Writings in Canada and the United States, 1981-1997
    Analyzes conceptions of multicultural education found within academic literature from 1981 to 1997. Identifies five key social and educational beliefs that generally have not been subject to academic scrutiny, and suggests that contradictions within the literature may have a potentially destructive impact on efforts to improve intercultural relations.
  • The Relationship between Racial Identity Cluster Profiles and Psychological Distress among African American College Students
    African American college students (N=182) completed the Racial Identity Attitudes Scale. Results from the multivariate categorization scheme revealed five types of empirically derived racial identity attitude profiles.
  • Globalizing Instructional Materials: Guidelines for Higher Education
    Discusses issues in training students to be culturally literate and the process for creating, designing, and developing cross-cultural (globalized) instructional materials. Defines terms associated with globalizing instructional materials and the process of adapting these materials to other cultures.
  • Information-Seeking Behavior of Multicultural Students: A Case Study at San Jose State University
    Discusses the growing diversity of college students; considers how academic libraries can meet their needs; and describes a study conducted at San Jose State University. This study investigated how students from diverse ethnic groups discover, select, and use information and the impact their cultural and educational backgrounds have on information-seeking behavior.
  • Cultural Awareness through Biographies
    One teacher educator's approach to developing cultural awareness among future teachers was to have them read biographies and autobiographies about teachers in a variety of situations. Student responses to the personal stories are discussed.
  • Asian Americans: From Racial Category to Multiple Identities. Critical Perspectives on Asian Pacific Americans Series
    The experience of Asian Americans as a racial category and as a multiplicity of identities in the United States is examined. Demographically, Asian Americans are the fastest growing racial and ethnic group in the United States.
  • Multicultural Teacher Preparation: Establishing Safe Environments for Discussion of Diversity Issues
    Describes a project within an early childhood multicultural teacher education program that examined what makes educational environments conducive to discussing culturally sensitive issues. Diverse students participated in two discussions, created guidelines, and completed interviews and questionnaires.
  • Interpreting Identity Politics: The Educational Challenge of Contemporary Student Activism
    Examines some of the educational implications multicultural activism may have for understanding today's diverse students. Uses a phenomenological analysis of student actions with an emphasis on identity politics and multiculturalism.
  • Serving a Diverse Population: The Role of Speech-Language Pathology Professional Preparation Programs
    Program directors (91 of 228) provided information on efforts to increase diversity in speech language pathology preparation. Minority enrollment has grown slowly, and there are active efforts to recruit and retain diverse students.
  • Multicultural Content and Class Participation: Do Students Self-Censor?
    Through survey and focus group data, examined student discomfort in social work courses, reasons for self-censorship, and solutions to self-censorship. Found that general classroom factors (being too shy or being unprepared), not political correctness, were more likely to be reasons for self-censorship.
  • Preparing Teachers for Diversity in Rural America
    A survey of 532 preservice teachers from six state colleges and University of Nebraska campuses examined the extent and perceived adequacy of multicultural education training in Nebraska teacher-preparation programs. About 39% of respondents felt that their overall multicultural preparation was inadequate.
  • Reimagining Race in Education: A New Paradigm from Psychology
    Discusses paradigms underlying current approaches to multicultural education, introducing a typology of philosophical assumptions that has been used to classify approaches to multiculturalism in the field of psychology; discussing racial identity theory as an important psychological component of a race-based perspective for understanding race and culture in education; and examining how racial identity affects educational thought and practice. (SM).
  • Multicultural Teacher Education for the 21st Century
    Discusses multicultural preservice teacher education, recommending that preservice programs be more deliberate about preparing white Americans for teaching diverse students because of the increasing division between white teachers and minority students. The paper examines preservice teachers' fear of diversity and resistance to dealing with race and racism, proposing a two-part program for preparing teachers to work with diverse students.
  • A National Survey of the Use of Multicultural Young Adult Literature in University Courses
    Surveys professors regarding their attitudes about the use of multicultural literature in their adolescent literature classes, and examines syllabi to determine which adolescent literature authors are being taught. Finds these professors value multicultural literature both in theory and in practice.
  • "The Politics of Location": Text As Opposition
    Foregrounds issues of race, ethnicity, and education, and ties together two important issues in teaching basic writing: how social and pedagogical issues in higher education shape possibilities for bicultural students' writings, and how these students can use their developing sense of literacy and their texts to explore identity. Discusses ethnographic research conducted in a writing course, focusing on texts a student wrote.
  • The Acceptance of a Multicultural Education among Appalachian College Students
    Explored the multicultural predispositions of 437 students in a Central Appalachian university, discovering which sort of multicultural programs garner weaker and stronger support. Tested explanatory models incorporating a mix of 21 independent variables, some drawn from sociological, psychological, and political science studies of reactions to other multicultural programs.
  • Preparing Teachers for Culturally Diverse Schools: Research and the Overwhelming Presence of Whiteness
    Reviewed research studies on preservice teacher preparation for multicultural schools, particularly schools serving historically underserved communities, examining the effects of such strategies as recruiting and selecting students, cross-cultural immersion experiences, multicultural coursework, and program restructuring. Very little research actually examined which strategies prepared strong teachers.
  • CCCC's Role in the Struggle for Language Rights
    Recounts the activist history of the Conference on College Composition and Communication in working toward a more democratic valuing of language diversity by both teachers and the public. Focuses on two organizational policies of CCCC, the "Students' Right" resolution of 1974 and the "National Language Policy" of 1988, incorporating articles and commentaries on language from this journal.
  • Assessing the Issues of Multiracial Students on College Campuses
    This preliminary study focuses on multiracial college students' attitudes regarding the challenges they experience on campus. Results highlight counseling issues that affect multiracial college students and how college counselors' perceptions of diversity need to be broadened to accommodate the rapidly growing multiracial and multiethnic student population.
  • Maximizing Human Capital by Developing Multicultural Competence
    Examines the growing demand for multicultural competence in college graduates, describes the course content and academic-advising activities recommended to develop it, and comments on the limits and inherent dangers of providing multicultural exposure universally. Academic advisors are urged to help students maximize their human capital by adding multicultural competence as part of their formal education.
  • Sharing the Responsibility: A Study of a Comprehensive Approach to Teacher Preparation for Cultural and Linguistic Diversity in Urban Middle Level Schools
    Examined effectiveness of a teacher education program emphasizing skills and knowledge needed in multicultural, multilingual urban middle school settings. Found that candidates were already culturally/linguistically sensitive, and became more so during the program; felt prepared to meet student needs; and still had difficulty envisioning the "practice" of these new teaching methods.
  • Culture Specific Knowledge and the Ability To Empathize: Applications for Cross-Cultural Counseling Training
    The acquisition of culture-specific knowledge through reading and/or experience is an important component of cross-cultural counseling education. This study explores the relationship between counselor trainees' culture specific knowledge and their ability to empathize in general.
  • Taking the Common Ground: Beyond Cultural Identity
    Discusses how, after 30 years of liberal education's focus on examining and celebrating diversity, the realities of contemporary social and civil life and global politics are prompting new interest in recognizing and affirming our genuine commonality. (EV).
  • Teaching Culture within the Nursing Curriculum Using the Giger-Davidhizar Model of Transcultural Nursing Assessment
    Presents a method for integrating cultural competence throughout the nursing curriculum. The model contains six cultural phenomena: communication, space, social organization, time, environmental control, and biological variation.
