(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Elementary Curriculum Guide. This curriculum guide, designed by elementary school teachers from the Minnesota school districts of Roseville and St. Paul, helps students to understand the status, needs, and contributions of minority group women: American Indian; Asian American; black; and Hispanic. The guide is intended for use by elementary grade teachers to integrate relevant aspects of the history, culture, and contributions of minority group women into existing classroom curricula. Lessons in this curriculum guide are divided according to key concepts: similarities and differences between people, stereotyping, and discrimination. Each lesson plan is structured to emphasize one or more of the key concepts. Subject area, grade level, and names of teachers who developed the lessons are listed. The minority female group taught about in the lesson is indicated, and major ideas and organizational themes are provided. A summary of each lesson provides teachers with a statement of content emphasis. Specific… [PDF]

(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Secondary Curriculum Guide. This curriculum guide, designed by secondary school teachers from the Minnesota school districts of Roseville and St. Paul, helps students to understand the status, needs, and contributions of minority group women: American Indians; Asian Americans; blacks; and Hispanics. The guide is intended for use by secondary grade teachers to integrate relevant aspects of the history, culture, and contributions of minority group women into existing classroom curricula. Lessons in this curriculum guide are divided according to key concepts: similarities and differences among people, stereotyping, and discrimination. Each lesson plan is structured to emphasize one or more of the key concepts. Subject area, grade level, and names of teachers who developed the lessons are listed. The minority female group taught about in the lesson is indicated, and major ideas and organizational themes are provided. A summary of each lesson provides teachers with a statement of the content emphasis. Specific… [PDF]

Martinez, Jimmie; Watters, Arlene (1977). US: A Cultural Mosaic. Teacher Handbook for a Primary-Grade Multidiscipline, Multicultural Program. Activities and objectives for helping elementary school pupils develop a multiethnic and multicultural orientation toward American history and culture are presented in this teacher's guide. The major objective was to develop an interdisciplinary educational program which would influence young children in a positive way as they developed life-long attitudes. The document is presented in two major chapters, each of which represents one of the major goals of the project. Chapter I describes 85 activities which aim toward helping students recognize similarities and differences among families as major transmitters of cultural heritage. Chapter II outlines 154 activities directed toward helping children recognize that the nature and quality of American life is the result of contributions of his/her own and other cultural groups. More specific objectives are included in each chapter. For example, in chapter I, specific objectives are that children be able to describe values and traditions…

Agbayani, Amefil (1979). Political Definitions in Research and Educational Programs That Affect Immigrant Children in Hawaii. In this review of studies and programs relating to immigrant children enrolled in public schools in Hawaii, it is suggested that ways in which immigrant children are described has political significance and evaluative implications. Four problems facing immigrant youth were identified by the Hawaii Department of Education. The major problem was described as "English language deficiencies." It is noted that if this description were rephrased, very different programs and explanations would emerge. For example, the problem might be described as "lack of appreciation of the language of immigrant children." The studies reported suggest that the way problems are identified by the Hawaii Department of Education, and the kinds of programs made available, imply that immigrant children should adjust to the existing school setting. The author argues that alternative values or goals such as cultural and language pluralism, role diversity, sociability, equal opportunity and…

Magnuson, Paul, Ed.; Peacoraro, Diane, Ed. (2001). LEP Parent Involvement Project: A Guide for Connecting Immigrant Parents and Schools. This guide is a set of materials developed for use in adult education settings such as English-as-a-Second-Language (ESL) classes, community-based organizations, and parent groups for the purpose of helping immigrant parents see themselves as active participants in their children's learning. These materials are intended to meet the following goals: (1) to build on what people already know from their experience as parents and caretakers in their own countries; (2) to help parents restore their vision of themselves as first and primary teachers (something often lost in the immigration process); (3) to create opportunities for parents to explore similarities and differences between their new and native countries and to build bridges to link the two experiences; and (4) to encourage parents to define and keep values and traditions which are meaningful parts of their culture. This guide is divided into the following six modules: \Bridging Cultures\; \Schools Are Part of the Culture\;… [PDF]

