(1996). Are the Culturally Diverse Needs of Children Being Met in Special Education?. A mail survey was conducted of 149 students (grades 4-8) with special needs in 19 school systems in inner city, suburban, and rural settings to determine their knowledge of cultural diversity and to identify their educational needs in this area. Results are organized around the seven areas of multicultural emphasis in the survey: (1) knowledge of folklore; (2)multicultural aspects of everyday life; (3) social studies; (4) leadership; (5) traditions; (6) the arts; and (7) sports and leisure activities. The study concluded that all these cultural diversity areas are crucial for the student with special needs, that students with special needs did not demonstrate a broad cultural knowledge in any of the seven areas explored, and that teachers need to review the quality of information presented in the classroom as it relates to the understanding and acceptance of cultural diversity. Much of the document consists of appendices which provide a copy of the questionnaire and detailed…
(1997). Cumberland County College, AACC Progress Report. In 1996, Cumberland County College (New Jersey) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. The primary goals of the college's action plan were: emphasizing greater pluralism, assigning writing on pluralism and American identity in the developmental writing courses, developing a course on 20th century American culture, and introducing an American Studies option. Two survey courses of American literature were revised to reflect pluralism and identity themes. Various poems, narratives, journals, orations, myths, and tales were read for the Colonial, Reason and Revolution, Romanticism, Realism, and the 20th century periods. In two U.S. history courses, the syllabi were revised and new materials purchased to incorporate more viewpoints. Students in developmental English classes had writing assignments on… [PDF]
(1997). Indian Hills Community College, Exploring America's Communities. Progress Report. In 1996, Indian Hills Community College (Iowa) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the instruction of American history, literature, and culture at U.S. community colleges. The college's action plan was initially comprised of three parts: (1) establishing a course addressing current identity and cultural pluralism issues; (2) creating workshops to acquaint faculty with these issues and assist the implementation of the issues in their classes; and (3) organizing a cultural fair, comprised of lecturers, artists and crafts people. Each of these goals was accomplished and more have been added. A Native American Studies course was implemented and has been popular with students. A cultural fair and a trip to a reservation were held, and the library's Native American collection was developed. Many faculty members have enthusiastically participated in the project, accepting the challenges and extra… [PDF]
(1997). Santa Rosa Junior College, Exploring America's Communities. American Cultures Project. Progress Report. In 1996, Santa Rosa Junior College (California) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. The college's goals included the following: providing an ongoing forum where the various humanities disciplines can discuss their varying perspectives; initiating a college-wide conversation of American values and culture; promoting, enriching, and refining Humanities offerings; and providing the means and inspirations for faculty to develop courses to fulfill the proposed Intercultural Degree Requirement. To accomplish these goals, the American Cultures Program (ACP), composed of a public lecture series, a learning community course on American culture, and faculty study group, was developed. The learning community enrolled quickly and students reported having a very valuable experience. Although both the… [PDF]
(1997). Tarrant County Junior College District, Exploring America's Communities. Progress Report. In 1996, Tarrant County Junior College District participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. The primary goals included the following: (1) to develop an inclusive, non-traditional approach to the teaching of American literature, history, and culture; (2) to add courses across the curriculum that would be committed to the multi-cultural theme; and (3) to create a unified learning community. Steps taken to develop Common Ground courses included preparing students, faculty, and administration for the new courses, developing a newsletter, presenting an outline of the project to administrators and faculty, and holding a session where team members could share their ideas and materials. The teaching team now has a feel for what works and what does not, and the faculty's decision to relate historical events… [PDF]
(1992). Trials, Tribulations, and Celebrations: African-American Perspectives on Health, Illness, Aging, and Loss. This book is an anthology of short stories, narratives, and poems exploring aspects of the life cycle (birth, illness, aging, loss and grief) from an African-American perspective. The book is intended to give health care providers and interested others insights into the African-American experience, and to encourage readers to explore the implications of living in and providing services for a multicultural community. The book includes fictional and autobiographical literature from a number of noted U.S. writers, including Alice Walker, Langston Hughes, Gwendolyn Brooks, James Weldon Johnson, Sterling Brown, Toni Cade Bambara, Paule Marshall, and Maya Angelou. (DB)…
(1995). How Young Children Perceive Race. Sage Series on Race and Ethnic Relations, Volume 12. Young children's knowledge of race and ethnicity is conveyed in their own terms, and how this knowledge affects their social relationships and ideas about procreation is explored. Participant observation, informal conversations, and collecting children's artwork were used to build a picture of race through the eyes of the kindergarten child. Between 1986 and 1992 a visit was made to 5 kindergarten classes with a combined enrollment of 102 children (44 African American, 42 European American, 12 Latino, and 4 of other ethnic background, and 54 girls and 48 boys). Although there were differences in social demographics and racial variability in these urban and suburban schools, the tone and atmosphere of the classes were similar. No interracial or intraracial physical confrontation was ever observed. The general lack of racial tension observed with these young children from racially diverse schools was facilitated by the age and cognitive abilities of the children studied, and school…
(1997). [Global Studies]. Fulbright-Hays Summer Seminars Abroad, 1997 (India). This unit contains a sampling of lessons from a unit on India designed for ninth-grade students. Sections of the unit include: (1) "Geography of India"; (2) "Comparison of Major Religions"; (3) "The Caste System"; (4) "Empires of India"; (5) "Gandhi and Independence"; (6) "Division of the Subcontinent"; (7) "Environment"; (8) "Caves at Ellora and Ajanta"; (9) "Indian Dress"; and (10) "Kum Kum and Bindis." The lessons provide objectives, procedures, and evaluations. (EH)… [PDF]
