Miller, Barbara; Parisi, Lynn (1992). Individual Rights in International Perspective: Lessons on Canada, Mexico, Japan, and Nigeria. The role of the U.S. Constitution as a model for an influence on the establishment of governments in other nations offers an effective vehicle for expanding education about this nation's civic values, rights, and responsibilities. By studying how the ideas and principles of the U.S. Constitution and the Bill of Rights have been adopted, adapted, and integrated into the political and social systems of other nations, under what circumstances these ideas have been transported and adopted successfully, and under what circumstances they have failed, students can gain insight into the Constitution and Bill of Rights, thereby developing a fuller appreciation of their own democratic tradition, and of the rights and responsibilities of U.S. citizenship. This work consists of a series of 31 lesson plans with handouts. The section dealing with Canada focuses not on the obvious similarities between Canada and the United States, but with the differences. The section on Mexico emphasizes that an… [PDF]

Jain, Harish C. (1988). Employment Discrimination against Visible Minorities and Employment Equity = Discrimination dans L'emploi a L'egard des Minorites Visibles et Equite en Matiere D'emploi. Canada has become a multiracial, multireligious, and multicultural society, but non-whites, the "visible minorities (VMs)," face pay and employment discrimination in both the public and the private sector. Lack of statistical data by race and by region about job segregation, income levels, and promotions make it difficult to determine the extent of discrimination against any one group. However, a number of studies indicate that VMs are underrepresented in the workforce and are being denied full participation in public institutions. Affirmative action and contract compliance programs may provide a solution. The Employment Equity Act of 1986 promotes affirmative action at the federal level and applies to contractors supplying goods and services to the federal government. Voluntary affirmative action programs are legal in all Canadian jurisdictions, under the Canadian Charter of Rights and Freedoms. The Supreme Courts of both Canada and the United States have upheld the…

(1991). Oversight Hearing on the Equal Employment Opportunity Commission's Implementation of the Americans with Disabilities Act (Title I on Employment and Title V Covering Miscellaneous Provisions). Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor, House of Representatives, One Hundred Second Congress, First Session (October 30, 1991). This hearing transcript presents testimony, a prepared statement, and supplemental materials provided by Evan J. Kemp, Jr., Chairman of the Equal Employment Opportunities Commission (EEOC), specifically related to implementation of the Americans with Disabilities Act (ADA). The hearing deals with EEOC enforcement strategies for implementing Title I of the ADA, including the development of clear and concise regulations, policies, and procedures. The hearing specifically addresses: (1) plans for meeting the growing demands by the public and by business entities for information and guidance; (2) plans to handle the potential flood of cases; (3) the concept of reasonable accommodation; (4) training of EEOC employees in disability law; (5) technical assistance to employers and individuals with disabilities; (6) implementation of the Charge Data System and the ADA Tracking System; (7) budget and staffing; and (8) state and local fair employment practices agencies. Supplemental materials… [PDF]

(1988). Testimony on Segregation and Housing Discrimination in the Hispanic Community, before Subcommittee on Housing and Community Development, Committee on Banking, Finance, and Urban Affairs, United States House of Representatives. In this testimony before the House Subcommittee on Housing and Community Development, the Director of Policy Analysis for the National Council of La Raza discusses the segregation and housing discrimination faced by Hispanic Americans. He contends that housing conditions for much of the Hispanic community are inadequate, due largely to low income and family size. Findings are presented on housing discrimination affecting Hispanics in Dallas (Texas), Denver (Colorado), Boston (Massachusetts), and other urban areas. Residential and school segregation for Hispanic Americans is indicated to have increased steadily in recent years. It is argued that increasing the effectiveness of fair housing laws in protecting the rights of Hispanics requires two major policy initiatives. First, the laws must be strengthened to provide expanded coverage of the handicapped and families with children and the establishment of more effective enforcement mechanisms to resolve complaints. Timely passage of…

Rist, Ray C. (1976). School Integration and Minority Student Tokenism. Integrated Education, 14, 1, 18-20, Jan-Feb 76. Suggests that school systems refrain from policies of token dispersal unless black parents specifically request such a program, and proposes that a small number of predominantly white schools allow integration with larger percentages of minority students. (Author/AM)…