Shaw, Glenis, Ed. (2000). Aiming High 2: Straight A's. This book explores the key themes of raising achievement and the various strategies in both teaching and learning which will lead to students achieving their potential. Experienced A-level teachers reflect on issues including: the link between cultural awareness and developing linguistic skills; teaching study skills and learning strategies as an integral part of all aspects of teaching and learning a modern foreign language. The book is divided into six chapters, including the following: "Study Skills for A-Level Language Learners" (Tony Lonsdale); "Building Up Oral Skills" (Anneli McLachlan); "Developing Advanced Reading Skills" (Ann Barnes); "Discovering Literature through the Target Language" (Sheila Barbour); "Teaching History and Culture through the Modern Foreign Language" (Hilary Barker); and "Why Do They Do It?" (Keith Marshall). (KFT)…

Romano, Richard M., Ed. (2002). Internationalizing the Community College. Global competency is defined as a continuum of behavior that begins with personal awareness of cultural differences and culminates in a person successfully functioning in another culture or country. The importance of increasing the numbers of community college students who will live, study, or work abroad is stressed. The workforce in the United States is becoming increasingly international, and community college students who have a higher level of global competency will certainly become more effective and valuable employees in this environment. In addition, student involvement in international activities provides opportunities for personal diplomacy and adventure. The economic benefits of having international students on college campuses and in the local community is outlined. Foreign students typically spend $20,000 per year for tuition, fees, and living expenses. Curriculum in initiatives, study-abroad programs, global fairs, and college partnerships are ways in which community…

Cummins, Jim (1999). Reforzando a los Alumnos Diversos Culturalmente y Linguisticamente con Aprendizaje. Traduccion de ERIC EC Digest #E500. (Empowering Culturally and Linguistically Diverse Students with Learning Problems). Translation of ERIC EC Digest #E500. This digest describes ways in which professionals who work with students from culturally and linguistically diverse backgrounds can create an educational climate that accepts and respects the language and culture of its students and empowers them to feel confident enough to risk getting involved in the learning process. Methods of creating such an educational climate include: (1) incorporating minority students' language and culture into the school program; (2) encouraging minority community participation as an integral component of children's education; (3) allowing students to become active generators of their own knowledge; and (4) using an advocacy orientation in the assessment process. (CR)… [PDF]

Ginorio, Angela B.; Romer, Nancy; Unger, Rhoda K.; Wyche, Karen Fraser (1997). Psychology. CUNY Panel: Rethinking the Disciplines. Women in the Curriculum Series. This collection of four essays examines the ways in which psychology, as a discipline, reflects ongoing scholarship on gender, race, ethnicity, social class, and sexual orientation. In \Rethinking the Discipline: Psychology,\ Angela B. Ginorio focuses on the inadequacies of many existing courses and textbooks. She also explores specific psychological issues as they affect Latinas. In \The Impact of the New Scholarship on Gender, Race, Ethnicity, Social Class, and Sexual Orientation on Psychology,\ Nancy Romer addresses the significant positive changes that have occurred in the field over the last several years. In \A Just Noticeable Difference: The Impact of Gender, Race, Ethnicity, and Social Class on Psychology,\ Rhoda K. Unger notes that introductory psychology textbooks remain ethnocentric and androcentric and discusses the effects of feminist scholarship on the field. In \Scholarship and the Discipline: The Study of Gender, Race, Ethnicity, Social Class, and Sexual… [PDF]

Linik, Joyce Riha (2002). Nothing but the Best: At Grant Elementary, Teachers Expect Their Multiethnic Students To Strive for the Top. Northwest Education, v8 n1 p40-45 Fall. At a Spokane (Washington) elementary school, ethnically diverse students perform well even though most come from difficult, low-income family environments. High expectations, student behavioral "self-management," a supportive environment, and teacher collaboration are key to this success. Multiple approaches to teaching cater to different learning styles. Frequent assessments monitor student progress. Learning is further supported by tutors, mentors, and special programs. (TD)…

Brown, Charles L. (1993). Multicultural Programs: A Campus Assessment by Employees and Students. CUPA Journal, v44 n4 p1-7 Win. A survey of staff, faculty, students, and administrators at one southern university investigated attitudes concerning introduction of an intercultural awareness program in student affairs. Widespread support for the program was found, with most pointing to the college president as having a primary leadership role. (MSE)…

