NCCRESt

part of the Education Reform Networks

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Self Actualization

• Multicultural Self-Development in the Preservice Classroom: Equity Education for the Dominant Culture
  European American educators can no longer ignore or presume to "serve" other sociocultural groups simply by changing those groups. Within a democratic and pluralistic society, individuals must be equally willing to modify their own beliefs and actions in light of the experiences and concerns of others.
• Multicultural Self-Development in the Preservice Classroom: Equity Education for the Dominant Culture
  Examines an approach used to promote multicultural self-development for preservice teachers. The authors describe the developmental process and the teaching and research settings and approaches.
• 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.
• The Influence of Demographic Background, Ethnic Identity, and Attitudes toward Women on Empathic Thinking
  This paper describes a study on how, and to what degree, students' demographic information, ethnic identity, and attitudes about women contribute to their ability to be empathic. The report defines an empathic person as one who is interpersonally sensitive and aware of one's self and impact in relationship to others and is responsible for the improvement of self and society in general.