(1995). Toward a Theory of Multicultural Counseling and Therapy. The purpose of this paper is to begin the process of proposing a theory of multicultural counseling and therapy (MCT). Since such an attempt may be culturally biased in itself, an effort is made to minimize this danger by analyzing the weaknesses and culture- bound biases of traditional mental health practices, by reviewing the literature associated with factors identified as important in MCT and minority mental health, and by identifying guidelines or characteristics of a truly multicultural theory. Basic assumptions in a theory of MCT begin with the assumption that MCT is a metatheory of counseling and psychotherapy, one that recognizes that both counselor and client identities are embedded in multiple levels of experience and context. Cultural identity development is a major determinant of both counselor and client attitudes, which are also influenced by the dominant and subordinate relationships among groups. MCT is most likely enhanced when modalities and goals are consistent…
(1998). All to the Center! Maintaining Equilibrium in the Collaborative Setting. One of the issues a college writing instructor grapples with in teaching writing is how best to structure collaborative groups to maximize benefit for each student in a multicultural classroom where many students might fairly be considered \marginalized\–to create an environment in which they become \insiders.\ Criteria sets for forming group configurations include, for instance: designing discussion groups by mixing ethnicities, always including one strong English speaker; by mixing different personality types, with at least one strong leader; or by focusing on degrees of actual writing skill so that each group would have its own composition expert. A fluid model for re-sorting groups is done by mixing and remixing the groups using a file card for each student to identify gender, first language, learning style, writing strengths, and other information. (CR)… [PDF]
(1997). Multicultural Picture Books: Art for Understanding Others, Volume II. Professional Growth Series. This book presents annotations of approximately 600 multicultural picture books published between 1993 and 1997. Annotations (and accompanying grade levels) in the book are arranged alphabetically within geographic sections. After an introduction, chapters (and their geographic subdivisions) in the book are (1) Asia and the Pacific (Japan and Japanese Americans, China and Chinese Americans, Mongolia, Korea and Korean Americans, Vietnam and Vietnamese Americans, Burma/Myanmar, Cambodia/Kampuchea, Malaysia, Thailand, India, Tibet and Buddhism, Australia and New Zealand, Micronesia, Hawaii, the Philippines, and the Asia-Pacific area); (2) The Middle East and North Africa (Egypt and Lands beyond Egypt); (3) Sub-Saharan Africa or Central and Southern Africa, and African Americans (West Africa, East Africa, Southern Africa, Nonspecific African Areas, and African Americans); (4) The Caribbean, Central, and South America (the Caribbean, Mexico and Central America, South America, and all…
(2000). Literacy and Bilingualism: A Handbook for ALL Teachers. This handbook provides background information, ideas for classroom instruction, and suggestions for reflective practice for teachers of literacy and bilingual students. All approaches described here encourage the integration of all language skills in teaching literacy. An introductory chapter examines the principles and processes of literacy development and the characteristics of bilingualism, biliteracy, and biculturalism. The second chapter presents classroom teaching approaches that focus primarily on writing, including games, art activities, dialogue journals, a talk-write approach, process writing with and without computers, and description exercises. Chapter three outlines approaches focusing primarily on reading, including word cards, shared reading, making vocabulary connections, response to literature, and reader-generated questions. The fourth chapter presents approaches that offer a choice of skill focus: graphic organizers/semantic mapping; the language experience…
(1982). Gentle Doses of Antiprejudice. Elementary School Guidance and Counseling, v16 n3 p202-09 Feb. Describes a cross-cultural awareness curriculum which can be used to modify children's racial and ethnic attitudes. Outlines curriculum grid activities including poems, films, television, photo interpretation, and experiential exercises. Suggests program can benefit counselors and other school personnel as well as students. (JAC)…
