Stahl, Abraham (1994). The Fourfold Gap: Preparing Teachers for Educating the Culturally Different. European Journal of Teacher Education, v17 n3 p241-51. Frequently, teachers from dominant cultural groups confront diverse students. Teachers must learn to handle problems caused by the differences. The paper presents a model of a fourfold gap between teachers and students (linguistic, cognitive, cultural, and social), using examples from Israeli schools. Suggestions for counteracting possible negative effects are offered. (SM)…

Clark, Leilani; And Others (1992). Teaching Teachers to Avoid Having Culturally Assaultive Classrooms. Young Children, v47 n5 p4-9 Jul. Children in a class were divided into two groups. Members of one group were called "Indians," and members of the other were called "non-Indians." Members of the so-called Indian group assaulted the cultural values of the "non-Indian" group. Children's reactions are discussed. (BG)…

Avery, Patricia G.; Walker, Constance (1993). Prospective Teachers' Perceptions of Ethnic and Gender Differences in Academic Achievement. Journal of Teacher Education, v44 n1 p27-37 Jan-Feb. Reports on a survey of preservice teachers regarding their perceptions of gender and ethnic disparity in academic achievement. Most of the subjects recognized the ways that society and school contribute to gender disparities, and over half mentioned society and school as factors contributing to ethnic disparities. (SM)…

Miramontes, Ofelia B. (1991). Organizing for Effective Paraprofessional Services in Special Education: A Multilingual/Multiethnic Instructional Service Team Model. Remedial and Special Education (RASE), v12 n1 p29-36,47 Jan-Feb. The paper explores elements necessary to develop a stable, well-prepared itinerant instructional team (the Multilingual/Multiethnic Instructional Service team) to serve linguistically diverse exceptional students. Such a team would utilize paraprofessionals under the direct supervision of a certified special education teacher, allowing districts with limited bilingual/bicultural personnel to maximize their resources. (Author/DB)…

Tyack, David B. (1993). Constructing Difference: Historical Reflections on Schooling and Social Diversity. Teachers College Record, v95 n1 p8-34 Fall. Discusses the long history of social and political constructions of differences in United States society and public schools, including the social constructions of diversity, educators' policies for handling diversity, the influence of white ethnic groups, and racial and sex discrimination. (SM)…

Epstein, Erwin H. (1992). Social Paradoxes of American Education. Oxford Review of Education, v19 n3 p201-12. Identifies four issues that will shape the future of U.S. elementary and secondary education: (1) decentralized governance of schools; (2) education of all students and level of achievement; (3) opportunity for educational equality; and (4) cultural diversity and ethnicity. (CFR)…

Mahan, James M.; Stachowski, Laura L. (1998). Cross-Cultural Field Placements: Student Teachers Learning from Schools and Communities. Theory into Practice, v37 n2 p155-62 Spr. Presents two cultural immersion projects where student teaching and community involvement interact synergistically. Also discusses learning outcomes of the projects, examines the importance of service learning, and explains how traditional student teaching assignments can incorporate many of the design principles that characterize cultural learning and preparation for diversity. (SM)…

Ellington, Lucien (1998). Multicultural Theorists and the Social Studies. Social Studies, v89 n2 p57-60 Mar-Apr. Questions the multiculturalists' vision that an ethnic group's self-esteem and subsequent academic achievement can improve through the study of its culture. Cites the paucity of studies supporting the effectiveness of interventions to improve inter-ethnic group attitudes. Maintains that some multiculturalists are more interested in superficial appearances than substantiative multicultural content. (MJP)…

Monts, Lester P. (1995). Diversity and Multiculturalism: Institutional Leadership at the University of Michigan. Journal of Dental Education, v59 n12 p1113-18 Dec. Initiatives taken at University of Michigan to address complex nature of diversity and multiculturalism in higher education are described, including a 1988 administrative strategic plan to link academic excellence and social diversity among faculty and students, a plan to improve women's representation among faculty, a longitudinal study of impact of diversity on the class of 1994, and curriculum reform. (MSE)…