  • Bicultural Team Teaching: Experiences from an Emerging Business School
    A new graduate business course in Vietnam team taught by American and Vietnamese instructors illustrates issues in bicultural team teaching, including team formation, sharing workloads in and out of class, and evaluation/grading. The process made the class more relevant, exposed students to multiple perspectives, and helped participants appreciate their own and other cultures.
  • Leaving Authority at the Door: Equal-Status Community-Based Experiences and the Preparation of Teachers for Diverse Classrooms
    Describes a cross-cultural, equal status internship designed to prepare teachers for diverse classrooms, examining its influence on prospective teachers' emerging sociocultural perspectives and raced identities and exploring successes and challenges of this experience and what has been learned about supporting more mature anti-racist identities in the 3 years that students have been engaged in this internship.(SM).
  • Encouraging Students To Analyze/Articulate Their Beliefs about Cultural Diversity
    This paper offers suggestions for teaching high school and college students about cultural diversity and for providing them with multicultural educational experiences. After presenting a background and rationale for such teaching, the paper gives a list of classroom activities, including student reactions to statements regarding racism and affirmative action and a video analysis exercise.
  • Creating Cross-Cultural Connections
    Describes a project partnership aimed at helping college students and urban high school students better understand each other's worlds, highlighting the massive miscommunication that often occurs in such environments. Through e-mailing, letter writing, face-to-face experiences, literary experiences with multicultural themes, idea walks, reflections, webbing, and quilt making, this project coaxed participants to break institutional and social barriers in their personal systems.
  • Connecting Employers and Multicultural Student Organizations
    Describes how the University of Virginia's Student Career Services built on the successes of a Minority Career Day by incorporating a networking opportunity for student groups into the event. (GCP).
  • The Role of a European American Scholar in Multicultural Education
    Attempts to broaden the theoretical base and practical applications of multicultural education by examining the contributions of European American educators to the process. Advocates members of the dominant culture using their own lives as starting points for studying how that culture is maintained.
  • Merits and Perils of Teaching about Other Cultures
    Suggest that it is important for students to be taught about multi-cultural history, but in order to ensure that multi-cultural education is a glue, rather than a solvent, of U.S. community, there must be dedicated, knowledgeable, and honest teaching that reveals to students the ways in which all human beings are alike.
  • Imaging Difference: The Politics of Representation in Multicultural Art Education
    Examines the notion of "accurate" and "authentic" representations of culture in multicultural art education discourses focusing on two specific areas, museums and aesthetics. Questions the view that by replacing stereotypic representations with purported accurate and authentic representations will fix misunderstandings regarding non-white people and their cultures.
  • Americanization and the Schools
    Argues that a common mainstream American culture (a system of common knowledge and root attitudes as well as the English language) should take precedence in the schools over attempts to enforce multiculturalism and bilingualism, which only deepen the disadvantage of the children of the unassimilated. (SR).
  • Dramatized Experience, Civil Discourse, Sensitive Issues
    Describes the author's experience when the director and teacher-trainers of a writing program persuaded him that the oral interpretation he wished them to perform was too troubling and explosive to use. Outlines his questions and anguish about the incident, and the urgency of dealing with the dilemmas of multiculturalism, racial intolerance, and the teaching of writing.
  • The Relationships between Situated Cognition and Rural Preservice Teachers' Knowledge and Understanding of Diversity
    A study examined the influence of situated knowledge embedded in 17 rural preservice teachers' autobiographies on their perspectives on diversity and future classroom practices. Four themes emerged in interviews: situative cognition in rural contexts; cultural groups being together but existing apart; understanding group similarities and differences; and desire to teach in a small rural school.
  • The Unintended Classroom: Changing the Angle of Vision of International Education
    Appeals to international schools to help widen the angle of vision through which students view the world. Cautions that this broadening of vision must be balanced with the understanding that national educational communities fear a loss of identity in the "global village." (Contains 20 references.) (EMH).
  • Increasing Awareness and Implementation of Cultural Competence Principles in Health Professions Education
    Cultural competence is being recognized as an essential skill by allied health accrediting and professional organizations. However, more information is needed on the types and content of courses or other activities intended to explore cultural, ethnic, and racial diversity issues related to health care.
  • Multicultural Training for Undergraduates: Developing Knowledge and Awareness
    Determined whether training undergraduates (N=58) in multicultural issues improves awareness of their own cultural assumptions, values, and biases, along with their knowledge of other world views and cultural assumptions. Results indicate that undergraduates who completed a multicultural course reported increased multicultural awareness.
  • Discomfort Zones: Learning about Teaching with Care and Discipline in Urban Schools
    Multicultural principles, discipline, and curriculum theory should be integrated and revisited across the teacher-education program via case studies, portfolio assessment, and field experiences. Authors deplore prescriptive, procedural approaches to teaching and value ongoing faculty/student conversations, university alliances with "best" teachers and principals, and trust in children's power.
  • Delta Pi Epsilon National Research Conference Proceedings (Indianapolis, Indiana, November 14-16, 1996)
    It is a collectio of 34 papers.The papers contains articles related to attitude and motivation;teacher student;government university collaboration relationship etc.
  • Those People: You Know Who They Are
    Describes the ways in which a group of graduate students in a theory of multilingual education class learned to identify groups they had been taught to regard as "those people," others to be distrusted or disliked. Dialogue about who represented "those people" for each student led to considerations of race, class, gender, and religion.
  • The Experiences of Adult Undergraduate Students--What Shapes Their Learning?
    The Model of College Outcomes for Adults explains why adults might do as well as traditional students, despite limited participation and involvement in traditional residential learning experiences. The model's six components are prior experience and personal biographies; psychosocial and value orientation; adult cognition; life-world environment; college outcomes; and the connecting classroom.
  • Intercultural Education and Teacher Education in Sweden
    Examines multicultural and intercultural education in Sweden's teacher education and K-12 educational systems, discussing pedagogical strategies in multicultural classrooms and highlighting: Islam in the Swedish classroom; masking differences; focusing on differences; attitudes toward diversity; teachers in multicultural classrooms; and who is included in intercultural education. The paper concludes with an intercultural perspective on teacher education.
  • Experiences and Beliefs as Predictors of Ethnic Identity and Intergroup Relations
    Factors affecting ethnic identity and other group orientation were assessed in 115 college students from 5 ethnic groups. Ethnic group self-identification, negative and positive interracial experiences, perceptions of racial bias, social support, just-world beliefs, and psychological distress were each associated with various components of ethnic identity and are discussed within a counseling perspective.
  • Theorizing Interracial Families and Hybrid Identity: An Australian Perspective
    Uses narratives from research on interethnic Australian families to explore how interracial families are sites for development and articulation of hybrid identity, examining the significance of place, locality, and situated racial practice in constructing identity and arguing (using Hall's concepts of New Times and hybridity) that interracial subjects are of concern in postcolonial and postindustrial nation states and economics. (SM).
  • A Teacher-Researcher Perspective on Designing Multicultural Mathematics Experiences for Preservice Teachers
    Discusses the appropriateness and impact of some multicultural mathematics-education assignments for future elementary-school teachers, assignments designed to combat the myth that mathematics is pure abstraction. Discusses a teacher-researcher's effort to use the stage theory of J.