Alleman, Janet; Brophy, Jere (1994). Taking Advantage of Out-of-School Opportunities for Meaningful Social Studies Learning. Social Studies, v85 n6 p262-67 Nov-Dec. Contends that barriers to effective education can be overcome by using the community as a living laboratory for social studies learning. Discusses out-of-school learning opportunities that meet four criteria: (1) goal relevance; (2) appropriate level of difficulty; (3) feasibility; and (4) cost effectiveness. (CFR)…

Sheets, Rosa Hernandez (1995). From Remedial to Gifted: Effects of Culturally Centered Pedagogy. Theory into Practice, v34 n3 p186-93 Sum. Describes a culturally relevant Spanish program in a high school that helped native speakers avoid failure due to culturally inappropriate teaching. The class maintained Latino students' native language and increased language fluency by developing thinking, oral, and written Spanish skills. Eventually, students previously labeled "at risk" performed at levels expected of gifted students. (SM)…

Scott, Robert A. (1994). Campus Developments in Response to the Challenges of Internationalization: The Case of Ramapo College of New Jersey (USA). Higher Education Management, v6 n1 p71-89. Strategies used by Ramapo College of New Jersey for internationalizing its campus and programs are described in 6 broad areas: faculty development; curriculum development, including about 70 new courses or major revisions of existing courses; enhancement of language, computing, and telecommunications skills; experiential learning; multicultural outreach; and student recruitment and retention. (MSE)…

Henry, Annette (1992). African Canadian Women Teachers' Activism: Recreating Communities of Caring and Resistance. Journal of Negro Education, v61 n3 p392-404 Sum. Explores the relationships among family, community, and classroom teaching as they inform the perspectives of African-Canadian women teachers on teaching African-Canadian children. Interviews and observations of five teachers demonstrate how they fight for social justice and the academic achievement of their students. (SLD)…

Galindo, Rene (1993). The Influence of Peer Culture on Mexican-Origin Bilingual Children's Interpretations of a Literacy Event. Bilingual Research Journal, v17 n3-4 p71-98 Sum-Fall. Examines the oral and written interactions of bilingual Mexican-origin students during a dialogue-journal literacy event that spanned first and second grades. Discusses student interpretations of their dialogue-journal assignments in terms of the students' childhood interests, social purposes, and participation in peer culture. (SV)…

Delgado-Gaitan, Concha (1991). Involving Parents in Schools: A Process of Empowerment. American Journal of Education, v100 n1 p20-46 Nov. This 4-year study in a southern California school district examines parent involvement activities affecting about 100 families to encourage Spanish-speaking parents to participate more fully in their children's schooling. Unconventional activities validating families' social and cultural experience are more successful than conventional means of encouraging parent participation. (SLD)…

Pakir, Anne (1992). Issues in Second Language Curriculum Development: Singapore, Malaysia, Brunei. Annual Review of Applied Linguistics, v13 p3-23. Summarizes current theoretical and practical issues of second-language learning and teaching in the national curricula of Singapore, Malaysia, and Brunei Darussalam. Postcolonial developments in each country influence the theory and practice of first- and second-language acquisition. Of importance also are the attitudes and expectations of teachers and students as well as official language policy. Contains annotated bibliography (26 references). (LET)…

Bergen, Doris (1995). Research into Practice. Journal of Research in Childhood Education, v9 n2 p167-70 Spr-Sum. Comments on the articles presented in this issue, discussing factors that influence the climate for learning. Ways that beliefs, past experiences, and cultural competence of adults may influence their ability to work collaboratively and support children's collaborative work are discussed, as are the effects of various adult interaction styles on children's developmentally appropriate interactive learning. (AA)…

Martinez, Rebecca Blum (2000). Languages and Tribal Sovereignty: Whose Language Is It Anyway?. Theory into Practice, v39 n4 p211-19 Aut. Argues that the ways in which other languages, such as Spanish, have been dealt with in the schools, particularly in bilingual programs, should not be applied to Pueblo languages. Pueblo culture, history, and politics have evolved a different way of thinking about language and require different educational solutions. Partnerships between Pueblo communities and schools must be founded on mutual respect. (SM)…

