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Beyond Unicuituralism. No.i 1: Teacheys Making ADifference through Visions, popes anl Skills (AndlNo, 3: Understanding Multicultural Equality (And] No.4:' Schools and Educators Who Rate (And] No. 5:.Action'Guide (And] No. 7: Bibliography.N'atiOnal Education Association Washington, D.C.76

e

47p.National Education Association Oi'der, Department,Acadedic Building, West Haven, Connecticut 06516-'($4.00 paper kit)

, EDRS PRICE MF-$0.83 Plus-Postage- HC Not Available from EDRS.DESCRIPTORS e Affirmative Actionl Bibliographies; Check Lists;_

*Cultural PluraliSm; Elementary' School Teachers;Elementary Secondary Education; _*Equal Education -;*Nondiscriminatory Education; Racial Discrimination;*Racism; Resource GuideS; Secondary ,School Teachers;*Sex Disdrimination; Teacher Attitudes

ABSTRACTThe materials.aredesigned,to help teachers

formulate, plat, and work for .multiculturalism in schools. The firstpart of the -unit contains a guide tc.help elementary and secondaryteachers engage in multicultural education and eliminate racism andsexism in the schools. It discusses how teachers can make adifference and'helps them assess their own goals, awareness,knowledge, and skills which can contribute to multiculturaleducation. The second 'Part of ,the unit, "Understanding Multibultural'Equality," prdvides examples of gniculturalism in the schools. This..implies the imposition of the values of white male, middle classt dominated society. Part three. "Schools and Educators Who Rate,"outlines the roles of key groups responsible for developingmulticultural school's and furnishes a checklist fot rating existingskills and understandings% The Actlot Guide it part 4 ifists,strategies which indikiduals'or.g5oups can use to movelbeyonduniculturalism. The'bdoklet concludes with a bibliography of booksaqrjontnariarticles dealing_ with sexism. and' racism. Each of the fiveparts may be used individually, or as'an entire unit. The materialscompiled in this document are available in kit form from ,the NationalEducation Association. The kit contains two posters ,for the classroomthat are not.lcontained in the 'microfiche version: (Author/RM)

*******A***********************,**************************************, * Documents acquired by-ERIC.include many informal unpublished* materials not available from other sources. ERIC makes every effolt ** to obtain "tte-beSt copy available. Nevertheless, items of 'marginal *

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* responsible for the quality of the original document. Reproductions *,* supplied by EDRS are the best that can be made from the original. . ********************************************************************1c***

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"PERMISSION TO REPRODUCE THISMATER4AL IN MICROFICHe ONLYHAS GRA Tf D

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) ANDUSERSOF THE ERIC SYSTEM"

U S DEPARTMENT OFHEALTH,EDUCATION &WELFARENATIONAL INSTITUTE OF

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THIS DOCUMENT 1471 BEEN REPRO.OUCE0 EXACTLY/54 RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN.ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCAT'ON POSITION OR(POLiCY

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Beyond Uniculturaaism. No. 1: Zuchers MOcinga.Difference through Visions, Hopes and Skills [Aniallo.':'Understanding Multicultural, Equality CAniiNo. 4: Schoolsand Educators Who Rate [AnaPo.-5: Action Guidethallo: 7:BibliOgraphy.

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Beyond,Unicu4uralism, 1 .

e'';11EA, Teacher Rights

A National Education Association Publication'

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TEACHE3,3 MAKING A DIFFERENCE THROUGH VIS1ONS,,

HOPES AND SKILLS

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tepyright 6 1976.Platibnal Education Association oj the United, atqs

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August11,

1975

Ms,GloriaCooper

RabautHigh

School,

Washington,

D. C.

./ DearMs.

Cooper: -

Youwill

neverknow,how

important

you.have

beenin my

life.'When

I waspromoted

to the11th

ggade,the

onlythoughts

thatI had

for

thefuture

werethat

of gettingmarried

andhailing

children.

School

wasmeaningless

andonly

a ritualI ha to deal

withbecau'se

society

andmy parents

saidI must.

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However,

whenI entered,yoUr

classthe

meaningo'f

schooland

life.

beganto change.

<Youmade

me thinkof myself

as animportant

huma

being--as

a matterof fact,

youmade`all

ofous--boys

and'girls-e

feelimportant

andrespons,ible

for/ ourown

destinies.

Forme yo

mademe realize

thatbeirig

a femaledid

notmean

I hadto

be a w

ressor secretary,

butthat

I couldchow*

frommany

roles.

In additions

youmade

me realizethat

being

baclo wasa burde

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thatshould

notbe utilized

to runaway

fromthe

worldbutt

further

Commitand

dedicatemyself

to excollece

in anyof.my

endeavrs.

I'mpresently

employed

as a JuniorExecutive

at Fivt.Nati

nalBank

andtaking

parentalleavt

forwmysecond

child..

ks toyou

I havn able

to create;recognize

andrake

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"tageof the

op*puntie*

thatgame

intomy life.

I planto pass

tiieknowledge

thatyou

gaveto Tire

to mchildren

and

thdsewith

whomI cdme

in contact.

