(2001). Diversity Training. Myths and Realities No. 13. Certain myths cause some people to fear or resist diversity training; other myths overstate its outcomes and effectiveness. Many workers–white males in particular–fear that in the rush for a more diverse workplace, they will lose out. Their fears can be addressed by delivering training in a way that convinces employees that the organization's diversity programs do not seek to displace white males but to prepare workers and managers to work in a heterogeneous environment. Diversity is not synonymous with affirmative action. Successful processes to establish focus and content of training include needs assessment, organization's demonstrated commitment to diversity issues, and organizational communication about the goals and objectives of its specific diversity program. Diversity training programs should help each participant treat other people as those others wish to be treated. Rather than trying to change values, diversity programs should help people look at specific behaviors… [PDF]
(1998). Four Good Reasons To Use Literature in the Primary School ELT. This paper presents four arguments in favor of integrating literature into English as a foreign language (EFL) classes for grade school children, particularly in cases where academic language proficiency is the ultimate goal of instruction but where English exposure and use is limited to the classroom and school. The arguments include the following: (1) authentic literature provides a motivating, meaningful context for language learning, and it presents natural language at its finest, promoting vocabulary development in context; (2) literature stimulates oral language and involves the child with the text while exposing him or her to some aspect of the target language culture; (3) literature can promote academic literacy and critical thinking skills, and has the potential of fostering private interpersonal and intercultural attitudes; and (4) good literature deals with some aspects of the human condition and attempts to come to some understanding of life, either symbolically or… [PDF]
(2002). The Transition of Gambian Children to New York City Public Schools. Noting the need to develop strategies to ease the transition of children from families recently arriving in the United States from Gambia into the public school system in New York City, this paper compares the school life in Gambia with that of Bronx, New York. Information on school life in Gambia was obtained through literature and through interviews of 2 parents and 4 children, ages 8 to 10 years, from Gambia presently living in the Bronx. The paper describes the typical school life of a Gambian child and notes that most students finish schooling at the age of 16. The deplorable conditions in boarding school are also described. Interviews with children revealed that they recalled similar experiences from their early childhood in Gambia, preferred school life in New York City, but missed certain aspects of their home country. Descriptions of the students' educational activities in Gambia and the United States and participation in Arabic School in the United States illustrate… [PDF]
(1999). Measuring Outcomes and Setting Standards: A Brief Overview. This paper presents an overview of a plenary panel entitled "Measuring Outcomes and Setting Standards in Languages Education.""Outcomes" implies what learners take away from their course, while the term "standards" seems commonly to have at least two senses: first it may imply some yardstick or framework against which learner performance, the content of tests and examinations, or the goals of the courses may be measured; second, it implies a "framework of reference." This brief introduction to the panel discussion introduces some of the broad issues touching on such topics as quality and standards in language education, setting goals and objectives, course-based versus general proficiency outcomes, assessing cultural goals and cross cultural attitudes, teacher quality and supply, relevance of vocational language competencies, and exit assessment and reporting. This paper seeks to raise some of the general issues that may be elaborated upon by… [PDF]
(1994). Japan Meets the West: A Case Study of Perceptions. A Secondary Teaching Unit. This unit, designed for grades 9-12, includes a teacher's guide and 30 accompanying slides. Teachers don't need special knowledge of Japanese history; sufficient background information is provided. The activities can be adapted for other grade levels. The unit is intended for five class periods of 50-minutes each with supplementary activities to expand the unit as desired. The activities ask the students to examine cultural assumptions about the historical contact between Japan and the West. The lessons are meant to be used concurrently with a set of slides that are included with the teaching unit. Intercultural misunderstanding and conflict provide a wealth of information for students to assess the cultural lens from which they view the world. The five lessons include: (1)"Introduction to Perceptions"; (2) "Introduction to Mutual Images"; (3) "Comparing Images"; (4) "Mutual Images in the 20th Century"; and (5) "Changing Perceptions…