Gomez, Mary Louise; Page, Michelle L.; Walker, Anne Burda (2000). Personal Experience as a Guide To Teaching. Teaching and Teacher Education, v16 n7 p731-47 Oct. Analyzes teacher educators' experiences using storytelling about teaching to prepare second-career teacher candidates to critically reflect on their practice and teach for diversity. Using stories, prospective teachers developed retrospective explanations and justifications for their teaching practices, constructing platforms from which to launch future actions. Stories helped them author identities that reinscribed their personal experiences as guidelines for teaching others. (SM)…

Dunn, Rita; Griggs, Shirley A. (1995). Multiculturalism and Learning Style. Teaching and Counseling Adolescents. This consideration of learning style and the minority student analyzes and synthesizes the research that reveals the similarities and differences among the learning styles of culturally diverse populations and describes how to teach and counsel adolescents with different learning styles. Research suggests that students whose instruction is not responsive to their learning styles achieve significantly less than children whose instruction is responsive. The implications of the varied individual, rather than the cultural group, and the learning styles of multicultural students are discussed for both teaching and counseling. The efforts of schools that have successfully reversed underachievement among culturally diverse students are described. The research on which these conclusions are based involved the participation of more than 18 professors and 60 doctoral students working collaboratively at St. John's University in New York. The instrumentation designed to identify learning style…

Kuwahara, Yasue (1995). Perspectives in Teaching: Submerged Voices in the Classroom: A Japanese in America: What Can She Do?. During the past 10 years, a Japanese instructor at an American university has learned to use her cultural background to her advantage. As a graduate student at Bowling Green State University (Ohio), she first perceived her background as an obstacle to her teaching and tried to pretend that she was not different from other faculty. But this mindset did not change students' perceptions of her, nor did it help their learning. Thus, she began to consider her role at a predominantly white university where the majority of students in her weekly group discussion were from small rural towns in Ohio. Moveover, the faculty was also predominantly white. She decided that her role was to increase students' awareness of their own and others' cultures. Additionally, she learned that some students, through their interactions with a Japanese teacher, will begin to lose their fear of the unknown. They will, with time, learn to accept a foreign accent and to understand it. Most importantly, they will… [PDF]

Wortham, Stanton (1995). The Microstructure of Multiculturalism: Experiencing the Great Books. A new approach to teaching "Great Books" in high schools calls for scholars to reconsider the question of whether classics are relevant in a multiculturally conscious age. This classroom approach, referred to as "participant examples," requires students and teachers to act out situations from books they are reading; it strives to make the universal human truths found in these books relevant to modern audiences. A study examined the risks and benefits of this approach. Eight English and history classes were observed at an inner city school over a 3-year period. The student body was ethnically mixed: 50% Black, 25% Hispanic, 15% White, and 10% Asian. Results showed that through participant examples great books have even more relevance and power in the classroom than scholars such as Robert Hutchins and Mortimer Adler have maintained. The study points out, however, that Great Books' power doesn't necessarily make them ideal curriculum materials; there are risks… [PDF]

Nance, Kimberly A. (1991). Recognizing Our Students' Cultural Diversity in the Foreign Language Classroom: How and Why. It is argued that while second language teachers generally recognize the value of cultural diversity, they may not be acknowledging and taking full advantage of the diversity within their own classrooms. A variety of classroom techniques to support multiculturalism are offered. One is to examine, with student participation, both positive and negative aspects of ethnocentrism and to develop an early respect among students for their own culture rather than focusing first on the target culture. Then the teacher can begin to help students move from a limited tolerance of differences to an appreciation of diversity. This includes exposure to a variety of manifestations of the target culture and presentation of a role model with enthusiasm and commitment. A sincere effort to integrate the student's own culture into classroom communication can also be useful in bringing students into the target culture, but the effectiveness of this approach depends on the teacher's style. Another is to… [PDF]

Dame, Melvina Azar (1995). Serving Linguistically and Culturally Diverse Students: Strategies for the School Librarian. ERIC Digest. This digest discusses ways that the school librarian in one high school fostered a positive environment in the school library for English-as-a-Second-Language students and broadened the role of the school library in effecting literacy experiences for these students. The digest addresses how one school librarian made the library a welcoming place for ESL students, the establishment of a collection materials for these students, library resources available for both ESL and content teachers, library collaboration with agencies outside of the school, multicultural activities, and a literacy activity for native Spanish speaking students learning English and native-English speaking students learning Spanish. (Contains five references.) (JL)… [PDF]