  • Evaluation of the Information, Communication and Technology Capabilities and E-Learning
    This study from the University of North London examines diversified support and relevance to improve instruction and reduce dropout rates for multicultural students. Discusses the use of information and communication technology to provide online student support; virtual integration of the curriculum; individual learning styles; and Web sites.
  • International Education: Flying Flags or Raising Standards?
    Contends that many national schools are trying to establish an international mindset, while researchers in the field of International Education have found little uniformity in such institutions. Asserts that meeting standards, such as those of the Alliance for International Education, would provide a clearer idea of what constitutes quality for international schools.
  • Placing "Diverse Voices" at the Center of Teacher Education A Pre-Service Teacher's Conception of "Educacion" and Appeal to Caring
    Presents a case study of the way in which one preservice male teacher of color constructed his drama work with culturally diverse elementary school children. Identifies three key dimensions in his perspective on teaching that center around being a caring teacher who knows his students, balances motivation and discipline, and implements a "real" curriculum in a culturally affirming classroom environment.
  • Teacher retention, teacher effectiveness, and professional preparation: A comparison of professional development school and non-professional development school graduates
    Compared Professional Development School (PDS) and non-PDS graduates regarding retention in teaching, teaching effectiveness, and perceptions of professional preparation.
  • The Campus Tour: Ritual and Community in Higher Education
    Examines the messages transmitted to prospective students during a particular ritual, the campus tour, discussing ways that members of a university communicate their expectations about becoming contributing members of the academic community. Describes three community discourses that serve as the theoretical foundation for the analysis.
  • Voicing Differences: Encouraging Multicultural Learning
    Student-affairs graduate students (N=70) adopted a "voice," other than their own, for a semester. Journal entries reveal steps the students took in learning to see through the eyes of individuals different from themselves.
  • Affirming Diversity: The Sociopolitical Context of Multicultural Education. Third Edition
    This book examines the meaning, necessity for, and benefits of multicultural education for students of all backgrounds, providing a conceptual framework and suggestions for implementing multicultural education in today's classrooms. It presents case studies, in the words of students from a variety of backgrounds, about home, school, and community experiences and how they influence school achievement.
  • Walking on Eggs: Mastering the Dreaded Diversity Discussion
    Nine strategies for opening and sustaining discussion of cultural pluralism in the college classroom are offered, including use of powerful evocative quotations, evocative visuals, student self-identification in cultural terms, pictographic autobiographies, student personal narratives, metaphors for America, concentric identity circles exercise, models for interpreting cultural experience, and paired readings. Guidelines for discussion management are also given.
  • Incorporating Components of American Pluralism into a Course on the Geography of the USA
    Outlines some of the pedagogical and organizational concerns encountered in transforming a traditional college-level U.S. geography course into a course emphasizing pluralism and diversity issues.
  • Addressing Issues of Cultural Diversity in Business Communication
    Discusses several terms used to denote cultural diversity and their implications. Emphasizes the importance of intracultural variations to an understanding of multiculturalism.
  • A Deans' Grant Initiative for the Twenty-First Century?
    This article poses three scenarios for national personnel preparation initiatives that would parallel the structure of the former Deans' Grants: a national initiative on the intersection of disability and diversity, a national initiative on school-university partnerships and disability, and a national initiative on service learning and disability. (Contains one reference.) (Author/CR).
  • Culture and Professional Education: The Experiences of Native American Social Workers
    A qualitative survey explored the professional educational experiences of 63 Native American social workers and social work students. Most respondents identified the need for more cultural content in the curriculum, personal struggles experienced in pursuing an education grounded in Anglo cultural norms, but also available supports, especially other Native Americans.
  • A Review of Spirituality in Counselor Education
    This paper presents a literature review of studies that address spirituality and religion specifically within counseling and counselor education.
  • The Use of Case Studies in Preparing Teachers for Cultural Diversity
    Cases offer prospective teachers vicarious experience in culturally different settings. This paper uses examples of cases from the Teachers for Alaska Program, which successfully altered the way teachers educated culturally diverse students.
  • Personal Experience as a Guide To Teaching
    Analyzes teacher educators' experiences using storytelling about teaching to prepare second-career teacher candidates to critically reflect on their practice and teach for diversity. Using stories, prospective teachers developed retrospective explanations and justifications for their teaching practices, constructing platforms from which to launch future actions.
  • The Future Direction of Multicultural Counseling: An Assessment of Preservice School Counselors' Thoughts
    Reviews issues with regard to multicultural training for counselors. An open-ended questionnaire designed to assess conceptions of multicultural counseling was administered to 85 master's level students in the internship phase of school counseling programs.
  • Teaching Diversity Skills in Law School: One School's Experience
    The evolution of a diversity education program at McGeorge School of Law (University of the Pacific, California) is chronicled and response to it is discussed. The program involved a lecture on cultural sensitivity and follow-up small-group discussion sessions involving faculty and students.
  • Towards a Multicultural Society: Bringing Postmodernism into the Classroom
    Asserts that western civilization's belief in the differentiation between object and subject impedes a true multicultural discourse. Praises the postmodernist approach, that self-evident reality is actually a politically constructed text, as being useful in identifying subjectivity.
  • Enhancing Multicultural Sensitivity through Teaching Multiculturally in Recreation. Research Update
    This paper addresses the utilization of teaching from a multicultural perspective to enhance multicultural sensitivity and awareness, discussing the inclusion of multicultural teaching in the university recreation curriculum and the delivery of leisure services. The concepts of multiculturalism are presented, explaining how to incorporate them into recreation and leisure curricula.
  • Two Important New Documents Reviewed: OFSTED and TTA
    Reviews the OFSTED document, "Educational Inequality: Mapping Race, Class and Gender. A Synthesis of Research Evidence," (which examines the persistent inequality between the main ethnic populations within English schools) and the Teacher Training Agency document, "Raising the Attainment of Minority Ethnic Pupils: Guidance and Resource Materials for Providers of Initial Teacher Training" (which focuses on racial equality and teacher training).
  • Multicultural Theorists and the Social Studies
    Questions the multiculturalists' vision that an ethnic group's self-esteem and subsequent academic achievement can improve through the study of its culture. Cites the paucity of studies supporting the effectiveness of interventions to improve inter-ethnic group attitudes.
  • The Academic Language Gap
    Discusses reasons for the deep resistance students feel about assuming the role of self-conscious intellectualizer and contentious argument-maker that is demanded by academic courses. Argues that educators will miss the point if, in their dwelling on texts, canons, and political philosophies, they ignore or romanticize this resistance.
  • Re-establishing Antiracist Education: A Response to Short and Carrington
    Responds to the article "Reconstructing Multicultural Education: a Response to Mike Cole" in which Cole defends his views of antiracist education and the role of cultural racism, the teaching of controversial aspects of other cultures, reconstructed multiculturalism as opposed to student misconceptions, and nationalism within the context of Britishness. (CMK).
  • Altering White Racial Identity and Interracial Comfort through Multicultural Training
    The impact of an integrative multicultural training program on the development of white racial identity and interracial comfort was examined. Counseling graduate students participated in the training.
  • Preparing Teachers for Diversity through Critical Conversation
    Students in ethnically homogeneous regions often enter teacher education programs lacking opportunity to recognize or reflect on diversity. By creating spaces for critical conversations, students can extend their perspective and understanding of diversity.
  • A Multicultural Study of University Students' Knowledge of and Attitudes Toward Homosexuality
    This study investigated whether or not a relationship exists between university students' knowledge of and attitudes toward homosexuality. Reports significant results and discusses the implications of findings for educational and counseling practice.
