(2002). Afterword: (E)racing Education. Equity & Excellence in Education, v35 n2 p181-95 May. Presents an afterword to a collection of articles that illustrate how critical race theory shapes educational research and enables scholars to analyze educational outcomes that might otherwise remain hidden. Offers insight into the forward movement of critical race theory and education, suggesting that the articles collectively make a case for "racecentricity" (an explicitly race conscious approach to education) and demonstrate the potential of interdisciplinary approaches to education policy. (SM)…
(1992). Literacy Education and Diversity: Toward Equity in the Teaching of Reading and Writing. Urban Review, v24 n2 p85-104 Jun. Argues that nonmainstream (nonwhite and nonmiddle class) students do not perform as well in school as do mainstream students because they are not equitably served by the educational system. Equity issues in the literacy education of minorities are explored, examining student characteristics, sociocultural factors, language issues, and instructional issues. (SLD)…
(1992). Helping African American Males: The Cure. Negro Educational Review, v43 n1-2 p31-36 Jan-Apr. Looks at the current plight of the African-American male, exploring the role of the dominant culture, mass media, and low self-esteem. Describes a possible cure, citing five areas for action, calling for year-round school in some urban areas, exploring Afrocentric curricula, and considering rites of passage programs. (JB)…
(1992). Emancipatory Narratives: Rewriting the Master Script in the School Curriculum. Journal of Negro Education, v61 n3 p341-55 Sum. Early efforts at multicultural education have largely been compensatory attempts to address inequities in cultural representation. What is needed is a rewriting of the entire master script of curriculum to eliminate implicit racism, classism, and sexism. Examples from U.S. history illustrate the scope of revision needed in education. (SLD)…
(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)…
(1992). Straight Roads and Winding Tracks: Swedish Educational Policy from a Gender Equality Perspective. Gender and Education, v4 n1-2 p41-56. Discusses Swedish educational reforms, policies, and research. Considers whether Sweden's gender-equality goal supports research that develops more gender-sensitive methodologies and concepts to upgrade women's knowledge, experiences, and values. Sweden's goal of giving men and women the same responsibilities for work, parenthood, and civil duties is far from being realized. (RLC)…
(1993). A Bright Future Awaits Minorities in Art Education. Art Education, v46 n4 p21-24 Jul. Argues that art education programs must actively recruit minority students for training in visual arts education. Describes a cooperative effort between an independent art college and a metropolitan school system to identify, recruit, train, and employ minority teachers in art education. Outlines a three-year plan that includes curriculum evaluation, sensitivity training, and an exhibit of artworks by minority artists. (CFR)…
(1999). New Game Plan. Black Issues in Higher Education, v16 n4 p22-31 Apr 15. In an interview, former Georgetown University (District of Columbia) basketball coach John Thompson offers comments on the debate over the use of standardized test scores to determine college athlete eligibility, the National Collegiate Athletic Association and its regulations, academic standards and graduation for college athletes, and the nature of a coach's responsibility to the student athlete. (MSE)…
(2005). Chronicle of Higher Education. Volume 51, Number 26, March 4, 2005. Chronicle of Higher Education, v51 n26 Mar. "Chronicle of Higher Education" presents an abundant source of news and information for college and university faculty members and administrators. This March 4, 2005 issue of "Chronicle of Higher Education" includes the following articles: (1) "Advanced Symptoms of Advanced Degrees" (Douglas, Lawrence; George, Alexander); (2) "Mathematics and Biology: New Challenges for Both Disciplines" (Steen, Lynn Arthur); (3) "Drilling into the Bedrock of Ordinary Experience" (Boynton, Robert S.); (4) "Priming the Pump for Student Aid and What Else Has Been Left Out of the Reauthorization Debates in Congress?" (Baum, Sandy); (5) "Don't Think Twice, It's all Right" (Wilentz, Sean); (6) "A God in Colchester" (Benton, Thomas H.); (7) "Clueless in Academe" (Fish, Stanley); (8) "The Cost of Empty Seats: The NCAA's Top Division, to Many Colleges' Distress, Is about to Make It Easier for Small Football…
(2004). Separate and Unequal: America's Children, Race, and Poverty. Future of Children, v14 n2 p134-137 Sum. Fifty years ago, the Supreme Court ruled in \Brown v. Board of Education\ that: \Segregation of white and Negro children in the public schools of a State solely on the basis of race, pursuant to state laws permitting or requiring such segregation, denies to Negro children the equal protection of the laws guaranteed by the Fourteenth Amendment–even though the physical facilities and other \tangible\ factors of white and Negro schools may be equal.\ Even with a half-century to digest this notion and implement and enforce policies to make equality a reality, the United States today is still a country of \separate and unequal.\ In fact, there is a growing gap between rich and poor children, and between black, white, and Latino children. In this article, the authors suggest a comprehensive plan that will address this widening gap. They believe that it is time to work collaboratively and strategically on behalf of the nation's children who are suffering in poverty, violence, hunger, and… [PDF]