Kelly, Kenneth W. (1994). Teaching Minority Content: A Community Based Model. In an effort to develop a more effective means of teaching minority content, a course focusing on Native American issues was implemented at Northern Michigan University. The students involved in the project had very limited experience with minority group members, and those exposed to Native Americans often had negative stereotyped notions. The course consisted of six 2-hour integrative seminar sessions held with two tribal instructors at an Ojibwa reservation 70 miles from campus. The first half of the academic year focused on group work methods, while the second half focused on community practice, with students encouraged to develop relationships with tribal members at the reservation. The first field visit provided an orientation to Native American culture held at the Tribal Courtroom, while the second session provided a review of the initial meeting and additional time to meet with tribal members. The third session introduced the students to the human service units that existed… [PDF]

Tomlinson, Louise M. (1996). Teachers' Applications of Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content and Classroom Discussion: Phase Two. Instructional Resource No. 35. This instructional resource presents ways in which teachers participating in a lesson bank exchange program for an ongoing research project have applied J. A. Banks' typology of ethnic identity development and related curriculum goals to literacy instruction. Banks' definitions of the stages of development and the curriculum goals for each stage are provided. Strategies for engaging students in the process of developing multicultural literacy through the use of relevant content and classroom discussion are provided in samples of lesson plans designed by participating teachers. The purpose of the instructional resource is to provide concrete examples of instructional material and the facilitation of classroom discussion and activity that is relevant to critical issues of ethnic identity development as they relate to multicultural competence and the development of multicultural literacy. Contains four figures. (Author/RS)… [PDF]

Abbott, Marti; Polk, Betty Jane (1995). Celebrating Our Diversity: Using Multicultural Literature to Promote Cultural Awareness Grades 3-6. This book enables teachers to provide students in grades 3-6 with a look into the diversity of the United States, as well as around the world, through multicultural literature. The book is divided into three general sections: Diversity in Common Experiences; Diversity in America; and Diversity around the World. For each story from a different culture, the book gives a synopsis, background, four topics of discussion to deepen understanding, and four activities to extend students' experience of a culture with which they may not be familiar. The "around the world" section in the book includes such activities as: writing about experiences, making star maps, preparation of an ethnic food, learning an ethnic dance, learning a few words of a different language, and making such items as simulated stone carvings and "pinatas." The book offers creative activities and critical thinking questions to accompany over 40 selected multicultural books and stories. It is intended… [PDF]

Steinbeck, Reinhold; And Others (1995). Unity in Diversity – The European Union: An Evolving Community. A Social Studies Unit Recommended for Grades 9-12. This unit introduces students to the concept of community in general and how individual entities cooperate to make decisions. By examining historical events that led to the formation of the European Community, students are introduced to a community in an international context. The six lessons include: (1) "Cooperation and Community"; (2) "An Evolving Community"; (3) "Decision-making Institutions of the European Union"; (4) "Cooperation Around Environmental Issues"; (5) "Admission of a New Member State-The Cases of Norway and the Czech Republic"; and (6) "The European Union: Visions for the Future." The document concludes with four appendices: a description of the European Union, a discussion of cooperative learning and the jigsaw approach, a list of frequently asked questions, and an extensive resource list. (EH)…

Williams, John A. (1994). Classroom in Conflict: Teaching Controversial Subjects in a Diverse Society. SUNY Series, The Philosophy of Education. This book address the underlying problems of teaching controversial subjects in the college and university history classroom. The volume criticizes both sides of the debate, rejects calls for a uniform, chronological history curriculum, and rejects the claims that only ethnic or racial 'insiders' are qualified to teach about their communities. The book offers rules of discussion by which sensitive issues can be discussed with diverse audiences, addresses the relationship of U.S. pluralism to a world perspective, and suggests what can be accomplished through an education in pluralism. The 16 chapters include: (1) \One Classroom: An Introduction\; (2) \Conflicting Views of the Classroom Revolution\; (3) \The Teacher's Pitch and the Student Audience\; (4) \Insiders and Outsiders\; (5) \The Colonizer and the Colonized\; (6) \The Uses of Comparative History\; (7) \Teaching a Racially Sensitive Subject\; (8) \On Understanding the South African Freedom Struggle\; (9) \Imperialism\; (10)…