  • From Metaphoric Landscapes to Social Reform: A Case for Holistic Curricula
    Discusses two related dilemmas: (1) the tension between the Western view of historical progress and the realities of modern society; and (2) the tension between old and new approaches to teaching and learning about the arts. Argues that the end result of implementing the Goals 2000 program might diminish the teaching of the arts as discrete subjects.
  • Mixing It Up: Multicultural Support and the Learning Center
    Reports on Macalester College's (Minnesota) Learning Center peer-mentoring, speaker, and workshop programs, which were designed to focus on anti-racism activism and reorganization of multicultural affairs. Analyzes ambiguity of terms "racism" and "multiculturalism" and argues that a systematic approach is necessary to move toward realizing the vision of a vibrant multicultural and multiracial learning community.
  • Increasing Teacher Diversity by Tapping the Paraprofessional Pool
    To increase the representation of people of color in teaching, the potential candidate pool must expand beyond those who are likely to attend college. Paraprofessional school personnel, who typically are from minority groups, constitute a ready source for increasing the supply of diverse teachers.
  • Rethinking Education: Strategies for Preparing Educators To Teach in a Multicultural Society
    Considers how institutions of higher learning can plan for change to prepare teachers for teaching in an increasingly multicultural society. Discusses empirical-rational, power-coercive, and normative-re-educative strategies.
  • Education. CUNY Panel: Rethinking the Disciplines. Women in the Curriculum Series
    This collection of four essays examines the ways in which education, as a discipline, currently reflects ongoing scholarship on gender, race, ethnicity, social class, and sexual orientation. In "Teacher Education and Multicultural Education: Research, Students, and Teaching" Carl A.
  • Assessing Preservice Teachers' Zones of Concern and Comfort with Multicultural Education
    Examined preservice teachers' concerns and comfort with concepts and practices advocated as approaches to multicultural education. Data from surveys conducted at different points throughout a cultural-awareness course indicated that students believed in the need for multicultural education but differed greatly regarding choices for preferred approaches to multicultural education.
  • Crisis in the Heartland: Addressing Unexpected Challenges in Rural Education
    Recent increases in cultural and linguistic diversity in Kansas have raised three challenges for educators, especially rural educators: geographic isolation, capacity building, and professional development. Describes innovative, nontraditional programs developed by Kansas State University to help educators meet these challenges, including distance education, collaborative site-specific adaptations of curriculum and instruction, and cross-cultural sensitivity training.
  • Interethnic Relations on Campus: Can't We All Get Along?
    Examines ethnic climate and relationships among ethnic groups at five colleges. Data indicate that White and Latino students were the most comfortable interacting with other ethnic groups, whereas Asian students were the least comfortable.
  • Ratings of Helper Roles by Multicultural Psychologists and Asian American Students: Initial Support for the Three-Dimensional Model of Multicultural Counseling
    The results of two surveys investigating support for psychologists' roles advocated by the three-dimensional model of multicultural counseling are reported. Vignettes used varied high/low acculturation and internal/external etiology of problem.
  • Developmental Outcomes of College Students' Involvement in Leadership Activities
    Using longitudinal data from 875 students, assesses whether student participation in leadership education and training programs has an impact on educational and personal development. Results indicate that leadership participants showed growth in civic responsibility, leadership skills, multicultural awareness, understanding of leadership theories, and personal and societal values.
  • Counsellor Education for Diversity: Where Do We Go from Here?
    Examines current perspectives in counselor education for diversity. Addresses issues regarding ethnocentrism in counselor education programs, practice, research, and the evaluation of multicultural competencies.
  • Reflecting, Reconceptualizing, and Revising: The Evolution of a Portfolio Assignment in a Multicultural Teacher Education Course
    Describes the use of portfolios in teacher education programs and the development and evolution of a portfolio assignment in a course on multicultural issues in special education. Qualitative data that describe students' (n=156) learning is presented, and implications for future practice and research is provided.
  • 25 Years of Multiculturalism--Past, Present, and Future, Part 1
    Reviews the implementation and early successes and failures of multicultural education in Canada. Although multicultural education was officially adopted as an educational policy in 1971, it has been reworked and revamped as problems and challenges have arisen.
  • Reading "Whiteness" in English Studies
    Considers the role of the "white ground" in English studies at a critical period, the late 1960s and early 1970s, when the discipline, along with the rest of the academy and country, struggled mightily with issues of race. Describes the author's interest in constructing a narrative about the relationships between discourse and identity with students.
  • The Preparation of Educational Interpreters for Rural Education Settings
    A consortium of four Alabama universities was formed to prepare educational interpreters to serve deaf and hard-of-hearing students in inclusive rural settings and to work in multicultural environments. The proposed Specialty in Educational Interpreting program would offer some courses via the interactive intercampus television system.
  • Ten Points of Debate in Teacher Education: Looking for Answers to Guide Our Future
    Introduces a theme issue by examining 10 dichotomies that describe concerns marking contemporary teacher education in the U.S.: quality versus quantity, majority versus minority, preservice versus inservice, campus versus school site, time versus money, specialization versus generalization, theory versus practice, professional versus public, information versus myth, and long-range versus short-range. (SM).
  • COERC 2002: Appreciating Scholarship. Proceedings of the Annual College of Education Research Conference (1st, Miami, Florida, April 27, 2002)
    This conference was designed to offer a view to novice scholars of what scholarship is and provide insights on how to share knowledge with others. T.
  • The Pit Boss: A New Native American Stereotype?
    Stresses the importance of U.S. history textbooks containing information that is accurate, realistic, and comprehensive, noting that while there are increased portrayals of Native Americans in today's history textbooks, portraying them in a stereotypical manner that suggests a single type of Indian culture is inappropriate and may affect students' attitudes toward Native Americans or their own self-esteem.
  • The Values of a Global Perspective
    Asserts that college curricula, student activity programs, and institutional partnerships should each work toward the goal of promoting multicultural awareness. States that, as the nations of the world become more accessible to one another, students must learn to live comfortably with other peoples and cultures, and that teachers are instrumental in opening students' minds to this prospect.
  • Coming to Terms with "Diversity" and "Multiculturalism" in Teacher Education: Learning about Our Students, Changing Our Practice
    Teacher educators addressed negative student responses to a multicultural foundations course by designing an action research study to investigate students' identities, experiences, and beliefs. Analysis of written assignments and focus group discussions uncovered three categories of beliefs about the purposes of schools in relation to cultural diversity.
  • Learning and Living Difference That Makes a Difference: Postmodern Theory and Multicultural Education
    Multiculturalism that both transforms and informs is important. Recommends applying postmodern theory to transformative understanding of multiculturalism.
  • South Africa: A Place for English Teaching Pioneers
    Discusses the importance of English-as-a-Second-Language (ESL) education in the multicultural country of South Africa, where for the majority of residents, English is the second language. Examines the variety of languages of South Africa, the language-education crisis in South Africa, and the country's need for language teachers.
  • Globalization and Co-Integration of Universal Education
    This paper proposes an educational system in which integrated institutions can become co-integrated and continentally co-integrated institutions can become universally integrated. An integrated institution is one that offers both academic programs and extracurricular activities that meet the needs of students from other institutions and countries.
