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Resources for Teaching in Diverse and Multicultural Educational Environments
Please order these items directly from the sources listed. This list includes only resources published in 1991 or later.
Black Children in America:
A Fact Book and Action Primer. 1993.
The Black Community Crusade for Children, coordinated by the Children's
Defense Fund, 25 E Street, NW, Washington, DC 20001. This book focuses
on the needs of African American children and families. It includes
a substantial collection of data about the progress and the current
situation of the status of the Black child in the United States.
Part I describes the conditions of Black children and the disparities
between the conditions of white and Black children. It also describes
a first step policy agenda. Part II provides an action checklist
for Black networks. Part III contains an overview and tables of
Black and White child status in many areas. Part IV includes state,
city and county data on Black child poverty as well as a list of
resources.
Building Level Assessment for
Multicultural and Nonsexist Education.
Midwest Desegregation Assistance Center, 401 Bluemont Hall, Kansas
State University, Manhattan, Kansas 66506, 913-532-6408. This document
provides a variety of multicultural and nonsexist assessment statements
that schools can use to develop questionnaires for use with parents,
students, staff, and faculty. The assessment items are divided into
three categories, multicultural assessment, nonsexist assessment,
and climate assessment.
Democracy's Next Generation
II: A Study of American Youth on Race. 1992.
People For the American Way, 2000 M. Street NW, Suite 400, Washington,
DC 20036, 202-467-4999. This is a national study of young people's
attitudes about race. The study included a telephone survey of 1170
young people, face-to -face in depth interviews with 78 young people
and two focus groups of white young people, all between the ages
of 15 and 24.
The study found that racial division is a serious problem for young people. Although there is a strong interracial consensus on core values such as family and fairness for all, and although most young people reported having strong personal relationships with people of other races, many young white Americans cling to negative stereotypes of black Americans.
The report points out that many of the young people in the study had never been asked by an adult to take time to examine their attitudes about race; but when they did "they were more likely to recognize their own prejudices and to acknowledge that such attitudes run counter to their ideals." This report makes a powerful argument for assisting young people to face and think about racism.
Dialogues for Diversity: Community
and Ethnicity on Campus. 1994.
The Project on Campus Community and Diversity of the Accrediting
Commission for Senior Colleges and Universities of the Western Association
of Schools and Colleges. Oryx Press, 4041 North Central at Indian
School Road, Phoenix, Arizona 85012-3397. These materials are designed
to help groups of people on college and university campuses to frame
a discussion about the role of ethnic diversity in the life of the
college or university. Discussions are organized around eight topics.
For seven of these there are case studies and background essays
to help frame the questions. The seven topics are Mission and Diversity,
the Social Context, Diversity and Quality, Community and Campus
Climate, Student Development and Ethnic Identity, the Faculty Role
and Leadership for Diversity. The eighth section provides guidelines
for planning and conducting discussions about diversity.
Guidelines for Education That is
Multicultural. 1993.
Office of Equal Education Opportunity, New Jersey State Department
of Education. This is a set of guidelines developed to assist public
schools in New Jersey to integrate the curriculum with Multicultural
content and perspectives. While some of the materials are specific
to compliance with New Jersey state law, most of what is included
here is generic. The items that seem most useful here are those
which contribute to the ongoing dialog of what Multicultural education
is and is not, what the goals of Multicultural education are and
how to incorporate it into the existing curriculum.
Justiz, Wilson, Bjork eds. Minorities
in Higher Education. 1994.
American Council on Education and the Oryx Press, 4041 North Central
at Indian School Road, Phoenix, Arizona 85012-3397. The editors
describe this collection of research studies as a report card on
our successes and failures in achieving educational equity for minority
citizens in the recent past and some predictions and suggestions
for the future. There are nineteen articles. Sample topics include:
demographic trends; economic equity; assessment; technological barriers;
financial aid strategies. Several chapters are devoted to African
American students, Hispanic American students and Asian American
students.
Bonnie Neugebauer, ed., Alike and
Different: Exploring Our Humanity With Young Children. 1992.
