(1995). The American Civic Culture and an Inclusivist Immigration Policy. The evolution of an inclusivist immigration and naturalization policy in the United States is described. The policy, implicit in the founding myth of the United States as a haven for all, has been challenged repeatedly by ideas of national membership, and is only possible because of the American principles of universal rights. The founding ideals of the country generally accepted Europeans regardless of nationality in spite of the restrictions imposed in a few of the fledgling states. This inclusivist tradition was, however, never intended for people of color. An exclusivist tradition fed by the xenophobia of the post-World War I era was broadened to put immigration on a racist basis in the 1920s. The civil rights revolution put a spotlight on that racism and resulted in a welcome given immigrants in the 1970s and 1980s that was fundamentally different from that of earlier years because Americans were beginning to value ethnic diversity. While social critics may claim that racism…
(1996). Japan: The Land and Its People. For Students in Grades Six and Seven. Instructional Materials about Japan (IMAJ). This manual provides suggestions and materials for teaching about Japan. Designed as a supplement to typical textbook treatments, the lessons provide a range of readings, visuals, and activities to enrich and deepen student learning about Japan. Organized around topics dealing with history, geography, government, economics, and culture, the lessons provide teachers with flexibility of selecting and adapting lessons for specific classroom settings. Each lesson begins with an outline for teaching that includes instructional objectives, a list of needed materials, and a sequenced list of procedures for implementing the lessons. This packet of materials contains most of the materials needed for implementation. The manual is divided into nine topics with two to four lesson plans under each topic. Topics include: (1) "Introducing Japan"; (2) "Locating Japan"; (3) "Geography of Japan"; (4) "History of Japan"; (5) "The Japanese People"; (6)…
(1973). Attitudes Toward Black Americans Held by Rural and Urban White Early Childhood Subjects Based Upon Multi-Ethnic Social Studies Materials. Journal of Negro Education, 42, 2, 164-169, Spr 73. Investigates influences of multi-ethnic social studies readings with historical, cultural, and social aspects of black Americans on white children's attitudes toward this group, and encourages teacher directed reading and discussion approaches based upon social studies multi-ethnic publications. (Author/JM)…
(1981). Multilingualism and Multiculturalism. Babel: International Journal of Translation, v17 n2-3 p4-12. Explores the concepts of multiculturalism and multilingualism in Australia against the background of population growth and change, social policies, and regional relationships. Reviews steps taken to date to give these concepts a more positive shape. (EKN)…
(1980). Assessment of Culturally Diverse Children. Viewpoints in Teaching and Learning, v56 n1 p50-63 Win. The use of standardized tests in assessing culturally diverse children is discussed and a diagnostic/prescriptive model is suggested to allow for individualized assessments. (JMF)…
(1997). Improving Attainment through Action Research: An Introduction to Hillingdon's Raising Achievement Project. Multicultural Teaching, v15 n2 p15-17 Spr. Describes the Raising Achievement Project designed to address the need for more information on the performance of ethnic minorities for whom English is an additional language, and the need for support for children who have passed the initial stages of learning English. It also describes the action research model used to answer questions about bilingual children's performance. (GR)…
(1996). Empowering Ethnically and Racially Diverse Clients through Prejudice Reduction: Suggestions and Strategies for Counselors. Journal of Multicultural Counseling and Development, v24 n4 p202-17 Oct. Focuses on the persistent problems of prejudice in multicultural societies. Various theories of prejudice and other psychological, social, and political factors that contribute to prejudice are discussed. Demonstrates several counseling theories and techniques as applied to case vignettes dealing with prejudice and racism. (Author/KW)…
(2002). Bridging Differences of Time, Place, and Culture Using Children's and Young Adult Literature. Social Science Docket, v2 n1 p29-31 Win-Spr. Focuses on the use of children's and young adult literature in the social studies classroom, addressing the New York state standards at the third- to sixth-grade levels. Provides an annotated bibliography of books that can be utilized in areas, such as U.S. and world history. (CMK)…
(1992). Children's Nonfiction Multicultural Literature: Some Promises and Disappointments. Equity and Excellence, v25 n2-4 p151-55 Win. Investigates children's nonfiction multicultural tradebooks published in 1986 and 1987, and discusses the general treatment of multicultural concepts in these tradebooks. Although 12 of 35 books that were reviewed depicted new multicultural personalities and topics, much more must be accomplished to help children learn about themselves and cultural diversity. (SLD)…
(1990). Exploring the Dynamics of Cross-Cultural Collaboration in Writing Classrooms. Writing Instructor, v10 n1 p19-28 Fall. Reviews two areas of cross-cultural research (sociolinguistic research on oral interaction and the applied linguistic research area of contrastive rhetoric). Makes recommendations for using collaborative peer response groups successfully with multicultural classes. (MG)…
(1993). The Diverse Generation. Diversity & Division, v2 n4 p15-20 Sum. In this era of multiculturalism, young people find diversity so heavily emphasized that they may wonder whether centrifugal group loyalties may tear the nation apart. Most people born between 1961 and 1981 believe that they handle racial problems better than their elders did. (SLD)…
(1996). An Ethnographic Study of Norms of Inclusion and Cooperation in a Multiethnic Middle School. Urban Review, v28 n1 p21-39 Mar. Uses ethnographic methods to examine cultural norms regarding inclusion and cooperation at a multiethnic middle school serving predominantly working-class Caucasians and Chicanos. The principal's strong leadership and the cultural congruity of socioeconomic norms help explain the high degree of cooperation and inclusion in the school. (SLD)…
(2001). Conceptualizing a Case of Indirect Racism Using the White Racial Identity Development Model. Journal of Mental Health Counseling, v23 n3 p256-68 Jul. Describes how counselors might use a model of White racial identity development to conceptualize and treat a White client who has experienced racism directed toward his ethnic minority friend. Specific attention is paid to both the client's and the counselor's White racial statuses and how these interact within the counseling process. (Contains 15 references.) (GCP)…
(2001). Improving Student Perceptions and Academic Performance in the Multiethnic Classroom. Michigan Community College Journal: Research & Practice, v7 n2 p97-106 Fall. Describes a study that examined the effects of collaborative group learning within a multiethnic classroom at the community college level. Confirms that when community college teachers utilize collaborative learning skills in conjunction with traditional learning skills, academic performance increases and student ethnic perceptions improve. (Contains 14 references.) (NB)…
(2004). Assessing the Multicultural Competence of School Counselors: A Checklist. Professional School Counseling, v7 n3 p178 Feb. With the increasing number of children from diverse backgrounds entering the U.S. school systems, it is imperative that school counselors gain a working knowledge of how to best serve these children. This article provides a checklist of 51 competencies that the author believes are necessary for working with culturally diverse students. The competencies offered were gathered through a theme analysis of the literature pertaining to multicultural school counseling. Nine areas of competence are suggested: multicultural counseling, multicultural consultation, understanding racism and student resistance, multicultural assessment, understanding racial identity development, multicultural family counseling, social advocacy, developing school-family-community partnerships, and understanding cross-cultural interpersonal interactions. Implications for school counselors and school counselor educators are provided….