(1997). International & Intercultural Education. This report relates Maricopa County Community College District's (MCCCD) mission statement for international and intercultural education, and presents the strategic plan for developing this type of education at each of the district's community colleges. The mission statement recognizes that because the globe is a home that all cultures, nations, and people must share, the district should prepare its students for successful participation in a global community. This document defines international and intercultural education at Maricopa Community Colleges as consisting of those teaching and learning activities which enable students to successfully participate in the global community. It presents the strategic plan for international and intercultural education. Strategic issues were identified by focus groups and a steering committee as being critical to the success of international and intercultural education. For each strategic issue, one or more goals and corresponding objectives are… [PDF]
(1983). School Practices and Climates That Promote Integration. Contemporary Educational Psychology, v8 n1 p87-100 Jan. Analysis of 18 reviews reveals six school practices associated with effective racial and ethnic integration: racial mixing, fairness, staff models, staff support, security, and multicultural exposure. Integration and educational outcome measures regressed on student perceptions of school practices, and climate and various student characteristics revealed many significant, small-to-moderate associations. (Author/CM)…
(1981). What Is Your School's MEQ?. Educational Leadership, v39 n3 p187-89 Dec. Lists 45 criteria for assessing a school's multiethnic education program. (JM)…
(1981). The Multicultural Evaluation of Some Second and Third Grade Textbook Readers–A Survey Analysis. Journal of Negro Education, v50 n1 p63-74 Win. The purpose of this study was to analyze three aspects of minority representation in selected second- and third-grade readers: diversity, settings, and involvement. Textbook evaluators were male and female urban and rural elementary school teachers (Asian Americans, Blacks, Hispanics, and Native Americans). (EF)…
(1979). Some Aspects of Childrearing Practices in Three Minority Subcultures in the United States. Journal of Negro Education, v48 n3 p408-18 Sum. Discusses cultural differences in child-rearing practices and values among Blacks, Mexican Americans, and American Indians. Outlines implications for schooling, including the incorporation of multicultural experiences into the classroom situation, and policy recommendations on the local, state, and federal levels. (GC)…
(1997). The Colorful Flags Program: A Proactive-Interactive Approach to Bridging Cultural Differences. MultiCultural Review, v6 n2 p18-32 Jun. Describes the Cultural Flags program, which teaches students to be proactive in engaging in cultural learning through learning a few basic phrases in the five most spoken languages in their community along with cultural facts about other countries. Some program evaluation results and project guidelines are presented. (SLD)…
(1997). The "Tesoros" Literacy Project: Treasuring Students' Lives (Rainbow Teachers/Rainbow Students). English Journal, v86 n6 p89-92 Oct. Describes a project in a southeast Michigan high school in which Latino English-as-a-Second-Language students worked collaboratively for 10 weeks with at-risk working-class Anglo counterparts from an 11th-grade American literature class. Describes reading and writing activities that centered around the notion that students should search for and value the treasures of their own experience. (SR)…
(1997). Integrative Studies and Ethnic Studies at Michigan State University. Journal of Geography in Higher Education, v21 n2 p268-74 Jul. Presents a case study examining the development and implementation of two recent curricular innovations at Michigan State University: the Integrative Studies Program and the Ethnic Studies Specialization. The programs consist of interdisciplinary courses incorporating instruction from geography, anthropology, sociology, and other areas. Discusses initial resistance to the programs. (MJP)…
(1997). Incorporating Components of American Pluralism into a Course on the Geography of the USA. Journal of Geography in Higher Education, v21 n2 p274-78 Jul. Outlines some of the pedagogical and organizational concerns encountered in transforming a traditional college-level U.S. geography course into a course emphasizing pluralism and diversity issues. Identifies the five principal components of pluralism as ethnicity, gender, race, religion, and social class. Discusses incorporating these components into appropriate themes. (MJP)…
(1995). Oyster School Stands the Test of Time. Bilingual Research Journal, v19 n3-4 p497-512 Sum-Fall. Describes Oyster Elementary School's award-winning two-way bilingual (Spanish-English) program. The school's success has been maintained by strong parent and community support, high academic standards, and ongoing professional development efforts. However, cultural, generational, and socioeconomic differences among staff, students, and parents have caused philosophical conflict in the school community. Decreasing funds is also a problem. (SV)…