Leong, Frederick T. L., Ed. (1995). Career Development and Vocational Behavior of Racial and Ethnic Minorities. This book is designed as a resource for graduate students learning about counseling or counselors and psychologists who provide career counseling to racial and ethnic minorities or who do research with minority groups. The book is divided into sections on "Theory and Research,""Assessment and Intervention," and "Future Directions." The following chapters are included: (1) "The Career Development of African Americans: Theoretical and Empirical Issues" (Michael T. Brown); (2) "Theory and Research on Racial and Ethnic Minorities: Hispanic Americans" (Consuelo Arbona); (3) "Career Development of Asian Americans: A Research Area in Need of a Good Theory" (Frederick T. L. Leong and Felicisima C. Serafica); (4) "Applications of Psychological Theories for Career Development with Native Americans" (Marilyn J. Johnson, Jody L. Swartz, and William E. Martin, Jr.); (5) "Career Intervention Strategies and Assessment…

Boyd-Batstone, Paul; Cox, Carole (1997). Crossroads: Literature and Language in Culturally and Linguistically Diverse Classrooms. This book is an exploration of the crossroads of reader-response and second language acquisition theories and research as a foundation for practice. It provides a model for teaching with literature that supports language and literacy development for students learning English as a first or second language. The book is organized in three parts. Part 1, Literature and Language Theory into Practice, begins with a conversation about a real classroom experience (Chapter 1), maps out the crossroads of reader response theory and second language acquisition theories and research as a foundation for practice in the context of current social constructivist approaches to teaching (Chapter 2), and bridges theory to practice by showing a model for student-centered and response-centered instruction that supports first- and second-language and literacy development (Chapter 3). Part 2, Case Studies of Children, describes and interprets the language and literacy development of three children from…

Guggenbuhl, Allan (1995). Steps toward Positive School Culture: Crisis Intervention with Teachers, Parents and Violent Youth. Although Switzerland is a small country, it has a highly diverse population, and with that diversity has come the potential for violence in the schools. In the last 2 or 3 years, school violence has become a major issue in Swiss education. This paper involves an intervention undertaken by specially trained school psychologists to reduce violence in targeted schools. The intervention begins with a conference with the teacher and evaluation of class problems. The teacher must agree to make at least one teaching change as evidence of the desire to cooperate with the intervention. A parents' meeting is then held, and parents also must agree to cooperate in the intervention. They are asked to talk to the students about violence and related issues. Intervention with the students follows, and the core of the intervention is a "mythodrama" presentation, in which students are told stories that relate to violence themes, but which have no resolution presented by the psychologists…. [PDF]

Essed, Philomena (1996). Diversity: Gender, Color, and Culture. This book serves as an introduction to issues of diversity. Each chapter addresses an issue relevant to life and work in gender-conscious and ethnically diverse environments. Taken together, the chapters challenge the reader to develop alternative views on gender, color, culture, and human relations. The first chapter introduces key notions, such as prejudice, discrimination, and the idea of "otherness." Other chapters present interrelated essays on the historical, economic, and cultural processes underlying racism. Chapters are titled: (1) "Common Sense about the 'Other': From Paternalistic to Competitive Racism"; (2) "Beyond Tolerance"; (3) "'As Long as They Don't Call Me a Racist': Ethnization in the Social Services"; (4) "Sexual Harassment in a Racial Context"; (5) "Multiple Identities: On Color and Migration"; (6) "How Positive Is 'Positive Action'"; (7) "Encouraging Diversity in Colleges and…

Rodriguez, Angela L. (1994). Maquiladora Industry: An Update from the Border. Fulbright-Hays Summer Seminar Abroad Project. This research discusses Mexico's maquiladora industry, its employees (mostly women), and how the working conditions and the living environment affect worker health. The paper also explores how the employers, mostly U.S.-owned companies, deny responsibility for worker health, safety, and well-being. This research examines how the continued growth of the maquila industry exerts pressure on the existing infrastructure that is already providing insufficient services. Statistical data are included where appropriate to support the information presented and provide opportunities for further research for high school students. (EH)… [PDF]

