(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]
(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…
(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…
(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]
(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)…
(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…
(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]
(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]
(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)…
(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)…
(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)…
(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)…
(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)…
(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)…