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Racial Discrimination

• "E Pluribus Unum": What Does it Mean? How Should We Respond?
  Charts the intellectual history of competing conceptions of national unity, diversity, and ethnic identity. Explicates three models: monolithic integration (monocultural assimilation of diversity), pluralistic preservation (diversity and unity as equal values), and pluralistic integration (stressing consensus about core civic values while acknowledging the compatibilities and tensions regarding unity and diversity).
• "Reverse Racism": Students' Response to Equity Programs
  With reference to class discussions of racism and equity, this article explores how white college and university students conceptualize racism and perceive equity programs as affecting their career opportunities. It concludes that through class discussions, educators can help students understand equity programs as a benefit to all students.
• "White Privilege": Discrimination and Miscommunication--How It Affects/Effects Underrepresented Minority [Groups] on College Campuses
  Thirty years after the enactment of civil rights legislation, the meaning of race has become a problem in the United States, largely because the legacy of centuries of white supremacy lives on. Monolithic white supremacy is over, but in a more concealed way, white power and privilege linger.
• "White Privilege": Discrimination and Miscommunication--How It Affects/Effects Underrepresented Minority [Groups] on College Campuses
  Thirty years after the enactment of civil rights legislation, the meaning of race has become a problem in the United States, largely because the legacy of centuries of white supremacy lives on. Monolithic white supremacy is over, but in a more concealed way, white power and privilege linger.
• A Call for a Multicultural Revolution. Challenges & Hopes: Multiculturalism as Revolutionary Praxis. An Interview with Peter McLaren
  Discusses Peter McLaren's theories of critical pedagogy, which is underwritten by a Marxist philosophy and a critique of global capitalism. McLaren believes that capitalist exploitation is the driving force for the institutionalized racism that is so prevalent in Western society.
• A Dialogue About Race and Ethnicity in Education: Struggling To Understand Issues in Cross-Cultural Leadership
  A dialogic approach explores some of the complex issues related to race and ethnicity to identify implications for more effective cross-cultural leadership in diverse schools. Revisited field notes, as well as data from interviews and surveys from various research projects, provide the background about the difficulties of understanding race and ethnicity across different school settings and among educators with different perspectives.
• 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.
• Affirmative Action Defended: Case Studies in Engineering Education
  The affirmative action efforts of the College of Engineering at the University of California Davis campus demonstrate affirmative action at its best. Eight programs are described that represent positive and constructive affirmative action that gives women and minorities the opportunity to advance through hard work.
• Anti-Racist Education Project: A Summary Report on the Extent of Implementation and Changes Found in Wards 11/12 Schools: 1991-92 to 1994-95. No. 223
  This report documents how a family of elementary schools in Wards 11 and 12 of the Toronto Board of Education (Ontario, Canada) have carried out their plans for the antiracist education (ARE) mandated by the school board between 1991-92 and 1994-95.
• Arab American Students in Public Schools. ERIC Digest, Number 142
  This digest reviews ways to provide Arab Americans with a supportive school environment and all students with an accurate and unbiased education about the Middle East. The school climate will make Arab American students feel more welcome if Arab culture is included in multicultural courses and activities, and if the staff works to eliminate prejudice and discrimination.
• Art or Propaganda? Pedagogy and Politics in Illustrated African-American Children's Literature since the Harlem Renaissance
  This paper explores assumptions about children's political thinking as reflected in African American children's literature, with particular attention to picture books and illustrated magazine stories. Framed in terms of the "art or propaganda" distinction that the Harlem Renaissance philosopher.
• At Last! The Early Years Are Creeping up the Agenda, and Equality too
  The importance of racial, economic, and gender equality in early education has recently received increased attention in British public policy. The Early Years Trainers Anti Racist Network and other organizations have played a role in increasing awareness of early-childhood-education inequality and will continue to address future equity opportunities and obstacles.
• Beyond the Rhetoric: Moving from Exclusion, Reaching for Inclusion in Canadian Schools
  A 3-year study in Toronto (Ontario) schools examined educational practices that engender exclusion or inclusion, especially of racially marginalized groups. Findings suggest that an inclusive learning environment introduces topics of race, critically examines cultural stereotypes, has high expectations for minority students, encourages cultural-identity groups, and has equitable school hiring practices.
• Black Students in Teacher Education
  Examines black student's experiences in initial teacher education, and reveals what still needs to be done before these students can receive the same positive treatment as their white colleagues. The author presents research revealing the various forms of racism, discrimination, and stereotyping that create these negative educational experiences and suggests what teacher education can do to prevent replicating them.
• 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.