Lundstrom-Ndibongo, Virginia; Newman, Brenda E.; Nogle, Sally E.; Sarroub, Loukia K.; Tatto, Maria Teresa; Weiler, James M. (2000). The Education of Migrant Children in Michigan: A Policy Analysis Report. JSRI Occasional Paper No. 72. Latino Studies Series. A Michigan State University policy analysis class explored migrant education in Michigan through literature reviews and interviews with policymakers, teachers, and migrant children and their families. They identified four areas that need attention. First, people who understand the learning needs of migrant students should be recruited as teachers. Teachers who have the dispositions and ability to teach Latinos and other minority groups should be selected. Quality professional development should be available to teachers and aides instructing migrant children, and these teachers and aides should have knowledge of Spanish and English as well as pedagogies that allow self-regulated learning and critical thinking without devaluing diverse cultures. Second, family-school relationships can be strengthened through a "students as ambassador program" to facilitate teacher-parent communication. Third, technologies used in schools should be evaluated for cost-effectiveness,… [PDF]

Garcia, Eugene E. (2001). Hispanic Education in the United States: Raices y Alas. Critical Issues of Contemporary American Education. This book portrays what works in creating better educational opportunities and effective school reform for Hispanic Americans, offering a reflection on the bicultural experience of minority groups in U.S. schools and showing how and why educational reforms must seek to build upon rather than downplay the native culture and language of minority students. The book includes stories from the author's life and from the experiences of other teachers and students. The 10 chapters examine the following: (1) "An Introduction to 'Raices y Alas'"; (2) "Culturally Diverse We Are, Equal and United We Are Not"; (3) "It Doesn't Have To Be 'Either/Or'"; (4) "Hispanics: A Growing Immigrant People"; (5) "Culture and Education: Seeds of the Individual and Collective Identity for Hispanics in Schools"; (6) "Educational Approaches–What Works for Hispanics: General Constructs and the Early Years"; (7) "Educational Approaches–What Works…

McCarty, Teresa L.; Watahomigie, Lucille J. (1999). Indigenous Education and Grassroots Language Planning in the USA. Practicing Anthropology, v21 n2 p5-11 Spr. Indigenous literacy affirms indigenous identity; connects native speakers to the culture and each other; and stimulates other, more diffuse forces for language maintenance. Collaborative, grassroots Native language programs in the United States, New Zealand, Hawaii, Canada, and Puerto Rico are described. Immersion and literacy programs include oral language maintenance, development of writing systems, curriculum development, language reconstruction, and faculty training. (TD)…

Deering, Paul D.; And Others (1994). The Cooperative Reading Project: A Collaboration with Teachers To Examine and Improve upon Cooperative Learning in Literacy Instruction. This paper presents some of the overall findings of the Cooperative Reading Project (CRP), a collaboration between six teachers in a bilingual Spanish/English elementary school and a team of university researchers to examine and improve upon cooperative learning literacy instruction. The CRP took a social constructivist learning stance toward cooperative learning as well as toward professional development of teachers. The project focused on teachers' thinking and its relation to their classroom actions and students' attitudes and learning. Teachers participated in ongoing, collaborative staff development meetings, and each developed a personal instructional refinement agenda. Data was gathered through teacher and student interviews, instructional observations, and a pre-, mid-, and post-intervention written assessment of student literacy strategy use and motivational orientation, using the Motivated Strategies for Learning Questionnaire. The study found that students showed… [PDF]

Skinner, Linda (1991). Teaching through Traditions: Incorporating Native Languages and Cultures into Curricula. Ethnocentrism has permeated the European-American educational establishment for nearly 500 years. Native students have been subjected to a barrage of assimilation tactics designed to destroy their cultures and languages. Only 206 Native languages remain (about a third of the original number), and about 50 of these are near extinction. Language destruction promotes cultural disintegration. Among the factors contributing to the poor academic achievement of Native students are cultural differences between home and school, ignorance of Native culture among school staff, differences in language and values between teachers and students, culturally based Native learning styles, and culturally biased testing. Community participation and community control of education are critical to developing culturally relevant curricula and making education responsive to Native students' needs. Communities and educators can draw on the experiences of other tribes that have developed successful programs… [PDF]