  • For Knowledge: Tradition, Progressivism and Progress in Education--Reconstructing the Curriculum Debate
    Draws on realist theories of knowledge and epistemologies in the philosophy of science in order to argue that databases around the English school curriculum would benefit from such approaches. Reviews ways that knowledge has been conceived as social in educational thinking.
  • Epistemic Universalism and the Shortcomings of Curricular Multicultural Science Education
    Identifies both epistemic and political shortcomings in the portrayal of science found in curricular multicultural science education. This approach denies the unique characteristics of Western science as it ignores the particular strengths of other systems of thought and has the unexpected political effect of reaffirming scientism.
  • Multicultural Education in Geography in the USA: An Introduction
    Briefly reviews the development of the diversity movement and the arguments for and against multicultural education. Follows this with a discussion of the representation of minorities within geographic institutions in the United States.
  • Rethinking Multicultural Counseling: Implications for Counselor Education
    Urges a broader definition of the term "multicultural counseling," and explores the potential contribution of multiculturalism to the theory and practice of counseling. Briefly reviews the current status of training in cross-cultural and multicultural counseling, and offers suggestions for upgrading the preparation of multicultural counselors.
  • Meeting the Challenge of Educating for Unity: Multicultural Teacher Education at East Carolina University
    East Carolina University's school of education has embraced multicultural education challenges through preparing educational leaders, conducting research, and delivering relevant services. The college's underlying commitments include supporting research into development of ethnocentric awareness in young children, developing inservice outreach programs and curricular revisions, and constructing a democratic rationale for universal multicultural education.
  • Building an International Student Teaching Program: A California/Mexico Experience
    This paper describes the first year of an international student teaching project conducted in Mexicali, Mexico, which was successful in helping U.S. participants develop cultural understanding and critical teaching skills needed to work with English learners.
  • A Multicultural Framework: Transforming Curriculum, Transforming Students
    Discusses efforts to bring a multicultural perspective to a 200-level course on the sociology of health and aging as a means of addressing broader multicultural curriculum transformation issues. The course is constructed around students' examination of four basic questions concerning their own experiences with exclusion and entitlement.
  • Challenging Old Assumptions: Preparing Teachers for Inner City Schools
    Researchers analyzed journals and essays from an elementary teacher education course, examining white prospective teachers' changing views about inner-city schools with minority children as they completed fieldwork and relevant readings. The experiences helped them question old assumptions about urban students and teaching and about the value of multicultural education.
  • New Perspectives on Multiculturalism in Education
    Advocates moving multicultural education beyond ethnic awareness into a more theoretical and constructive phase. Argues for incorporating epistemological theories regarding the subjectivity of knowledge with an awareness of the interdependence of different cultures.
  • Implementation Strategies for Creating an Environment of Achievement
    Convinced of the educational benefits of campus diversity, Mt. Holyoke College (Massachusetts) developed policies and practices to foster the academic and social skills needed for success in a diverse society.
  • Comparative and International Education: A Bibliography (1999)
    Bibliography of comparative and international education lists 937 journal articles published 1998-99. Categories are adult education; comparative studies; curriculum and instruction; educational planning, policy, and reform; ethnicity, race, and class; gender; higher education; indigenous and minority education; multicultural education; methodology and theory; primary education; secondary education; special education; study abroad; teacher education; technology; and various geographic regions.
  • The Use of Culturally Relevant Videos To Draw Attention to Cultural Diversity: A Preliminary Study
    Videos celebrating Hispanic Heritage and Black History month were presented at two regionally and ethnically distinct college campuses. Students (N=62) were interviewed regarding what attracted them to the video.
  • From Racial Stereotyping and Deficit Discourse toward a Critical Race Theory in Teacher Education
    Examines connections between critical race theory (CRT) and its application to the concepts of race, racial bias, and racial stereotyping in teacher education. Defines CRT, then discusses racism and stereotyping, racial stereotypes in the media, and racial stereotypes in professional environments, noting the effects on minority students.
  • AAHE Bulletin, 1998-99
    The 10 issues of this organizational journal provide news columns, calls for proposals, conference information, and several major articles.
  • Multiculturalism, Diversity, and African American College Students: Receptive, Yet Skeptical?
    Hypothesized that African American college students with higher racial self-esteem would be more open to diversity and multiculturalism than students with lower racial self-esteem. Surveys indicated that most students valued diversity-oriented courses, though most also believed that diversity courses were biased against African Americans.
  • The Perceived Influence of Culture and Ethnicity on the Communicative Dynamics of the United Nations Secretariat
    Investigates managerial perceptions in the United Nations Secretariat with regard to communicative dynamics in an organization founded on the precepts of cultural and ethnic diversity. Finds several pillars of deep diversity at the Secretariat, including multicultural and multiethnic understanding; an inclusive charter or mission; managers' commitment to that charter or mission; linguistic diversity; and respect and appreciation of similarities and differences.
  • Infusion of Multicultural Issues in Curricula: A Student Perspective
    Current or graduated students (n=132) at Colorado State University identified classroom incidents that had strengthened their understanding of multiculturalism. The 155 incidents were sorted into 18 categories of pedagogical techniques and classroom composition or dynamics that promoted multicultural awareness.
  • Moving Teacher Education in/to the Community
    Describes a set of structured experiences within a preservice teacher education program that helped construct, with the students, a critical perspective toward better understanding pupils' home, community, and school lives. The structured experiences occurred within a New Mexico school community research project combined with a course on families, schools, and communities.
  • Integrating Multicultural and Curriculum Principles in Teacher Education
    Proposes a strategy for incorporating multiculturalism into teacher education; examines why future teachers need to develop multicultural competencies, how to integrate general principles of multicultural education and curriculum design into teacher preparation programs, and how to accomplish integration so prospective teachers will be empowered to continue their professional growth in multiculturalism. (SM).
  • Constructing Conceptions of Multicultural Teaching: Preservice Teachers' Life Experiences and Teacher Education
    Addresses the need for greater understanding of the complex, contradictory nature of preservice teachers' life experiences as they interact with a multicultural, social reconstructionist teacher education course. The paper describes a study of the course and portrays two students' prior experiences that influenced their motivations to teach multiculturally.
  • Mixed Media: A Roundup of CD-ROM and Electronic Products
    Highlights multicultural materials that are useful for teaching students of all ages (elementary through college level). These include such CD-ROM products as "The Ellis Island Experience" and "The Civil Rights Movement in the United States" and such World Wide Web-based products as "Diversify Your World," "American Slavery: A Complete Autobiography," and "International Index to Black Periodicals Full Text." (SM).
  • Using Whole Language to Incorporate African-American Literature into Developmental Reading/Writing Classes
    Explains how whole language classes differ from traditional developmental classes and illustrates how both African American and Caucasian students benefit from a whole language approach. Makes a case for the importance of using African American literature as well as other literature.
  • The Compelling Need for Diversity in Higher Education
    The Center for Individual Rights (CIR) represented three white applicants who brought the two lawsuits, "Gratz, et al., v Bollinger, et al., No. 97-75231 (E.D.Mich.)" and "Grutter, et al.
  • A Multicultural Autobiographies Interdisciplinary Course
    Describes an interdisciplinary course on multicultural autobiographies that integrated psychology and literature, requiring students to examine primary texts using analytical tools from both disciplines. Addresses the outcomes and writing assignments, psychological and literary perspectives on autobiographical texts, the students' responses, and teaching observations.
