Anderson, James A. Cognitive Styles and Multicultural Populations. Journal of Teacher Education. 1988; 38: pp. 1-8.
Differentiates between western and nonwestern worldviews and field-dependent and field-independent learning styles and how they relate to writing styles, classroom learning, and communication.
Bean, Martha S.; Kumaravadivelu, B.; Lowenberg, Peter H. Students as Experts: Tapping the cultural and linguistic diversity of the classroom. Journal on Excellence in College Teaching. 1995; 6(2): 99-112.
The challenges of the increasingly diverse U.S. college classroom may at first seem problematic. However, when educators become aware of the broad range of cultural and linguistic behaviors that can inform their particular classroom culture, areas in which students are expert, they can not only defuse incipient tensions but also experience such diversity as a rich resource for alternative models of teaching and learning. The dynamics of the culturally diverse classroom are outlined, and strategies are proposed for reducing miscommunication and expanding understanding of different educational practices and varieties of English that may emerge in the classroom.
Brown, Brenda Gabioud. Pedagogical Reality. Paper presented at the Annual Meeting of the Conference on College Composition and Communication. 1994 Mar.
Academics remain deeply uncertain and divided about their role as practitioners of multiculturalism, inclusion and diversity. As teachers of writing, academics try to offer their students the freedom to express themselves, but they continue to puzzle over how they are to integrate and achieve true inclusion in the classroom. A series of informal interviews with college faculty documents more specifically the nature of the troubling confusion. Five main questions were asked, which revealed the following results. First, among faculty there is little consensus about what the terms multiculturalism, inclusion, and diversity mean. Of the respondents, 40% thought that the terms were interchangeable. Second, all the respondents agreed that racism and sexism continue to exist among the student populations but on a less overt level than in previous decades. Some faculty interviewed expressed a reluctance to respond directly to racism or sexism in the classroom; they prefer to stay neutral in classroom situations. Third, most faculty do not see signs of overt racism in the composition classroom probably because students recognize that it is politically incorrect. Fourth, 53% denied having seen any discrimination on the administrative level. Fifth, faculty rely primarily on their reading lists to further the goals of multiculturalism, inclusion, and diversity. (TB).
Butler, Johnnella; Schmitz, Betty. Ethnic Studies, WomenÕs Studies, and Multiculturalism. Change. 1992 Jan; 24: 36-41.
Part of a cover story on multicultural education. The growth of ethnic studies and womenÕs studies should be greeted with both enthusiasm and caution. The positive part of this trend includes the supplying of courses and faculty members for newly established "diversity requirements" and the establishment of faculty development programs aimed at re-educating scholars. A more painful part of the growth of ethnic and womenÕs studies involves the difficulty of establishing programs of integrity and scholarly credibility. The writers address the evolution and impact of ethnic and womenÕs studies, misconceptions about the purposes of these disciplines, and the provision of leadership for multicultural initiatives.
Dey, Eric L.; Hurtado, Sylvia. Faculty Attitudes Toward Regulating Speech on College Campuses. The Review of Higher Education. 1996 Sep; 20: 15-32.
This article reports findings from a study based on data collected by Higher Education Research Institute at UCLA including information on the ways in which institutional priorities and institutional climate influence faculty attitudes toward academic freedom. Faculty at institutions that were student centered or that emphasized a social change perspective were more likely to support some limitations on speech. Faculty at institutions that placed a high priority on diversity were less likely to be inclined to ban extreme speakers than faculty from other institutional climates.
DiLorenzo, Thomas M.; Heppner, P. Paul. The Role of an Academic Department in Promoting Faculty Development: Recognizing Diversity and Leading to Excellence. Journal of Counseling and Development. 1994 May; 72: 485-91.
While this article does not address diversity or multicultural education, it provides a good overview of faculty careers and the role of departments in promoting faculty development.
Gabelnick, Faith. Educating a Committed Citizenry. Change. 1997 Jan; 29: 30-5.
The challenge of educating a committed citizenry is to alter the societal and university paradigm. This paradigm shift lies in epistemological questions about who we are and how we shall live our lives with others. In contemplating skills necessary to engage as active, responsible citizens, it is important to think in both individual and institutional terms. Students require skills in leadership and multicultural awareness and for participatory community projects, faculty need particular skills to foster these competencies throughout the curriculum, and educational institutions must support faculty development, cross-departmental collaboration, special programming, and external communities it wants to nurture. The writer discusses efforts aimed at preparing new, committed leaders for the 21st century.
Hilliard, A. Teachers and Cultural Styles in a Pluralistic Society. NEA Today. 1989: pp. 65-69.
Discusses the issue of the possible relationship between culture and learning style and the implications for teaching. Situated in an elementary-secondary context, but applicable to higher education.
Hofstede, G. Cultural Difference in Teaching and Learning. International Journal of Intercultural Relations. 1986; 10: pp. 301-320.
Looks at differences based on culturally mixed and unequal status relationships such as teacher-student in the college classroom. Builds a four-dimensional model of cultural differences that can help understand the basis of communication differences.
Kadi, Joanna. Stupidity Deconstructed. In Thinking Class. 1996; Boston, MA: South End Press.
The chapter addresses the role of class privilege and elitism in colleges and universities from the perspective of a working class academic. The author explores and challenges the ways in which intellectual worthiness and competence are linked with class.
Kee, Arnold Madison; Mahoney, James R. Multicultural Strategies for Community Colleges. AACC Publications, P.O. Box 311, Annapolis Junction, MD 21701.