(1985). The Danger of Poison. Level R = El Veneno es Peligroso. [Nivel R.]. Designed by Project TEACH (Teaching Environmental Awareness to the Children of Harvest), the skill-sequenced curriculum unit was developed to teach 3- to 5-year-old migrant children about the benefits and possible hazards of pesticides. Prepared in both Spanish and English, the field-tested unit can be used as a separate teaching unit or integrated into regular mathematics and reading curriculum. The guide includes a list of symptoms of pesticide poisoning, an overview of Project TEACH, a teacher's guide for using pesticides safely, the readiness unit, parent's booklet, and 15 visuals. The teacher's guide contains four units that cover types of pesticides and their toxicity; federal and state pesticide laws; pesticide packaging, storage, and safety; and pesticide poisoning and treatment. Each unit includes a true-false test. The readiness unit provides 16 lessons planned around pesticide concepts. Lesson activities consist of practice in 50 readiness skills taken from the National… [PDF]

Alexander, Benjamin H.; Royster, Preston M. (1984). Issues in the Educational Progress of Black People. Educational progress for black people requires elimination of racial prejudice and discrimination against the poor. Several issues relating to the education of black people are discussed: (1) blacks continue to be incorrectly stereotyped as intellectually inferior; (2) historically, blacks suffered from discriminatory educational practices; (3) parents, friends, and relatives of some black students, as well as the students themselves, need to provide educational motivation because it is evident that achievement is possible despite the obstacles set up by others; (4) the academic environment needs attention–with efforts being made toward making learning as interesting and enjoyable as possible; (5) failing students should be retained until they learn a given grade level's material–past problems in this area have caused many students to be unprepared for high school and college work; (6) universities should be relatively flexible in their admissions policies, denying admission only…

Barro, Stephen M. (1983). Federal Service Mandates in Education: A Preliminary Assessment. This assessment of the effectiveness of federal service mandates in addressing equal education goals considers the effects and policy implications of existing and theoretical mandate types. The service mandate is a legal requirement (not contingent upon federal financial aid) that states or districts provide educational services satisfying federal standards to target groups of students. Following discussions of existing mandates to serve handicapped and limited-English-proficient children and theoretical attributes of mandates, fiscal and allocative effects of mandates on federal, state, and local budgets, distributive impact, and effects on services for target groups are discussed. An analysis of policy implications concludes that while service mandates are more certain in effect, more efficient in directing resources, and more easily monitored than federal grants, state and local budgets carry the financial burden of mandated services, and existing fiscal inequities are likely to… [PDF]

Cummins, Jim (1983). Heritage Language Education: A Literature Review. Research literature concerning the effects of incorporating the heritage languages of minority students into the regular school curriculum either as subjects or as mediums of instruction is reviewed. Program evaluations from Canada, the United States, and Europe consistently show that the use of a minority language as a medium of instruction for all or part of the school day entails no long-term loss in the development of academic skills in the majority language. There is also evidence that bilingual programs can both encourage minority parent involvement in their children's schooling and facilitate the development of minority students' academic skills. However, this pattern does not invariably emerge in the evaluation data, and further research is required to understand fully the complex interactions that appear to exist between language of instruction and a range of individual, educational, and social factors. Virtually no research data are available on the academic effects of… [PDF]

Sayers, Dennis (1980). Bilingual Vocational Training with Trainers and Trainees: Concepts and Applications. This monograph explicates the techniques for bilingual skills training of adults and out-of-school youth that were developed in the bilingual vocational training program at Bullard-Havens Regional Vocational-Technical School in Connecticut. The first chapter deals with the problem-posing and questioning technique known as "concientizacion," which was developed by Paulo Freire and which has been used extensively in bilingual programs throughout the world. It focuses on the learning processes of codification, decodification, and recodification. Discussed in the second chapter is the technique of "capacitacion," which is a method for teaching visual English to vocational students that represents English word order rules in a manner that is systematized through question-words. Procedures are set forth for using tape and slide presentations and question-and-answer sessions based on the visual English method in bilingual vocational English classes. Concluding the… [PDF]