  • Experiential Exercises for Increasing Self-Awareness and an Appreciation of Racially and Ethnically Diverse Populations
    Describes experiential exercises used by the author to facilitate both self-awareness and an appreciation of the impact of race and culture in the United States in a group of students consisting mainly of undergraduate social work majors. These exercises generate deep reflection and personal insights on race and ethnicity.
  • Citizenship, Democracy and Political Literacy
    Draws on the Crick Report, Education for Citizenship and the Teaching of Democracy in Schools, to examine citizenship, democracy, and political literacy, considering the report's potential as a framework for promoting racial equality in European schools. Discusses the following issues: racism and the education system; racism, democracy, and citizenship education; and human rights and political literacy.
  • Diversity Initiatives in Higher Education: Intergroup Dialogue Program Student Outcomes and Implications for Campus Radical Climate. A Case Study
    Explored the cognitive and affective outcomes of participating in the University of Maryland's Intergroup Dialogue Program to promote social justice among diverse students. Post-program interviews indicated that many students had changed perceptions of self and society after the program.
  • Reflexive Reading: Toward a Pedagogy of Alterity
    Examines evolving approaches to otherness in modern culture, analyzing the intertextual relation between Shakespeare's "The Merchant of Venice" and Bukaee's film, "Avanti Popolo." Considers a possible pedagogy of alterity, examining the texts in their otherness according to Benhabib's 1992 conception of generalized and concertized otherness. Discusses how to promote personal growth and social agency through attentive, reflexive, and reflective reading.
  • Evaluation of Supplemental Instruction at the College Level
    Describes a new method of evaluating the Supplemental Instruction (SI) model as implemented in a high-risk biology course at an urban multicultural university campus. Examination grades indicated that the average grade of participants in classes that had SI sessions was significantly higher than that of participants in classes where SI sessions were not offered.
  • Beyond Affirmative Action: Reframing the Context of Higher Education
    Based on extensive interviews with Latino and Latina students and faculty, this book introduces a theory of "multicontextuality" that proposes that many people learn better when teachers emphasize whole systems of knowledge and that education can create its greatest successes by offering and accepting many approaches to teaching and learning.
  • Exploring the Intergenerational Dialogue Journal Discussion of a Multicultural Young Adult Novel
    Explores the reader response patterns and intergenerational dialogue produced by five high school/university student pairs reading and reacting to a young adult multicultural novel, Gary Soto's "Buried Onions." Concludes that participants offered multiple perspectives, maintained mutual respect for each other's interpretations, and revealed the potential for intergenerational dialogue journal exchanges in the social studies classroom. (SG).
  • Pharmacy Students' Perceptions About the Need for Multicultural Education
    A study assessed pharmacy students' perceptions about the importance of learning about health beliefs and behaviors of ethnic minority groups, views on the mechanisms by which such cultural information should be conveyed, and differences in perceptions related to student demography. Students believed this information was important but did not make the connection between having knowledge and impacting patient outcomes.
  • Using Media To Create Experiential Learning in Multicultural and Diversity Issues
    Presents a framework for using media to create experiential learning in multicultural and diversity issues based on cognitive-experiential self-theory. Offers several lessons and a media resource list aimed at training counseling students in multicultural and diversity issues.
  • Preservice Field Experience as a Multicultural Component of a Teacher Education Program
    This study examined the effect of pre-student-teaching field experience in a multicultural setting on preservice teachers' cultural sensitivity. Preservice teachers took the Cultural Awareness Inventory before and after a field experience with minority students.
  • Transformative Teaching for Multicultural Classrooms: Designing Curriculum and Classroom Strategies for Master's Level Teacher Education
    Teacher educators have done relatively little to develop multicultural curricula specific to continuing professional education of inservice teachers. Presents one professor's approach to educating for cultural diversity in a master's level course, "Cultural Issues in Classrooms and Curricula," describing experiences that participants had during the class, explaining the instructional framework, and discussing six teachers' approaches to educational diversity.
  • Developing a Multicultural Focus in Teacher Education: One Department's Story
    This paper describes how the University of Wisconsin-Parkside developed a multicultural emphasis in its teacher education program, noting that implementing such a focus in a school with predominantly white students and faculty members required a paradigm shift for both the program and the faculty. (SM).
  • Multicultural Counseling Competencies as Tools to Address Oppression and Racism
    The background, rationale, and framework of the multicultural competencies documents are discussed. Central concepts include development of awareness of personal assumptions, values, and biases; understanding the worldview of the culturally different client; and developing appropriate intervention strategies and techniques.
  • The Practice of Performance in Teaching Multicultural Literature
    Describes the use of a strategy of performance in teaching a general-education course on the "American experience." Each student was asked to select a segment of an assigned text and perform it. Discusses advantages of this type of student-centered experiential teaching.
  • Social Studies Research and the Interests of Children
    Explains that educational research in social studies must identify the practices contributing to children's well-being. Argues that research in social studies should be conducted within real school settings and must focus on the consequences of educational practice for children's development.
  • Community, Higher Education, and the Challenge of Multiculturalism
    Uses John Dewey's pragmatism to theorize a relevant and effective understanding of collegiate community within liberal culture, suggesting that if multiculturalism were understood and enacted on college campuses in Deweyan ways, it would introduce a method of thinking or intelligent learning that would make the ideal of community possible for higher education institutions. (SM).
  • Reflections on the American Cultures Requirement
    Examines the development and alterations in the American Cultures curriculum at the University of California (Berkeley) designed to accommodate emerging student diversity. The following course topics are highlighted: English, Anthropology, and History.
  • La comunidad en el aula y el aula en la comunidad: Un modelo (The Community in the Classroom and the Classroom in the Community: A Model)
    Describes an advanced conversational Spanish language course based on community experiences, multicultural education, and collaborative research taught at the University of Santa Clara in California. The class combined authentic materials with real-life experiences.
  • Service-Learning for Multicultural Teaching Competency: Insights from the Literature for Teacher Educators
    Examined the literature to answer: (1) "What outcomes have resulted from preservice teachers' involvement in service-learning activities in diverse community settings?" and (2) "What challenges exist to enhance their multicultural teaching competencies through service-learning?" Summarizes three challenges (e.g., the resiliency of preservice teachers' negative attitudes toward children and families of color; service-learning activities that emphasize charity, not social change); and offers recommendations for addressing them. (EV).
  • "The Light in Her Eyes." An Interview with Sonia Nieto
    Presents an interview with educators' educator Sonia Nieto--an author of two important books ("The Light in Their Eyes: Creating Multicultural Learning Communities," and "Affirming Diversity: The Sociopolitical Context of Multicultural Education"). Discusses her books, avoiding stereotypes, current issues in multicultural education, how and what is taught, exploring unconscious attitudes, and linguistic diversities.
  • Challenging Students to Respond to Multicultural Issues: The Case-Study Approach
    Presents two case studies that challenge business communication and technical writing students to respond to problems that reflect a multicultural dimension and involve business people whose perspectives, values, and traditions are not Western. Includes discussion questions.
  • Critical Pedagogy: Translation for Education that Is Multicultural
    Examined the translation of multicultural learning activities in a college classroom into critical pedagogy in public school classrooms. Practicing teachers enrolled in the course completed interviews and surveys.
  • Pluralism and Science Education
    Examined how British preservice science teachers responded to an independent study pack designed to stimulate their understanding of race and culture. The pack provided information on cultural diversity and pluralism in Britain and educational responses to cultural pluralism.