• Collaboration in the Science Classroom To Tackle Racism and Sexism
  Describes techniques used in a British secondary school classroom to encourage collaborative learning to promote science while addressing sexism and racism in the classroom. Group work practices were extended to include students monitoring of themselves and their interactions, with feedback and discussion of the social processes.
• Collaboration in the Science Classroom To Tackle Racism and Sexism
  Describes techniques used in a British secondary school classroom to encourage collaborative learning to promote science while addressing sexism and racism in the classroom. Group work practices were extended to include students monitoring of themselves and their interactions, with feedback and discussion of the social processes.
• Combating Racism and Hate in Canada Today: Lessons of the Holocaust
  Maintains that the Holocaust was the catalyst for Canadian antihate legislation. Maintains that, to combat racism and bigotry, it is necessary to use three important tools: (1) the law; (2) community action; and (3) education.
• 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.
• Commission on the Future of Multi-ethnic Britain: A Personal Perspective on the Progress Report
  Comments on the progress report of the Commission on the Future of Multi-Ethnic Britain and asserts that the obsession of the British state with "multiculturalism," "ethnicity," and "ethnic minorities" has been a distraction from the core issue of "racial oppression." Reviews the work of the Commission from a perspective of color consciousness. (SLD).
• 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.
• Dismantling the Digital Divide: A Multicultural Education Framework
  Describes inequities in access to computers by gender and race, drawing connections between the two and discussing the use of a multicultural education approach to understanding and eliminating the digital divide. This involves such actions as critiquing technology-related inequities in the context of larger educational and social inequities, broadening the significance of access, and confronting capitalist propaganda.
• Diversity and the New Immigrants
  Schools are inadequately prepared to serve the needs of increasing numbers of culturally diverse students. Problems relate to desegregation, multicultural education, higher quality education, and bilingual education.
• Early Years and Race Equality: Possibilities and Limits for Race Equality Work
  Notes the importance of moving to an antiracist approach in education, identifying early learning goals and exploring possible antiracist activities (taking seriously all forms of name-calling, using Persona Dolls to help children confront racism, and taking a strategic approach to addressing racism). Stresses the need for creating policies for equality that include policy statements, implementation programs, and monitoring mechanisms.
• Eurocentrism, Ethnic Studies, and the New World Order: Toward a Critical Paradigm
  Summarizes the general history and progress of what has been accomplished in the areas of ethnic studies and multicultural education. The article argues that ethnic studies programs are actively concerned with developing a paradigm that is anti-Eurocentric and antiracist in content and application.
• 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.
• Focus on Human Rights
  Maintains that educators have been at the forefront in the quest for equal opportunity. Asserts, however, that there is resistance to recognizing and removing bias from the curriculum and instructional materials.
• From La Belle Sauvage to the Noble Savage: The Deculturalization of Indian Mascots in American Culture
  Discusses the exploitation of Indian (Native-American) mascots as an issue of educational equity, outlining for the United States educator the ways in which the use of mascots is racist and ways in which education can be a tool for liberation. The use of Indian mascots teaches that racism is acceptable.
• Giving All Children a Chance: Advantages of an Antiracist Approach to Education for Deaf Children
  Discusses how multicultural approaches to educating children with deafness are often limited to the description of ethnic differences. The need for schools for students with deafness to use an antiracist approach to education that addresses the social and political ramifications of ethnic differences is stressed.
• I Always Wanted To Live in an Exclusive Neighborhood until I Realized That Who They Were Trying To Exclude Was Me!
  The article examines how schools replicate(or interrupt) exclusionary or discriminatory practices based on a study of Latino school administrators in San Diego County (California); presents a model of the interaction between Latino educational administrators and the sentiment within the educational community that places educator identity and professional development within four quadrants. (SLD).
• I Always Wanted To Live in an Exclusive Neighborhood until I Realized That Who They Were Trying To Exclude Was Me!
  Examines how schools replicate or interrupt exclusionary or discriminatory practices based on a study of Latino school administrators in San Diego County (California). Presents a model of the interaction between Latino educational administrators and the sentiment within the educational community that places educator identity and professional development within four quadrants.
• Inclusive Schooling in a Plural Society: Removing the Margins
  A multi-centric model of education is proposed that actively works to de-center dominant Eurocentric knowledge and incorporate other worldviews throughout all aspects of teaching and learning. The model has four primary learning objectives: integrating multiple centers of knowledge, affecting social and educational change, recognizing and respecting difference, and teaching youth and community empowerment.
• Inclusive Societies, Inclusive Schools--The Terms of Debate and Action
  Discusses four concepts addressing racism and British government policy: (1) exclusion as an element in racism; (2) inclusiveness as a basis for research; (3) open and closed minds in public discourse; and (4) inclusive schools and a 10-point agenda of terms of action to be put to the New Labour party. (MAK).
