NCCRESt

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Models

• Beyond Multicultural Training: Mentoring Stories from Two White American Doctoral Students
  Using a personal self-disclosing format, relates two graduate students' experiences with multicultural training. Narrates each student's story and then offers three points that expand on an article that examines multicultural training for White students in counseling psychology, such as the trainer's need to balance support and confrontation.
• Bilingual Education for All: A Benefits Model for Small Towns
  Suggests a curriculum for rural and small-town schools that combines bilingual education in local languages (indigenous, heritage, or immigrant languages) with global, multicultural education. Discusses benefits to students and community, and ways that the model overcomes typical rural constraints of inflexible school organization; administrative and public resistance; and lack of bilingual teachers, materials, and funding.
• Changing Higher Education Curricula for a Global and Multicultural World
  Outlines a framework for changing curricula in higher education in order to prepare students to succeed in a culturally diverse, globally interdependent world. The framework components include focused and infused curriculum changes, increase expertise of a diverse and international faculty, linkages with other universities and organizations, and recruitment of diverse and international students.
• Conceptualizing a Case of Indirect Racism Using the White Racial Identity Development Model
  Describes how counselors might use a model of White racial identity development to conceptualize and treat a White client who has experienced racism directed toward his ethnic minority friend. Specific attention is paid to both the client's and the counselor's White racial statuses and how these interact within the counseling process.
• Confronting White Privilege and the "Color Blind" Paradigm in a Teacher Education Program
  Reports on an effort developed in 1997 to expose elementary education majors to issues of social inequality through immersion in a 2-day symposium. Responses of 527 participants suggest that the impact of the symposium on student attitudes was significant.
• Dine College Struggles to Synthesize Navajo and Western Knowledge
  Discusses the 30-year struggle Navajo Community College leaders faced in developing a Navajo philosophy and education model that combines Navajo principles and values with a Western-based curriculum. Describes the 1995 implementation of Dine College's Philosophy of Education model at the Tsaile campus.
• 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.
• Electronic and Linguistic Connections in One Diverse 21st-Century Classroom
  Explores one vision of a multifaceted classroom community (comprised of teachers, an intern, cross-age tutors, students, and parent volunteers, all from a variety of language and ethnic backgrounds) in a classroom where authentic discourse and language diversity flourish as children develop many electronic and non-electronic literacies. Notes that learning events involve teaching by assisting performance rather than by repetition and recitation.
• Engaging Effectively with Culturally Diverse Families and Children
  Describes a practice model that school social workers can use when helping culturally diverse families. Model emphasizes the importance of building a perspective for understanding culture and presents a framework for cross-cultural practice that includes some basic skills for effective transactions.
• Exist-Culturalism: A Philosophical Framework
  Article presents a philosophical framework that educators and student affairs professionals might use in their current practices to enhance multicultural and diversity programs and overall campus climate. The framework purports to create an intellectual discourse about the needs and the outcomes of services, programs, and courses beyond traditional multiculturalism and diversity perspectives.
• Feeling, Experiencing and Consciousing: Diversity in the College Classroom
  Recent reports identify minority college students' tendency to segregate themselves and opt out of mainstream campus activities. This article describes a redesigned cultural diversity teaching model that sensitizes instructors to their own ethnic/racial preconceptions and helps students acknowledge their own racial biases, identify stereotypical reactions, engage in honest discussion about differences, and appreciate other groups' societal contributions.
• 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.
• Models To Improve Service Delivery. Chapter 8
  This collection of papers presented at a 1996 conference on children's mental health focuses on models to improve service delivery.
• Multicultural Education: A Developmental Process. Spotlight: Montessori--Multilingual, Multicultural
  Maintains that multicultural education is a key element in the ongoing struggle to solve current educational problems. Presents Banks's (1988) phases in the evolution of multicultural education.
• Prejudice and Behavioral Archetypes: A New Model for Cultural-Diversity Training
  Presents a new model to help corporate cultural diversity trainers help training participants become better and more effective "citizens" in their increasingly diverse corporate cultures. Discusses why some organizational acts and actors are seen as offensive whereas others are not.
• Preparing Students for Success in a Multicultural World: Faculty Advisement and Intercultural Communication
  Summarizes key findings from counseling, advisement, and intercultural communication literature that are associated with multicultural competence, including the academic and modeling role of the advisor. Offers a conceptual framework of standards for developing multicultural communication advisement competence.
• 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.
• 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.
• Self-efficacy: Toward a unifying theory of behavioral change
  This research presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of "self-efficacy".
• Staff Development as Self-Development: Extension and Application of Russo's Humanistic-Critical Theory Approach for Humanistic Education and Social Action Integration
  Examines how Russo's humanistic-critical theory for social-action integration requires shifting staff development focused on knowing and caring about others to self-development that includes everyone. Rationale, resources, and successful action-practice models support and extend Russo's theory for responsible social-action education in a multicultural society.
• Studying Art History through the Multicultural Education Looking-Glass
  Proposes a curriculum model for integrating the content of art history and multicultural education. Describes the different modes of inquiry and cultural characteristics that are included in the multicultural education/art history curriculum content matrix.
• 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.
• Teaching the Third Culture Child
  Examines experiences of a 5- and 7-year-old entering a U.S. early childhood program in context of child development theory, constructivist philosophy, and the Japanese social teaching model.
• 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.
• 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.
• Toward a Model of Psychological Health Empowerment: Implications for Health Care in Multicultural Communities
  The context for health empowerment includes individuals, health providers, and the regulatory environment. Psychological health empowerment consists of perceived control, perceived competence, and goal internalization.
• Urban Bilingual Teachers and Mentoring for the Future
  Reviews the literature on mentoring teachers, focusing on bilingual and bicultural education and emphasizing issues relevant in urban settings. An interactive model of mentoring is proposed in which bilingual teachers, whether mentors or new teachers, can share perspectives sorely needed in this age of increasing cultural diversity.