Boyle-Heimann, Kristen P. (1997). College Students' Perceptions on Interactions across Difference. This study examined college students' perceptions on interactions across racial and cultural differences at a major research university in the United States. Approximately 30 freshman students from various groups volunteered to participate in a year-long program intended to encourage students to become cross-cultural mentors and allies for each other. Participants completed a questionnaire and an in-depth interview during the program. Participant-observation audio recordings and a focus group session with three participants were also conducted. Extensive excerpts from the focus group discussions indicated that all three students demonstrated their cognizance of the role identity plays in interpersonal interactions. Their own descriptions of how they were both blind to and conscious of identity in their interactions illustrated the notion that these students may not have a singular perception of identity in all of their interactions. Although these students did not deny the existence… [PDF]

Cruz, Barbara C. (1994). Stereotypes of Latin Americans Perpetuated in Secondary School History Textbooks. Latino Studies Journal, v1 n1 p51-67 Jan. This study reviewed six history textbooks widely used in grades 7-12 across the U.S. Using a story-line analysis, the findings of this study suggest: (1) textbooks reinforce negative stereotypes of Latin Americans as lazy, passive, irresponsible, and, somewhat paradoxically, lustful, animalistic and violent; (2) the method of description employed was the use of subtle or not-so-subtle adjectives, adverbs and parenthetical comments of derision; and (3) when Latin America and Latin Americans are included in the text, the usual role is through conflict, either the Mexican-American War or the Spanish-American War. The study contends that textbooks can be a useful resource but that a balance of presentation must be maintained. Contains 21 references and a list of 9 textbooks reviewed. (EH)… [PDF]

Levine, David, Ed.; And Others (1995). Rethinking Schools. An Agenda for Change. Leading Reformers Speak Out. This collection presents the best of 8 years of "Rethinking Schools," an education reform journal created in Milwaukee (Wisconsin) in 1986 by teachers vitally concerned with educational change. This volume contains 29 essays by classroom teachers, as well as pieces by such national reform figures as Henry Louis Gates, Jr., Herbert Kohl, Bill Bigelow, Howard Zinn, Stan Karp, and Lisa Delpit. Topics include: (1) the theory of school reform, (2) the implications of reform for the day-to-day classroom, (3) current controversies, and (4) the different roles reformers can play. Each section is followed by a list of relevant books and materials. Sections are: (1) "Multiculturalism and Antibias Education"; (2) "Rethinking the Curriculum" for Social Studies and Language Arts; (3)"Stratification in the Classroom: Testing and Tracking"; (4) "Beyond the Classroom: National Policy Concerns"; and (5) "Building a Community: Teachers, Students,…

Day, Frances Ann (1994). Multicultural Voices in Contemporary Literature. A Resource for Teachers. Intended to be used as a resource guide, this book provides educators with information about writers and artists whose backgrounds and works reflect the diversity of our society. The guide includes 39 authors and illustrators who celebrate their diversity of cultures. These subjects represent a variety of minority and ethnic groups but have in common the recognition of cultural differences in their works. Biographical sketches are followed by descriptions of key works that are identified by the age at which the work would be most appropriately used and are supplemented with suggestions for classroom activities based on these works. Six appendixes list additional authors and artists, provide an assessment plan, offer additional activities, provide information about author birthdays and multicultural events, and list 16 additional professional resources. (SLD)…

Steward, Robbie J.; And Others (1994). The Multiculturally Responsive vs. the Multiculturally Reactive: A Study of Perceptions of White Counselor Trainees. As more Anglo trainees choose multicultural counseling as a specialty area, a closer examination of white on white professional activity would appear imperative. Researchers mailed questionnaires to 48 counseling psychology students in a graduate-level program at a Midwestern university. The surveys requested a general description of trainees' reactions to classroom sessions committed to multicultural literature presentations and discussions. Of the 39 students who completed the survey, 26 indicated an overall positive reaction to the presentation and discussion of multicultural issues, while 13 students gave an overall negative reaction. This latter group reveals that a critical mass of practitioners/researchers completed course work and yet rejected the concepts of multiculturalism and diversity. All trainees perceived each other as competent in service delivery, even though some trainees reported that multiculturally reactive (negative) students exhibited disrespect for content,… [PDF]