• Living and Learning: Experiences North and South
  An Afro-American multicultural education professor explains how struggle has accompanied her academic pursuits and lifelong experiences. She traces her sharecropper family's history, demonstrating the intergenerational effects of undemocratic class, race, and gender relations and showing how her learning experiences have shaped her beliefs as a multicultural educator dedicated to mutual teacher/student respect.
• Mentoring: Sea Change or Athene's Deceit
  Four case studies of mentor/student relationships show an organic model of mentoring among black educators in the United Kingdom that is an alternate to common conceptions of mentoring. This self-selecting and race-specific type of mentoring is not generally acknowledged or studied, but is related to classical types of mentoring in antiquity.
• 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.
• Multiculturalism, Race, and Education
  Reports on a telephone survey that examined the extent of support given to multicultural education (MCE) by whites and blacks. Results from 348 respondents found strong support for the concept of MCE, but issues of implementation were more controversial with interracial differences being generally larger than intraracial differences.
• Multimedia Pedagogy for the New Millennium
  Describes two multimedia and CD-ROM projects: The Shoah Visual History project; and the University of California Los Angeles' interactive educational CD-ROM, "Executive Order 9066: The Incarceration of Japanese Americans During World War II." Argues that these powerful teaching tools help students better understand historical events, involve students in historical research, teach tolerance, and promote antiracist curricula. (SR).
• Multiracial Children and Developmentally Appropriate Practice in Brazil: Some Preliminary Observations
  This paper focuses on differences in Brazil and the United States in attitudes toward multiracial and multiethnic children and developmentally appropriate practice in education and child rearing. Child rearing in Brazil is characterized by a generally permissive approach with a high degree of patience, although parent-child relationships among the very poor are more direct and more punitive.
• New Approaches to Multiculturalism Reviewed
  Provides capsule reviews of a number of publications related to multicultural education and minority students in the United Kingdom. Focuses on five treatments of multicultural education and antiracist education and comments briefly on 14 other books related to issues of minority education.
• Of Kwanzaa, Cinco de Mayo, and Whispering: The Need for Intercultural Education
  Multicultural education can improve understandings among students of different ethnic groups only if it is implemented systematically. Research with 75 adolescent mothers in an inner-city California high school shows how the celebration of Kwanzaa leads to exclusion and isolation and the speaking of Spanish results in conflict and resentments.
• Our Souls To Keep: From Surface to Deep in Literary Representations Regarding Race
  Presents literary reviews that reveal deeper issues to consider when exploring beyond the surface and reflecting on the racial schisms pervading the United States. The literature examines: a conference on the relationship of education and African American self-concept; the role of black mothers in raising their sons; slave novels; a critical review of speaking; and the Ebonics debate in education.
• Project Change Evaluation Research Brief
  Project Change is a community-driven anti-racism initiative operating in four communities: Albuquerque, New Mexico; El Paso, Texas; Knoxville, Tennessee; and Valdosta, Georgia. The formative evaluation of Project Change began in 1994 when all of the sites were still in planning or early action phases.
• Race Equality Policies and Practice: Resources on the Internet, Summer 2002
  Presents resources available on the Internet that deal with racial equality policies and practice. Topics include legal requirements in education; institutional racism; community cohesion; diversity; curriculum; national identity; citizenship education; race and identity; suppliers, booksellers, and publishers; links with schools in other countries; refugee education; dealing with bullying and conflict; and language and bilingualism.
• Racism. IDRA Focus.
  This theme issue includes four articles on racism in colleges and public schools and on strategies to build ethnic and racial tolerance. "Affirmative Action: Not a Thing of the Past" (Linda Cantu) reviews the history of affirmative action and its positive effects on Hispanic and Black enrollment in higher education, discusses current efforts to dismantle affirmative action, and counters claims of reverse discrimination against White males.
• 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.
• Redirecting Our Voyage through History: A Content Analysis of Social Studies Textbooks
  Examines the extent to which social studies textbooks include diverse perspectives on U.S. history through a content analysis of the treatment of slavery in 17 5th-grade texts in Connecticut.
• Reflections on the Promise of Brown and Multicultural Education
  Examines the dual meaning of promise (hope and vow) in relation to "Brown v. Board of Education of Topeka, Kansas," discussing how the two conceptions are implemented in a desegregated school and explaining how multicultural education can help meet the dual expectations of "Brown" as promise/vow and promise/hope.
• Revisiting Intercultural Education: Goals, Methods, and Obstacles
  Discusses multicultural education, explaining that it was developed in response to concerns about Americans' anxiety over mass immigration into the country during the early 1900s. Describes five goals of multicultural education, notes methods of and obstacles to multicultural education over the years, and presents implications for contemporary efforts in multicultural education.