(1995). Ten Years of the Board of Governors' Strategic Plan To Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education, 1985-95. Report. This annual report discusses actions taken by the Connecticut Department of Higher Education's Minority Advancement Program (MAP) over the past 10 years to increase the numbers of disadvantaged high school students prepared for success in college, to increase student access and retention among underrepresented groups, and to increase the employment and advancement of underrepresented groups. It examines the three MAP programs: (1) the Connecticut Collegiate Awareness and Preparation Program (ConnCAP), which used enrichment, remedial, and counseling activities, along with an intensive summer camp program, to enhance the college enrollment rates of underachieving and disadvantaged students; (2) the Minority Enrollment Incentive Program, which used incentive grants to increase minority enrollment at Connecticut public colleges and universities from 8.9 percent in 1984 to 16.4 percent in 1994; and (3) the Minority Staff Development and Recruitment Program, which used enhanced minority… [PDF]
(1993). Beyond Silenced Voices: Class, Race, and Gender in United States Schools. This book presents the following 16 papers addressing race, class, and gender in U.S. education; institutionalized power and privilege; and policies, discourses, and practices that may silence powerless groups: (1) "Breaking through the Barriers: African American Job Candidates and the Academic Hiring Process" (Roslyn Arlin Mickelson, Stephen Samuel Smith, and Melvin L. Oliver); (2) "Gifted Education and the Protection of Privilege: Breaking the Silence, Opening the Discourse" (Mara Sapon-Shevin); (3) "Testing and Minorities" (Walter Haney); (4) "Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire" (Michelle Fine); (5) "Empowering Minority Students: A Framework for Intervention" (Jim Cummins); (6) "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" (Lisa D. Delpit); (7) "Joining the Resistance: Psychology, Politics, Girls, and Women" (Carol Gilligan); (8)…
(1993). Improving Urban Schools in Inner-City Communities. Occasional Paper #3. This paper explores the recent two decades of school reform efforts and focuses on application of the Effective Schools movement's ideas in urban, economically depressed communities. Five common characteristics of effective schools are teacher and other staff who believe that all children can learn; safe, orderly, and work-oriented environments; principals who are instructional leaders; involved parents; and regular monitoring and feedback on academic progress. Transforming these principles into practice requires challenging instruction and demanding teachers. An evaluation of eight highly effective high schools in four states found that common characteristics included: (1) teachers describing their schools as pleasant environments where goals and rules were well articulated; (2) low teacher turnover rates; (3) principals who were instructional leaders; (4) teachers who felt that they had a meaningful role in school decision-making; (5) teachers who felt the support of… [PDF]
(1998). Preferences at the Service Academies. Racial, Ethnic, and Gender Preferences in Admissions to the U.S. Military Academy and the U.S. Naval Academy. This study used statistical analysis to determine the extent to which racial, ethnic, and gender preferences are affect admissions policies of the U.S. Military Academy at West Point (New York) and the U.S. Naval academy at Annapolis (Maryland). The study used data for all applicants for the fall 1995 freshman class that included racial or ethnic group membership, gender, verbal and math scores on the Scholastic Assessment Tests (SAT), and high school class rank. Data are presented in text, figures, and tables for the following factors: racial and ethnic differences in admission rates; sex differences in admission rates; differences in admittee qualifications between whites and blacks, between whites and Hispanics, and between whites and Asians; and gender differences in admittee qualifications. A section on computing the odds of admission uses logistic regression to show effects of racial and ethnic group membership and of gender on admission chances. Data are also presented which… [PDF]
(1987). Minority Attrition and Retention in Higher Education: Strategies for Change. Report of a Conference (San Francisco, California, May 2-3, 1986). The conference reported in this document provided a forum for California's public postsecondary education officials to address issues related to the underrepresentation of ethnic minority students. An introduction provides statements on the nature of the problem, reasons for the problem, possible solutions, conference objectives, and conference format. The body of the report is divided into five sections giving the conference findings on each of the main topics of discussion. Section 1 covers organizational environment including the need for culturally diverse campus climates, improved program integration and coordination, and the need for data collection. Section 2 discusses academic support services calling for increased service evaluation, establishment of goals, ethnically diverse staff, and service coordination. Section 3 addresses student support services and focuses on the need for cooperative approaches, more role models, and increased financial aid. Section 4 covers early… [PDF]