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Sex Discrimination

• "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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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 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.