Deutsch, Morton (1975). Equity, Equality, and Need: What Determines Which Value Will be Used as the Basis of Distributive Justice. Journal of Social Issues, 31, 3, 137-150, Sum 75. Suggests that equity is only one of many possible principles of distributive justice and outlines some of the issues relating to a broader conception of distributive justice, discussing the question of which of several basic principles of distributive justice will be employed by a group. (Author/AM)…

Steele, James (1975). Black Youth: What Does the Bicentennial Offer?. Freedomways, 15, 3, 171-177, Sum 75. The present generation of black youth is noted to be entering adulthood precisely at a moment when U.S. society has reached a deeper stage of general crisis and decadence. Unity, mass action, and militant movements directed to specific conditions oppressing black youth today are urged. (Author/AM)…

Harding, Vincent (1975). The Black Wedge in America: Struggle, Crisis and Hope, 1955-1975. Black Scholar, 7, 4, 28-46, Dec 75. A discussion by the Director of the Institute of the Black World in Atlanta, who has nearly completed the first two parts of a multi-volume history of the black struggle for freedom in America, this essay is stated to be an anticipation of the discussion of the modern freedom movement in his forth coming history. (Author/JM)…

Weinberger, Caspar W. (1975). Some Thoughts on the Twentieth Anniversary of Brown v. Board of Education. Journal of Law and Education, 4, 1, 33-35, Jan 75. Traces school integration progress and emphasizes the role of pride and community spirit in building good schools. (DW)…

Smith, Arthur B., Jr. (1975). The Impact on Collective Bargaining of Equal Employment Opportunity. Industrial and Labor Relations Review, 28, 3, 376-94, Apr 75. …

Dharmadhikari, Sarita (1989). The Official English Movement in New York and in the Nation. "English Only" and "Official English" are two terms that are used to describe the movement to declare English the official language of the United States. Sixteen states have laws declaring English their official language; 14 of these laws have been passed since 1981. This report decribes the effect of the movement in New York State (which does not have such laws) and nationally. The report includes an executive summary and six sections. Section 1, "A History of the Official English Movement," describes the evolution of "U.S. English" and other organizations to promote official language initiatives. Section 2, "State Summary," provides chronological and legislative data on states' Official English laws. Section 3, "New York State," records the opposition of Governor Mario Cuomo and New York City Mayor Edward Koch to Official English, and describes county and state attempts to legislate the language restriction. Section 4,…

Heslop, Yvonne, Ed. (1989). Strategies and Innovations for Nonformal Education for Women. ASPBAE Courier No. 46. ASPBAE Courier, n46 Jul. This document contains papers that were presented at a 1988 conference on nonformal education for women held in Guangzhow, China, and organized by the Asian South Pacific Bureau of Adult Education in association with the Chinese Federation for Women, the Guangzhou Adult Education Association, and Caritas Hong Kong. The following 12 papers are included: "The Prospects for Women's Adult Education in China" and "A Brief Account on Chinese Institute for Women Administrators" (China Institute for Women Administrators); "Educational Situation of Women in Thailand" (Skrobanek); "The Situation of Education for Women in the Philippines" (de Vera); "Problems and Solutions for Women's Education in China" (Min); "Non-formal Education for Women in Korea" (Cheong); "Women's Education in Singapore" (Lum); "Women in Sri Lanka: Current Status and Alternative Programs in Education" (Gunawardena); "Women in Hong… [PDF]

Allen, Julia M. (1989). Fictional Narrative as Resistant Argument in Early Twentieth-Century Feminist Writing. Helen Forbes, in her short story "The Hunky Woman," written in 1916 for "The Masses," an eclectic Socialist magazine, undermines particular categorical propositions. By using narration with a shifting of narrative voice, Forbes calls into question the validity of the traditional teaching of argumentation. Forbes demonstrates the danger in women's acceptance of the dominant ideology cast in the form of propositions. She also shows how these propositions, buttressed by money, power (in the form of the police), and the institution of marriage can, in effect, cause themselves to become partially true. Although the main conflict in the story seems to be whether one character, Mrs. Atwood, will accept her husband's oppressive general statements, in fact, the story is itself an argument, and the primary conflict is in the mind of the reader. (KEH)… [PDF]