(1996). Ghettoized and Marginalized: The Coverage of Racial and Ethnic Groups in Introductory Sociology Texts. Teaching Sociology, v24 n4 p356-63 Oct. Examines 25 introductory sociology textbooks to ascertain patterns of race-ethnic coverage. Discovers coverage to be fairly extensive but focused around a limited set of sociological topics (stratification, education, health). Coverage in other areas (age, politics, religion) was significantly lower. Discusses implications for course development and revision. (MJP)…
(1996). Educational Achievement in a Multiethnic Society: The Case for an Afrocentric Model. International Journal of Africana Studies, v4 n1-2 p99-119 Dec. Argues that the major cause of involuntary immigrant academic underachievement is the refusal of schools to acknowledge the multiethnic nature of U.S. society and the consequent refusal to reflect this fact in education philosophy and practice. It suggests that the educational needs of multiethnic children in U.S. society can be served by employing an Afrocentric model. (GR)…
(1996). Assessing Young Readers: Questions of Culture and Ability. Language Arts, v73 n5 p306-16 Sep. Describes the sophisticated reading strategies of two eight-year-old boys. Notes that the boys were thought to be about average or below average in reading achievement. Concludes that the standardized measures used to judge their reading achievement penalized the boys for their working class backgrounds and for their everyday use of Caribbean dialects of English. (SR)…
(1996). Nahim and the New Trainers: Language Learning in a Bilingual Reception Class–Who Is Learning What from Whom?. Multicultural Teaching, v15 n1 p18-22 Aut. Describes the efforts of a teacher in a British class for limited English speakers to learn the home language of her language-minority students and the students' reactions to her approach. Attempts to use the children's language provide a context for discussions of language differences and English structure. (SLD)…
(1996). Multicultural Programming for Community Colleges: Strategies for Success. Campus Activities Programming, v29 n5 p60-65 Nov. Discussion of community college campus activities that celebrate cultural diversity looks at institutional development theory as it relates to the college environment and some basic assumptions about community college students and culture, then suggests program types and outlines considerations in developing specific events that bring students to an appreciation of other cultures. Low-cost programming ideas are also offered. (MSE)…
(1996). Honoring Native Cultures: Reflections and Responsibilities. Primary Voices K-6, v4 n3 p3-10 Aug. Discusses the problematic nature of teaching someone else's literature and culture. Discusses three questions for teachers to explore as they work to construct a coherent and just curriculum teaching and respecting native cultures. Addresses why non-Native teachers want to teach Native American literature, how to select appropriate literature, and what the teachers' responsibilities are when teaching Native American literature. (SR)…
(1996). Exploring the United States with Native American Literature. Primary Voices K-6, v4 n3 p19-30 Aug. Describes a fifth-grade teacher's approach to immersing students in the histories and cultures of many Native tribes throughout North America. Advocates the simultaneous development of literacy skills, social studies knowledge, cross cultural knowledge, and connections to students' own experiences. Appends a 115-item bibliography of K-12 Native American children's literature. (SR)…
(1997). Children's Choice: Planting the Seeds for Creating a Thematic Sociodramatic Center. Young Children, v52 n3 p15-20 Mar. Discusses the importance of allowing children to become involved in a variety and complexity of play situations so that they may have opportunities to develop and fine-tune their strategies for making decisions. Describes a thematic sociodramatic center created for this purpose in a kindergarten classroom composed of Native American and Hispanic children. (TJQ)…
(1996). Resistance in Multicultural Courses: Student, Faculty, and Classroom Dynamics. American Behavioral Scientist, v40 n2 p212-21 Nov-Dec. Explores the classroom dynamics of multicultural courses, describes various forms of student resistance, and suggests appropriate teaching methods. Recommends using a case studies approach, short feedback evaluations, setting ground rules for discussions, using anecdotal texts to illustrate historical information, and establishing a climate of trust and open inquiry. (MJP)…
(2002). The Impact of Undergraduate Diversity Course Requirement on Students' Racial Views and Attitudes. Journal of General Education, v51 n1 p21-42. 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. (Contains 48 references.) (AUTH)…