Focusing on community college programs designed to achieve multicultural climates and minority student success, this monograph provides profiles from documents in the ERIC database of such programs established in the 1990s by individual colleges or developed in partnerships with community, business, or other educational institutions. Introductory materials provide a conceptual framework for minority programs and present a synopsis of strategies described in the profiles. One-page descriptions are then provided of 21 programs focusing on students, including eight related to recruitment, six regarding retention, six related to student success, and two focusing on transfer. Next, descriptions are provided for faculty programs, including five related to recruitment, two focusing on development, and two on advancement. Five programs related to administrator advancement are then reviewed, and then five campus-wide multicultural efforts related to campus climate and assessment and program assessment are profiled. For all the sections, the profiles include the program title, host institution, and contact person, as well as descriptions of program philosophies and strategies. (KP).
Lawrence, Sandra M.; Tatum, Beverly D. Teaching in Transition: The impact of antiracist professional development on classroom practice. Teachers College Record. 1997 Sep; 99(1): 162-178
This article examines the impact of an antiracist professional development project on eighty-four suburban white teachers, all of whom are part of a voluntary desegregation program. Analysis of writing-sample data reveals that forty-eight of the eighty-four participants took antiracist actions as a result of their new learning about race and racism. In all, 142 specific actions were noted. The categories of action-taking related to three parameters of schooling: the quality of interpersonal interactions among school and community members, the curriculum, and the institutionÕs policies regarding support services for students of color. The relationship between changes in the educatorsÕ racial identity development and their behaviors is discussed as are the elements that contributed to the antiracist educational outcomes.
Meacham, John A. Guiding Principles for Development and Implementation of Multicultural Courses. Journal of General Education. 1993; 42(4):301-15.
Suggests ten guiding principles for the development of multicultural core courses, focusing on broad course content, faculty expertise, proper teaching methodology, faculty development, modest goals for students and faculty, acknowledging concerns about the courses, piloting and evaluating the courses, open course development, and publicity. (MAB).
Piland, William E. Multicultural Education in the Classroom. Community College Journal of Research and Practice. 1996 Jan; 20(1): 49-63.
Describes a study of 50 California community college faculty investigating teaching methods used to provide multicultural education, multicultural issues included in courses, and the incorporation of multicultural content into class structures. Indicates that while faculty perceived the goal of multicultural education to be social reform, strategies utilized did not necessarily support that goal.
Rhoads, Robert, and Others. Multicultural Institutional Assessment Instrument. 1994: Office of Educational Research and Improvement (ED), Washington, DC.
This survey instrument was designed to generate dialogue about multicultural issues among college and university faculty and staff. It consists of 37 statements for which respondents rate the priority (high, average, low, not at all) the statement has for the institutionÕs multicultural efforts. The statements cover institutional structures, policies, and practices. Institutional structures relate to administrative or academic units or formalized operational roles performed by individuals, committees, or task forces. At the end of each of the three categories of items there is an opportunity to add additional statements that may have relevance to a particular institution. The instrument is not intended as a way of "measuring" an organizationsÕ commitment to multiculturalism. (MDM).
Rothstein, Edward. The Subjective Underbelly of Hardheaded Math: Ethnomathematics. New York Times (Late New York Edition). Dec 20: B7-B8.
Current scholars argue that mathematics is not a purely objective detached pursuit but is influenced by politics and culture. The approach is seen in the ethnomathematics educational movement, which makes the argument that students from varying cultural backgrounds would learn math more easily by studying examples from other cultures or solving problems with multicultural references.
Schlossberg, Nancy K. Marginality and Mattering: Key Issues in Building Community. New Directions for Student Services. 1989 Dec; 18:5-15.
This article looks at the impact of inclusios and exclusion on studentsÕ experiences of higher education. The author defines marginality and mattering and suggests mechanisms for increasing studentsÕ sense of mattering in college.
Smikle, Joanne L. Practical Guide to Developing and Implementing Cultural Awareness Training for Faculty and Staff Development. Journal of Staff, Program, and Organizational Development. 1994 Sep; 12: 69-80.
This article describes an interactive workshop for faculty/staff development in diversity and cultural awareness. This article illustrates the mechanics of introductory awareness training which focuses on identifying institutional barriers, communication across cultures and action planning for diversity. The article details a workshop which focuses on practical applications of the major theories and principles of diversity.
Stevens, Joann. American Commitments: Democracy and Community Making. Liberal Education. 1994 Jun; 80(3): 40-43, 45-47.
The Association of American Colleges and UniversitiesÕ national initiative for college curriculum and faculty development, entitled "American Commitments: Diversity, Democracy, and Liberal Learning," is described; and a panel discussion of two central themes, which concern cultural pluralism in higher education, is summarized.
Tatum, Beverly. Talking About Race, Learning About Racism: The Application of Racial Identity Development Theory in the Classroom. Harvard Educational Review. 1992 Mar; 62(1): 1-24.
The inclusion of race-related content in college courses often generates emotional responses in students that range from guilt and shame to anger and despair. The discomfort associated with these emotions can lead students to resist the learning process. Based on her experience teaching a course on the psychology of racism and an application of racial identity development theory, Tatum identifies three major sources of student resistance to talking about race and learning about racism, as well as some strategies for overcoming this resistance.
Weiler, Kathleen. Friere and a Feminist Pedagogy of Difference. Harvard Educational Review. 1991; 61: 449-474.
In this chapter, Kathleen Weiler presents a feminist critique that challenges traditional Western knowledge systems. As an educator, Weiler sees this critique impacting both the theory and practice of education. She begins with a discussion of the liberatory pedagogy of Paulo Freire, and the profound importance of his work. She then offers a critical reflection of FreireÕs work and, in particular, questions his assumption of a uniform experience of oppression, as well as his abstract goals for liberation. A feminist pedagogy, she claims, offers a more complex vision of liberatory pedagogy. Weiler traces the growth of feminist epistemology from the early consciousness-raising groups to current womenÕs studies programs.