(1989). 16-19: The Right to Further Education. CSIE Factsheet. This factsheet discusses England's 1988 Education Reform Act's position regarding the right of every student under 20 years of age to full-time education, regardless of disability or learning difficulty. Special emphasis is put on the responsibilities local education agencies face as a result. Summaries of other relevant legislation are also provided to help students and advocates make effective requests for education from 16 to 19 years of age. Such questions as school versus college, fees, grants and benefits, and training centers are also discussed briefly. (PB)…

Armendariz, Abe Lujan; Gonzales, Frank (1988). Federal Statutes & Directives Regarding Title IX Compliance. Technical Assistance Model. Federal statutes and directives regarding Title IX compliance is the subject of this technical assistance module. It Collaborative. It is a guide for trainers who seek to familiarize educational personnel with the legal aspects of sex discrimination under Title IX of the Education Amendments of 1972. Nine activities are described and materials, including five transparency masters, seven handouts, and a background reading for the presenter, are included within the module. Goals for the participants are the following: (1) to become familiar with the sex desegregation services available through Title IV Desegregation Assistance Centers; (2) to become familiar with the 11 areas of discrimination prohibited by Title IX; (3) to become familiar with the federal requirements for compliance with Title IX; and (4) to apply the information learned by resolving sex discrimination cases. The suggested time for completion of the module is 3 hours. Nine training modules and two more technical… [PDF]

(1983). The Legal Situation of Women in Latin America and the Caribbean Defined according to the Resolutions and Mandates of the United Nations System. Volume I: Basis, Proposals, Methodology, and Information Analysis. This document describes the basis, proposals, methodology, and informational analyses of a study on the resolutions and mandates enacted by of the United Nations system which have a special concern for the legal situation of women in Latin America and the Caribbean. It includes both resolutions (conventions) which constitute international legislation, and those resolutions and mandates which merely orient the actions of governments. Specific aspects of the legal situation of women which go beyond the limit of this study are proposed for future considerations and research. Recommendations call for the dissemination of information, research and review among the United Nations member states in general and the governments of the region in particular on the legal status of women, and actions designed to promote the legal equality of women according to principles contained in resolutions and mandates emanating from the United Nations system. Notes and a three-page bibliography are…

Clark, Kenneth (1984). Educational Trends and U.S. Commitments Since the Brown Decision. The Supreme Court's landmark Brown decision changed the total pattern of race relations in the United States and helped to solidify the foundations of American democracy for the benefit of all Americans. Ironically, although the specific issue which resulted in the Brown decision was concerned with the constitutionality of racially segregated public schools, the beneficial consequences have been more pervasive and pronounced in aspects of society other than the field of public education. The effects of the Brown decision on education form an inconsistent pattern: segregated schools continue to exist, and seem to be proliferating, especially in the North; a biracial system of higher education persists in the South; and the most racially desegregated area of higher education is varsity athletics. It is clear that the pattern of resistance to any genuine compliance with the Brown decision is pervasive and formidable. As a whole, educators have defaulted in helping society to understand…

Smith, Eleanor (1984). Before and After Brown: Education Context of Change. This paper discusses the educational experiences of blacks before and after the Brown decision of 1954. During slavery religious organizations, sympathetic whites, and blacks themselves led the effort toward literacy for slaves. Following the Civil War, blacks initially made great strides in establishing educational opportunities. By 1877, white supremacy was renewed, along with the promise to provide \separate but equal\ school facilities. New constitutional interpretations and statutory laws institutionalized segregation and discrimination. For the next 100 years, the primary responsibility for black education fell again into the hands of individuals and private societies. Most black colleges founded during this time offered education in the liberal arts, and the striking successes of these schools led many to struggle to maintain them after the Brown decision. Some of the effects of this decision on curriculum, enrollment, and educational policy are described. Improving the…

(1988). Indian Affairs: Statistical Data on Indian Rights Cases Handled by Justice. Fact Sheet for the Honorable Harry Reid, U.S. Senate. This fact sheet was written in response to a Senatorial request for information that would quantify litigation costs, in time and money, associated with federal efforts to defend and promote the rights of American Indians from 1982 through 1987. Costs incurred on behalf of Alaskan Natives were to be excluded in the report. It was found that for fiscal years 1982 through 1987, the Indian Resources Section of the Justice Department spent about $5.1 million to carry out its mission of litigating Indian rights cases. Of that amount, about $3.9 million was for personnel compensation and benefits while the remaining $1.2 million was for other expenses. The funds supported approximately 10 attorneys and 4 staff members each year, or 84,638 staff hours on 654 cases for the 6-year period. The information is contained in a response letter and in several statistical tables showing data on Indian Rights cases handled by Justice's Indian Resources Section. The tables show numbers and status of… [PDF]