• Revisiting the Supreme Court's Opinion in Brown v. Board of Education from a Multiculturalist Perspective
  Reexamines the Supreme Court's school desegregation opinions, including "Brown v. Board of Education," and concludes that a multicultural society was not part of the Supreme Court's vision of public schools.
• Schooling and The Silenced "Others": Race and Class in Schools
  In education, it is necessary to look at students who are marginalized, and excluded, who is centered or privileged, and how, through academic discourse, silences are created, sustained, and legitimized. The three papers in this collection explore the politics of silencing and voice in education.
• Society and Education. Ninth Edition
  This book provides new and updated material focusing on recent developments and long-range trends involving the relationships between education and other social institutions. Topics that receive expanded treatment include immigration, multicultural education, evolution of the inner city, and movement toward systematic reform and national standards.
• Students' Perceptions of Racial and Ethnic Tensions in Pacific Region Schools
  High school students from several Pacific region countries (including Canada and the Pacific United States) were asked to comment on racial and ethnic tensions in their schools. Student responses to the open-ended prompts give insights into the effects of racial tensions on their lives.
• Tackling Racism in Our Schools: A Perspective from Telford and Wrekin and Shropshire
  Describes the approach taken to address racial discrimination in schools in an area of England that has relatively few minority students. Also describes a brochure that was prepared to alert parents about the existence of racism in the schools, and what they can do about it.
• Target Practice: Some Equality Implications of Current Educational Reforms
  Discusses the social and political contexts of proposed British educational reforms designed to address social justice and summarizes the discussion at the Association of Local Education Advisory Officers in Multicultual Education (ALAOME) March 1998 meeting. The ALAOME has drawn up a list of characteristics of effective schools in a multicultural context.
• 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.
• The Challenge of Affirmative Action
  Explores the challenges of using affirmative action programs when competing groups of underrepresented people vie for limited school resources. The case study of a San Francisco (California) high school illustrates the difficulties of balancing competing goals when affirming diversity and addressing patterns of discrimination conflict with equal treatment of each individual.
• The Exclusion of Black Children: Implications for a Racialised Perspective
  The British educational system continues to exclude black male students in disproportionate numbers. Concerted and sustained policies are needed to achieve social justice, including a curriculum relevant to all students, ethnic monitoring, development of a new system to meet students' needs, and development of short-term and long-term strategies.
• The Impact of Undergraduate Diversity Course Requirement on Students' Racial Views and Attitudes
  Describes a study that found that students who were about to complete their undergraduate diversity requirement exhibited significantly less prejudice and made more favorable judgments about African Americans, compared with students who were just beginning this requirement. Emphasizes the educational value of diversity-related curricular initiatives.
• The Impact of Undergraduate Diversity Course Requirement on Students' Racial Views and Attitudes
  Describes a study that found that students who were about to complete their undergraduate diversity requirement exhibited significantly less prejudice and made more favorable judgements about African Americans, compared with students who were just beginning this requirement. Emphasizes the educational value of diversity-related curricular initiatives.
• The Permanent Exclusion of Asian Pupils in Secondary Schools in Central Birmingham
  Examined the permanent exclusion of Asian students from secondary schools in Birmingham (England). City school records show that exclusion of Asian male students, particularly of Muslims, is on the increase.
• 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).
• Un-Separate and Still Unequal? Three Books about American Education and Race at the End of the Liberal Century [Book Review]
  Three recent books from different contexts bring new attention to the issues of race and education in the United States. These books are helpful to those considering the reasons for the underachievement of African-American students in the United States at the end of the 20th century.
• Understanding the Context of the "Other" Education: Black and White Students Talk about Their Experiences at Lone Star University, a Predominantly White Institution of Higher Education in the South
  This study examined students perceptions of campus racial climate and the effects it has on their growth and development while attending a predominantly white research university (Research 1 classification) where black students are less than 3% of the student body. The study sought to illuminate the perceptions of campus climate and development as experienced by black and white students.
• Understanding the Functions and Forms of Racism: Toward the Development of Promising Practices
  The public looks to schools to address prejudice and discrimination. Several models of and approaches to multicultural education are described.
• Unscrambling the Semantics of Canadian Multiculturalism
  This paper explores the evolution of multiculturalism in the Canadian context. Some opponents of multiculturalism in Canada detect in the ideology an undermining of a unique Canadian identity in favor of hyphenated Canadians, while proponents see the hyphenation as adding richness and color to the Canadian character.
• Why Pick on Me? School Exclusion and Black Youth
  This book examines school exclusion in the United Kingdom, particularly the exclusion of black males, using data from the author's experience as an advisory teacher for multicultural education and from four studies of black students. The book highlights school-related determinants of young people's life chances.