  • Toward a Multicultural Imagination: Infusing Ethnicity into the Teaching of Social Psychology
    Explores the utility of a multicultural approach to teaching an undergraduate social psychology course. Discusses institutional context and the transformation of the course by infusing multicultural content.
  • The Nostalgia of Art Education: Reinscribing the Master's Narrative
    Presents a psychoanalytic critique of an advertisement for the Getty Center for Education in the Arts multicultural program. Applying principles derived from Lacan, Foucault, and Derrida, reveals basic racist, sexist, and elitist assumptions embedded in the advertisement.
  • African American Giftedness: Our Nation's Deferred Dream
    Addresses issues that have perpetuated the underrepresentation of African Americans in gifted and talented programs, which include: inadequate definitions, standardized testing, nomination procedures, learning style preferences, family and peer influences, screening and identification, and gifted underachievers. Concludes by discussing alternative theories of giftedness and the implementation of multicultural education in teacher education programs.
  • Towards a Grand Theory of Black Studies: An Attempt To Discern the Dynamics and the Direction of the Discipline
    Develops a theory of black studies by examining the works of the foremost writers in, and critics of, the field. Uses the history of the black intellectual tradition as a frame and places black studies in the context of multicultural studies, the contemporary academy, and the development of the global economy and culture.
  • History Curriculum Face-Lift. Quebec Report
    Reports on a 1996 Ministry of Education study on the teaching of history in Quebec. Criticizes the study for perpetuating leftist biases in favor of multiculturalism and globalization while censuring the study of Western civilization as evidence of Eurocentrism.
  • The Challenge of Effectively Preparing Teachers of Limited-English-Proficient Students
    Discusses the effect of inservice and preservice education emphasizing the educational needs of limited-English- proficient students, examining a study of the effects of English language proficiency on teachers' assessment of students' understanding. Results indicated that despite inservice education, teachers did not accommodate students' needs and maintained their teaching biases.
  • Diversity in the English Curriculum: Challenges and Successes
    Shares some perspectives of a professor of English education, from work with English teachers, related to diversifying the high school English curriculum . Reports on responses of 240 teachers to a survey about works taught.
  • Teaching as an Encounter with the Self: Unraveling the Mix of Personal Beliefs, Education Ideologies, and Pedagogical Practices
    By audiotaping and analyzing class discussions with graduate students in education, the teacher confronted her own personal beliefs in the context of cross-cultural perspectives on child rearing and traditional educational ideologies. Examining the intersection of belief and practice resulted in more culturally aware teaching.
  • The Diversity Project: Institutionalizing Multiculturalism or Managing Differences?
    Institutions embrace diversity in theory, but they do not do much to implement it. Their inadequate support for ethnic studies is a case in point.
  • Strength through Cultural Diversity: Developing and Teaching a Diversity Course
    Describes the design of an interdisciplinary course intended to develop college students' skills in functioning both personally and professionally in a multicultural society. Concepts addressed include the systems and characteristics of culture; individual, familial, community, and cross-cultural dimensions of diversity; differences and similarities between cultures; and conflict and negotiation.
  • Poll Confirms That Americans Want Diversity on Campuses
    A recent Ford Foundation national survey found that 71% of Americans think diversity education does more to bring Americans together than drive them apart. Two-thirds felt colleges and universities should take explicit steps to ensure student body diversity; three-fourths want to ensure faculty diversity.
  • 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.
  • Student Affairs Core Competencies: Integrating Multicultural Awareness, Knowledge, and Skills
    Reports on selected aspects of the multicultural awareness, knowledge, and skills necessary for effective student affairs practice. Focuses on student affairs core competencies, multicultural competencies in student affairs, and implications of multicultural competencies in student affairs.
  • Cyber Diversity
    A Central Michigan University course in African-American literature, attended mostly by whites, is joined by black students and their professor at the University of Arkansas, Pine Bluff, for lectures and discussions by teleconference. Technology is the tool used for increasing diversity in the teaching/learning experience.
  • The Invisible Minority: Preparing Teachers to Meet the Needs of Gay and Lesbian Youth
    Teacher educators can help prepare future educators to teach homosexual students by creating safe environments for homosexual students, providing positive role models, selecting relevant curriculum and activities, providing information and training for faculty, securing relevant library holdings, and conducting research on homosexual students. Commitment to all students must include commitment to homosexual students.
  • Reflections on Multicultural Language Practices across a District and within a School
    Describes the school climate, the building-level specifics, and some effective teaching strategies that make Western Hills Elementary School an appropriate and successful setting for the development of multicultural language practices. Discusses the partnership between the school district and the University of Colorado at Boulder, and the role this partnership plays in supporting the development of multicultural language practices.
  • A Research Informed Vision of Good Practice in Multicultural Teacher Education: Design Principles
    Presents 14 design principles that explain good practice in multicultural preservice teacher education. The principles fall under the three main categories of (1) institutional and programmatic principles, (2) personnel principles, and (3) curriculum and instruction principles.
  • Teacher Preparation in E/BD: A National Survey
    A survey of 101 directors of teacher training programs for working with students with emotional and behavioral disorders (E/BD) found encouraging practices such as offering E/BD programming at the graduate level; however, there were some areas such as special education law and multicultural issues that received little attention. (Author/CR).
  • Multiple Definitions of Multicultural Literature: Is the Debate Really Just "Ivory Tower" Bickering?
    Argues that controversy over the definition of multicultural literature is focused on how many cultures should be covered. Identifies and discusses three key definitions that raise fundamental sociopolitical issues and have differing implications for how multicultural literature is incorporated into the curriculum.
  • Teaching and Learning with the Seventh Generation: The "Inward Bound" Experience
    Pre-health freshmen from a New York university worked at a traditional Mohawk community in return for lessons in Iroquois spirituality, healing, and ecology. Reciprocity between community members and students alleviated problems related to appropriation of Native American traditions and "great white hope" philanthropy, and deepened students' recognition of compassion and understanding of healing.
  • Children's Literature in Adult Education
    Investigates the possible role of children's literature in the education of adult learners of English. Shows that children's literature can be effective in teaching linguistic skills such as pronunciation practice and improving language acquisition.
  • Educational renewal: Better teachers, better schools
    This book provides the vision and rationale for "centers of pedagogy" that can bring schools and universities together in a close, renewing relationship. It proposes a redesign of education that is grounded in a mission of enculturating students in a social and political democracy.
  • The Diversity Myth: Multiculturalism and Political Intolerance on Campus. [Second Edition]
    The "diversity myth" is the myth that universities are doing a good job promoting diversity on campus. Universities in America have promoted this "diversity myth" which belies the actual state of affairs in the nation's schools.
  • Diversity as a Value in Undergraduate Nursing Education
    An associate degree nursing program restructured the curriculum using transcultural nursing theory, including cultural value and cultural care accommodation. Objectives include acknowledging the relevance of diversity to health care, addressing diversity in interventions, and learning how to accommodate diversity in providing care.
  • Conflict in Multiculturalism Classes: Too Much Heat or Too Little?
    The issues that arise in a college course on multiculturalism can touch students very personally and may be a first opportunity for many students to talk face-to-face about important social issues. Anticipating when students may become defensive, angry, hurt, or when conflict might erupt will help faculty know when to lower or raise the temperature in the classroom.