Innocenti, Mark S. (1987). Parent Handbook. Preschool Transition Project. The sample parent handbook contains handouts used with a series of four meetings in which parents of preschool handicapped children learn how to be their child's advocate. The first meeting is on Testing and the Individualized Education Program (IEP) and includes: "Evaluation Responsibilities,""Questions You May Want To Ask,""Some Things Parents Should Know about Testing,""Suggestions for the IEP conference," and "Types of Educational Placement." Meeting 2 is on legal rights and the IEP process. Handouts include: "You and One Four Two! Public Law 94-142,""A Checklist for an Individualized Education Plan,""Evaluation, Placement, and Due Process under Public Law 94-142 and Section 504," and "Education" (chapter from "Legal Rights Handbook"). The third meeting features other parents of handicapped children with such handouts as: "Negotiating the System,""Checklist: Parent… [PDF]

(1987). Alternative Reproductive Technologies: Implications for Children and Families. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, One Hundredth Congress, First Session (May 21, 1987). A hearing was held for the purpose of receiving testimony about alternative reproductive technologies and their implications for children, families, and society. Testimony provided: (1) a comparison of in vitro fertilization and gamete intrafallopian transfer, and trends in in vitro fertilization; (2) a summary of definitions, statistics, and the human and financial costs of infertility; (3) an argument for addressing underlying social causes of infertility; (4) a discussion of the Vatican's position on the human dignity of the child and the integrity of marriage and the family, and application of these principles to federal policy on in vitro fertilization; (5) an exploration of the implications of married couples' rights to reproduce coitally in relation to rights of infertile couples to use noncoital techniques to procreate; (6) recommendations for state and federal legislation; (7) a consideration of the role of federal and state laws and how they should develop in relation to… [PDF]

Butler, Dee (1987). The Emergence of Women in West Virginia History: A Title IX Project for Social Studies. This booklet was designed to be used as a supplemental social studies unit and is divided into four sections. Section 1 profiles famous women of West Virginia including Aracoma, Nancy Hanks Lincoln, Mary Harris Jones, Susan Matilda Dew Hoff, Frances Benjamin Johnston, and Nancy Hart Douglas. Section 2, profiles contemporary women in West Virginia including Fannie Cobb Carter, Pearl Sydenstricker Buck Walsh, Mildred Bateman, Phyllis Smith Curtin Cook, Virginia Mae Brown, and Joanne LaCoque Haymes Ireland Pierose. Classroom activities for teaching about these women are outlined in section 3, along with sample tests. Resources for the study of famous women in West Virginia are also presented. Section 4 provides 1980 statistics on women in West Virginia, including female population characteristics, total degrees conferred by West Virginia institutions of higher education, percentage of degrees conferred by area, and annual median income by sex and race. A 14-item bibliography is… [PDF]

Steenland, Sally (1987). Prime Time Power: Women Producers, Writers and Directors on TV. This report analyzes the number of women working in the following six decision making jobs in prime time television: (1) executive producer; (2) supervising producer; (3) producer; (4) co-producer; (5) writer; and (6) director. The women who hold these positions are able to influence the portrayal of women on television as well as to improve the number of women hired in other positions. Data were gathered from the 20 top-ranked television programs as defined by the Nielsen ratings for the 1986-87 season. The statistics provide both a snapshot of each television program's employment profile, as well as a larger view of the number of women working in key jobs on prime time television programs. Interviews were also conducted with producers, writers, directors, and network and studio executives in Hollywood and New York. The views of these executives are expressed throughout the report. The data showed: (1) only four of the top-rated television programs (20%) employ female executive…

Tedford, Thomas L. (1987). Freedom of Speech: A Selected, Annotated Basic Bibliography. Restricted to books on freedom of speech, this annotated bibliography offers a list of 38 references pertinent to the subject. Also included is a list of 18 ERIC documents on freedom of speech, and information on how to order them. (JC)… [PDF]