National Association for the Education of Young Children, 1834 Connecticut
Avenue, NW, Washington, DC. 98073. This is a collection of essays
about the education and socialization of young children and our
responsibility to raise them to interact in a global economy and
world community. Essays deal with topics such as allowing children
to notice and explore differences; creating obstacle courses that
meet the physical needs and challenges of children with differing
abilities; creating non-sexist pre-school environments for children;
helping parents and children who are limited-English-proficient
adjust and communicate in day care; giftedness in very young children;
using art to explore diversity.
Opening Up the Math and Science Filters:
Our Schools Did It, So Can Yours! 1992.
Mid Atlantic Equity Center, The American University, 5010 Wisconsin
Avenue, NW, Suite 310, Washington, DC, 20016. 202-885-8517. This
document describes the Mathematics, Science and Minorities: K-6
Project, an intervention model for African American and Hispanic
students developed as a response to the research summarized in Mathematics
and Science: Critical Filters for the Future of Minority Students.
Teachers from four schools systems describe their projects and the
changes in student performance that resulted.
Frank Pignatelli, Susanna Pflaum,
eds., Celebrating Diverse Voices: Progressive Education and Equity.
1993.
Corwin Press, Inc., 2455 Teller Road, Newbury Park, CA 91320. The
common thread throughout these essays is attentiveness to the effects
of actions by educators and others in light of concern for equity.
"The heart of equity lies in our ability to acknowledge that even
though our actions may be in accordance with a set of rules, their
results may be unjust." Essays cover topics such as: the potential
of progressive education; conflict between school reform and the
curricula of diversity and inclusion. "Learning to Value Diversity
in School " describes how a classroom teacher directs conversation
between very young students toward respecting each other. "Implications
for Teacher Preparation" discusses the necessity for beginning teachers
to be able to examine the macro- and micro-environments their students
live in and be able to criticize policies, practices, and negative
perceptions that inhibit full educational opportunity.
Rethinking Our Classrooms: Teaching
for Equity and Justice. 1994.
Rethinking Schools, 1001 E. Keefe Ave., Milwaukee, WI 53212. Articles
in Rethinking our Classrooms speak to the idea that curriculum and
classrooms should be: grounded in the lives of students; critical;
multicultural, anti-racist, and pro-justice; participatory and experiential;
hopeful, joyful, kind, visionary; activist; academically rigorous;
and culturally sensitive. Authors tackle discipline, tracking, fairy
tales, television, sexual harassment, and world poverty, from the
point of view that school can be a laboratory for change and social
justice.
Richardson, Skinner eds. Achieving
Quality and Diversity: Universities in a Multicultural Society.
1991.
American Council on Education. Macmillan, 866 Third Avenue, New
York, NY 10022. The authors of this book have attempted to generate
a model for institutions to improve the success rates for underrepresented
groups while maintaining standards. The first section of the book
includes chapters on understanding minority persistence and achievement,
the state role in promoting equity, and the relationship between
institutional climate and achievement. The second section includes
case studies of ten historically white institutions with better
than average results for at least one underrepresented group. One
of the universities profiled in this section is FSU. The third section
discusses strategies for improving access and achievement.
A Tale of "O": On being Different.
1993.
Goodmeasure, Inc., One Memorial Drive, Cambridge, MA 02142. A Training
Tool for Managing Diversity. The package includes the video A Tale
of "O", an instructor's and user's manual, and a diskette of course
handouts. The video includes the Tale in two lengths (18 minutes
and 27 minutes) and the manual offers five different programs based
on the Tale. The video uses abstract symbols for individuals to
explore the consequences of being different. It focuses on a group
of people in which "the many" are referred to as the X's and "the
few" are referred to as O's. The story focuses on the subtle forms
of pressure exerted on O's and on X's as O's move into an X-based
culture.
Kathryn A. Wheeler, How Schools Can
Stop Shortchanging Girls (and Boys): Gender Equity Strategies: A
Practical Manual for K-12 Educators. 1993.
Center for Research on Women, Wellesley College, 106 Central Street,
Wellesley, MA 02181-8259. 617-283-2542. Building on the research
reviewed for How Schools Shortchange Girls, this manual is specifically
designed for classroom teachers who want day-to-day tools for cultivating
gender-equitable learning environments. It includes self-assessment
items, as well as strategies for curriculum design and materials
development, teaching strategies, and working with students, colleagues,
families and the community.