  • Culture in school learning: Revealing the deep meaning.
    From book:ā€¯Introduces pre- and in-service teachers to the centrality of culture in school learning.The book clearly targets teachers as its audience. The book emphasizes multicultural approaches to curriculum development and instructional techniques.
  • Proceedings of the Midwest Philosophy of Education Society, 1999-2000
    This proceedings of the Midwest Philosophy of Education Society contain two presidential addresses: "Separating School and State: An Analytical Polemic" (D. G.
  • The Relationship between Racial Identity Development and Multicultural Counseling Competency
    Incoming doctoral students (n=65 European Americans; n=22 People of Color) completed a battery of tests considering the relationship between racial identity development and multicultural counseling competency. Analysis determined that more advanced levels of racial identity development generally correlated with higher levels of multicultural counseling competency, greater amounts of prior multicultural training, and higher self-reported ratings of overall counseling competency.
  • Diversity Education for Preservice Teachers: Strategies and Attitude Outcomes
    Analyzed the impact of emphasizing diversity in a foundations of education course. Various instructional strategies addressed issues of intolerance and promoted understanding of the importance of multicultural education for teachers.
  • The Court of Public Opinion: The Ford Foundation Campus Diversity Initiative Survey of Voters on Diversity in Education and an Interview with Edgar Beckham
    Reports on a study of attitudes of U.S. voters regarding diversity and diversity education in higher education based on telephone interviews with 2,011 voters.
  • Infusing Multicultural Education: A Process of Creating Organizational Change at the College Level
    A case study uses the concept of second-order organizational change to conceptualize the nature of change associated with infusing multicultural education within a large college of education. A four-year process is described, in which qualitative changes to the organization's culture occurred.
  • Racial Identity, African Self-Consciousness, and Career Decision Making in African American College Women
    Examines racial identity, African self-consciousness, and career decidedness in 212 African-American college women. Comparisons were made between senior and first-year students at a historically Black and a predominantly White university.
  • Research Update. Multicultural Training in Parks and Recreation Programs
    Parks and recreation professionals need training in multicultural education to handle an increasingly diverse public. Research indicates that most graduate parks-and-recreation education programs do not have multicultural education or gender issues infused into the curriculum.
  • Respect in the Classroom: Reflections of a Mexican-American Educator
    Praises the rare teacher who respected his native culture when growing up. Deplores negative attitudes of some future second-language teachers toward Mexican-American culture.
  • Multicultural Reasoning and the Appreciation of Art
    Explicates a multicultural approach to art education that enhances critical thinking. Grounds this approach in the philosophical principles of constructivism that emphasize the student's construction of meaning rather than the passive transmission of knowledge from a teacher.
  • Enhancing Monocultural Education Students' Multicultural Awareness through Art Experiences and Art Appreciation
    Explains how both experiential art processes and art appreciation can lead monocultural students in general education teacher training courses to a sense of their own cultural richness and that of others. By combining image making with art appreciation, education students are able to discover meaning in their own visual languages.
  • Relationships among Multicultural Training, Moral Development, and Racial Identity Development of White Counseling Students
    Surveys counselor education students (N=68) using Defining Issues Test and White Racial Identity Scale to determine relationships among multicultural training and moral racial identity development. Results indicated that training could help change modes of information processing about racial attitudes, but may not promote cognitive complexity needed for moral development.
  • The Vocational Situation and Country of Orientation of International Students
    A culturally relevant career development needs assessment survey was administered to 227 international college students. Factor analysis indicates that the participants' vocational needs centered on obtaining work experience, overcoming interview barriers, and developing job search skills.
  • An Exploratory Study of Counselor Judgments in Multicultural Research
    Archival data were used to explore intake judgments made by 45 counselors about 344 African American and white clients seen at a counseling center during a 2-year period. Counselor gender was significantly associated with ratings of client severity of current condition.
  • Teaching Multicultural Counseling Prepracticum
    Focuses on the value of a multicultural counseling prepracticum course for counselors in training at Virginia Commonwealth University (Richmond). States that the course helps students develop their skills in multicultural counseling.
  • Intellectual Leadership and the Influence of Early African American Scholars on Multicultural Education
    Examines key aspects of multicultural education and early African American scholarship to broaden, deepen, and refine our understanding of their common roots. Early African American scholars exercised intellectual leadership by challenging the metanarrative, encouraging perspective-taking, and providing an intellectual foundation for questioning the status quo and building a just society.
  • Personal Transformations from the Inside Out: Nurturing Monocultural Teachers' Growth toward Multicultural Competence
    Contends that the transformation of incoming preservice teachers into multiculturally competent, committed advocates for all students can be achieved through a combination of sound multicultural research and best practice, discussing mediated cultural immersions, the role of attending faculty in student growth, and the three phases of mediated cultural immersion. The origins of mediated cultural immersion programs are described.
  • "Other" Encounters: Dances with Whiteness in Multicultural Education
    Reviews four books in order to examine the contradictory and ambivalent spaces occupied and co-occupied with multicultural education, locating multicultural education within the Eurocentric regimes of truth (democracy, pluralism, and equality) and addressing how the books rectify or contest the regimes of truth moving within and against the parameters of the white studies configuration of higher education. (SM).
  • Cross-Cultural Partnerships: Acknowledging the "Equal Other" in the Rural/Urban American Indian Teacher Education Program
    Describes the Rural/Urban American Indian Teacher Education Program, based on Baber's (1970) notion of the equal other. It featured cross-cultural partnerships at every possible level.
  • Reprise of Iroquois "Influence" Issue. The Public Eye
    Reviews recent publications criticizing the idea that the intellectual development of U.S. democracy was influenced by the political organization of the Iroquois Confederacy.
  • Commentary on "Laying Down the Sword."
    Discusses a book which describes through poetry, essays, and personal life reflections on how it was to grow up as a Black American. Offers information on the author, an educational administrator and 30-year veteran of the music and recording industry; presents the book's introduction; and includes comments about the book by two educational administrators.
  • Student Protest and Multicultural Reform: Making Sense of Campus Unrest in the 1990s
    Examines college student activism of the 1990s organized around multicultural issues using case studies of protests at five institutions--Mills College (California), University of California at Los Angeles, Pennsylvania State University, Rutgers University (New Jersey), Michigan State University. Identity politics is highlighted as a key student strategy.
  • Preparing Tomorrow's Teachers: The Field Experience. Teacher Education Yearbook IV
    This yearbook provides educators with current research and practical guidelines for improving the education of teacher candidates and beginning teachers. The book has four sections, each on a particular topic and containing an overview and a response (reflections and implications).
  • Women and Gender Studies and Multicultural Education: Building the Agenda for 2000 and Beyond
    Examines some of the tensions between women and gender studies and multicultural education, which include: understanding gender as a category of analysis; theoretical constructions of feminism; and building an educational agenda for social justice in an effort to further the agenda for 2000 and beyond. (SM).
  • Blending Cultural Anthropology and Multicultural Education: Team Teaching in a Teacher Education Program
    Describes how a large urban university and K-6 classroom teachers collaborated to design an undergraduate teacher education program in elementary and special education, creatively combining subject matter curriculum with educational issues and pedagogy to better prepare teachers to succeed in diverse urban schools. The result was the team-taught Liberal Studies Seminar in Anthropology.
  • Correlates of Self-Reported Multicultural Competencies: Couns