(1981). Education for the Handicapped: What Is the Appropriate Federal Role?. IFG Policy Notes, v2 n1 Win. This series of short articles discusses two separate educational policy issues: the federal role in education for the handicapped and tuition tax credits. Concerning the first issue, the document discusses the background of P.L. 94-142 and its first 5 years, concluding that, although accomplishments are impressive, there are still difficulties in implementing the reform. It is suggested that the law has meant improvement in substandard districts but has sometimes had depressing effects in progressive districts. Several brief articles on education of the handicapped then follow, focusing on the issues confronting policy makers in the eighties, the fairness of "fair hearings," the costs of equity, problems with and prospects for implementation of the mandated reform, and the history of special education. Concerning the second issue, tuition tax credits, the document briefly discusses whether they will be a federal priority for the eighties. The author outlines how tuition… [PDF]

(1985). Parents Can Be the Key to an Appropriate Education for Their Handicapped Child = Niam Txiv Muaj Peev Xwm Yog Tus Yawm Sij Rau Txoj Kev Kawm Ntawv Rau Nkawv Tus Menyuam Xiam Oos Qhab. The booklet presents, in English and Hmong (Southeast Asia), answers to questions concerning the rights of handicapped children and their parents. Topics addressed include a summary of changes brought about as a result of federal court decisions as well as state and federal laws, types of eligible disabilities, ages of eligibility, assessment procedures and parent role in assessment, the Individualized Education Program (IEP), related services, components of a good IEP, parent involvement in IEP, the planning process in special education, due process hearings, mediation, good communication between parents and schools, the parent's role as advocate, and Minnesota state resources for handicapped children and Families. (CL)…

Deloria, Vine, Jr. (1973). Indian Treaties A Hundred Years Later. Education Journal of the Institute for the Development of Indian Law, 2, 4, 14-17, Nov 73. …

Sponseller, Edwin H. (1976). Legal Aspects Concerning Teachers' First Amendment Rights of Freedom of Speech and Expression within the Public School Classroom. This study discusses the extent to which the First Amendment rights of freedom of speech and expression apply to teachers in the public schools. A historical perspective of the First Amendment rights of educators is provided; techniques of standard legal research were used to establish the primary sources of law. Investigation, which focuses on the period after the 1969 "Tinker" decision, culminated in four major conclusions: Between 1970 and 1974, the courts expanded protection for teachers in their use of "questionable" utterances and grooming habits. (Challenged and found to be unprotected were the rights of teachers to ignore dress codes and to proselytize in the classroom.) Courts also extended protection for teachers determining classroom procedures and instructional methods–especially with regard to the discussion of controversial issues. In addition, teachers must now be given clear guidelines illustrating what types of speech and expression are…

Reams, Bernard D., Jr., Ed.; Wilson, Paul E., Ed. (1975). Segregation and the Fourteenth Amendment in the States: A Survey of State Segregation Laws 1865-1953; Prepared for United States Supreme Court in re: Brown vs. Board of Education of Topeka. The school segregation cases, generally cited as Brown v. Board of Education of Topeka, 347 U.S. 483 (1954) were first argued in the Supreme Court of the United States in December, 1952. On June 8, 1953, six months after the first arguments and nearly a year prior to the decision, the Supreme Court ordered that the cases be re-argued in the October 1953 term (345 U.S. 972). The Court propounded a series of questions and requested counsel to discuss these questions in their briefs and oral argument. The purpose of this was to determine whether the Congress which submitted the Fourteenth Amendment, and the State legislatures and conventions which ratified it, regarded the Amendment as abolishing separation of the races in public schools. The data assembled in that project provide the basis for this survey, state by state, of each state's answers to the questions posed by the Court. (Author/MC)…

Nolte, M. Chester (1975). School Boards: Your Authority Has Just Been Restricted; School Board Members: Your Security Has Just Been Threatened. American School Board Journal, 162, 4, 33-35, Apr 75. Discusses the U.S. Supreme Court's recent ruling in the Strickland case that school board members must know the \basic, unquestioned constitutional rights\ of all students and that individual board members may be liable to damage suits filed by students whose rights have been violated. (JG)…