(1997). Overcoming Cultural Conflict with Knowledge. Fulbright-Hays Summer Seminars Abroad, 1997 (India). This unit contains two lessons to promote commonality of culture and indicate differences as well. The first lesson asks students to explore their preconceptions about India. The second lesson is a research activity to facilitate learning about major "movers and shakers" in 20th century South Asia. Lessons include objectives, strategies, a materials list, and resources for further reading. (EH)… [PDF]
(1991). The Northeast Global Studies Magnet Middle School, 1990-1991. Formative Evaluation. This report addresses the results of an evaluation made of the first year of the implementation of a global studies theme at the Northeast Global Studies Middle Magnet School (Kansas City, Missouri). It is reported that ample evidence of the theme was seen throughout most of the school facilities, and observed in all of the social studies classes. However, no evidence of infusion of the theme was seen during observation periods in mathematics and physical education classes. Data from questionnaires issued to parents revealed that the global studies theme was not clear to a third of the parents. A recommendation was made to provide additional, perhaps related, information to parents regarding the nature of the global studies theme. Of the 22 program objectives relating to the first implementation year, most were being implemented effectively. Several figures and tables appear throughout the report. Five appendices also are included: (1) global studies course topics; (2) infusion of… [PDF]
(1990). Assessment of Global and Intercultural Education at Santa Rosa Junior College. Final Report. Based on information collected via colloquia, questionnaires, and interviews conducted during spring 1990, this report details the history of global and intercultural education efforts and programs at Santa Rosa Junior College (SRJC), reviews similar efforts at other institutions, and presents recommendations for ensuring the future growth of SRJC's programs. Following an overview and summary of recommendations, section I presents a profile of SRJC and reviews the college's past global and intercultural education endeavors. Section II reviews global and intercultural studies efforts at Sonoma State University, including its North Bay International Studies Program; describes nationally recognized programs at other community colleges; and discusses the new cultural education requirements at the University of California at Berkeley and Stanford University. Next, section III explores the central debates associated with global and intercultural education. Finally, section IV presents…
(1983). Ethnicity, Language and Literacy: Developing In-School Reading Resources to Provide for the Linguistic and Ethnic Needs of Students in a Multi-cultural Junior High School. Noting that the degree to which the concept of ethnicity is understood and taken into account at all levels of educational planning is the single most important factor in the success of programs designed for the education of ethnic and socioeconomic minorities, this paper discusses the concept in general, then outlines the components of an in-school program that was intended to meet the needs of students ethnically divergent from the mainstream of a society. The paper begins with a discussion of ethnic diversity within a nation or society, then addresses what a nation or society can do with that diversity. It next offers several approaches that teachers of language and literacy can use in dealing with ethnic diversity, noting that the attitudes these approaches represent range from ideals of uniformity to those of diversity. Following a discussion of the individual and ethnicity, the paper presents a review of one school's efforts to develop a publication program to deal with its…
(1989). Internationalizing the American History Curriculum. New programs promoting global or international education have been started all over the country. At Tidewater Community College (TCC) in Virginia, efforts to add an international dimension to the curriculum began in 1988, when 20 faculty members from the disciplines of psychology, sociology, economics, mathematics, history, English, and business were participants in a series of lectures on the culture, history, politics, and economics of China and Japan. One of the goals of the lecture series was to infuse an international dimension into as many existing courses as possible across all disciplines. Each faculty member developed one international learning unit for at least one class during the 1988-89 academic year. One participant developed six units for incorporation into a two-semester American History course. The units covered: (1) the age of exploration, focusing on the Aztec and Mayan peoples; (2) the settlement of the West, including information on the Plains Indians; (3)…
(1989). Cultural Pluralism, Structural Pluralism and the United Kingdom. This paper discusses the issue of pluralism and British society. The following topics are covered: (1) why it is desirable for Great Britain to be a pluralistic society; (2) how far the needs of minority communities can be accommodated without threatening British status quo; (3) what happens in other countries; and (4) what lessons can be learned from these experiences. The major political and intellectual impediments to more judicious consideration of the available policies of cultural diversity in contemporary British society are explored. The meaning of cultural diversity is discussed and then applied to the situation in Great Britain. Political opportunists, both antiracist activists and defenders of a more limited acknowledgement of cultural diversity, are criticized, as is organized religion. The extent to which Great Britain can become structurally pluralistic is discussed. (JS)… [PDF]
(1995). Quantitative Educational Research with Ethnic Minorities. Quantitative educational research with ethnic minorities has a long history, characterized by assumptions that are still operative, such as the assumption that the white male is the standard against which other groups should be compared. It has also been assumed that assessment instruments are applicable across all groups, and that sources of potential variance such as social class, language proficiency, or cultural orientation can be recognized but discarded. This paper challenges these assumptions and offers suggestions for improving quantitative research with ethnic minorities. New scholarship on ethnic minorities calls for a paradigm shift from the Eurocentric approach to an approach that values each ethnic group for its own sake. Problems in conducting research with ethnic groups center on (1) identifying, describing, and selecting a sample; (2) understanding heterogeneity within the group; and (3) language and cultural barriers. Methodologies to address these problem areas are…