Bast,ofhealth

and thankyou.

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Teachers do,make a difference; we make non - sexist and non-racist books for theira tremendous difference. In the classrooth schools.

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/some teachers haveadapted their curriculum ; A healthy society ofhealthy individuals /to reduce the limiting effec/S of racial and ',.. can only be fully ivalized through.the effortssexual bias. They have helped students gain of its educatipnaf leaders. As professionals',new understandings and appreciations for , therefore, we deserve and indeed posse,spl, ,

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others' values, and they have made each ''' though sometimes unrealized, personal/andstudent aware of their individual worth. n '. social power. Eath day we are responsibly ,associations teachers have bargained to for creattng environmetii which aid the'require humarkrelations courses forall , growth-and development of persorts--student teachers in their school. They Abe influencqthfoUgh word and.aotiontypeorganized ongoing'in-service programs 10 . -lives of countless childrbn and youtfs. Wehelp isiiibrOwtheir teaching skills, and they- either maintain or change the goalsand

. have assumed leadership in acquiring :nature of our educational iristitutions. .

, It is becaUse we care abOut the lks of. persons ari4theCharaCteYof our society,that

. A ... -; we have'committed our/lives to teachingsv This commitmeelt must be accompanied by,"

some vision of how we can.provide leader-.

ship for a healthy society. We realiie that' I

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without a vision we perish, that no system orindividual life can-claim perfection, and that

' all of us need to expand o,ur helping, teach-img, planning okeisrbom skills and ourproblern2solvingolicy-rnaking, organiza-tional change teacher/association skills.

While rhany important issues seek ourattention, our fultures as paesSionaleducators aCe Untquely relatedlo the Press-

c-ing concerns of racism and. sexism: Our -educational system was-founded upon a

'dream: to build a unified pluralistic society.OUr forefathers and foremothers wanted toprovide a meansty which our nation couldaffirm and encourage differences and stillbe bouhd together as a peopidconfrnitted

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to justice, equality, and 'freedom for all. Tothat end they established schools, and to thatend we have committed our lives.

In spite of sexism's and racism's blurringof that vision, our schools, throush us,contributelo t ie reatizaticfn of trie vision. ,

To do so, we need to reaffirm and frame,our visions, re-establish our hopes, andacquire the skills necessary to be-effective

- teachers with responsible personal and socialpower. Thp American dream, and indeed thefuture of the ugited teaching professipdepends upon bow well we contribLit o the .elimination of racism arki sexism ihrouthe creation of multicultural education in'our schools. This booklet is designed to aid.usIthe first steps of this significantendeavor.

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11'DENVER, May 1980:

"Classroom teachers through theirgducational associations have made atremendous contriblItion to the quality oflife in both our'chools and country," statedDr. Elsie Urby,,the new Black esretary ofHealth, Education and Welfare, at th'e annual'meeting of mayors and city managersbeing held at the Hilton Hotel.4, The Secretary went on to enumerate the

most recent teacher, education association4ccomplihments in our own city: "'throughcollective bargaining; the teacher's have not,only improved their own statusand benefits,they have achieved the approval of a-plan foraffirmative action.They have advocatedthgobservation of Martin Luther-King Day. Theyhave sough/ in- service,training to increaseTheir effectiveness as teachers. They hivesecured the reduction of class size, theequalization of economic resources for men's

1 and wdmen's athletics, and new multiculturaleducational programs. Further, they havemade a.major bontril?ution to curriculumreform Which has lncreased academic successof all Students. All.these acts have benefitedour children and our country."

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_ She concluded her remarks by praisingthe nation's teacher associations,.for "withouttheir knowledge concerning the, evils of ,

racism and sexism and without their skins inproblem;soiving, policy-making and organi-zation, few of these important socialachievements could have been realized,"

NEW YORK, June 1980:Over one thousand former students of

Ms. Marion James gathered last night.atGithens Junior High School to celebrate herretirement after thirty-four years of effectiveteaching.

Among those present were leaders in .government, labbr, and business, theprofessions, as well as numerous voluntary.associationsthe NEA, NAACP, UrbanLeague, La Raza, AAUP, and NOW: Amongthose attending were a particularly large

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number of women, Blacks, Chicanos, FirstAmerican& and'Asians. One aftsiegnothetthey rose to pay tribute t9 their teacher'sinfluence:f. "She never denieil our culturejn fact,she affirmed our cultural heritage. Shehelped us reachlor the stars.

"She never stereotyped us or the rolesweShould play. Rather she helped us grow

-,v; persons. ,. "She treated each`of us as a person of

worth, eachwith great pOtential. 't

with life as it was. She taught us to haveShe never pefiriitted us to be satisfied-

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.:...,.-..,... effecting change in the world,.A # "She taught us to set goals for both,

ourselves and our society. Her students4- 4.m..*... always led in academic achievement. She .

,5),.', helped us.:to find meaning and purpose in:.

0, ;4,- our lives as responsible citizens."The final comment of the evening was

1.1,:lr '-. ., madety Dr. Martin Rodriguez, President Of'New'College. He said, "Manyj tributes have

visions and helped us to gainskills for :

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been alid to you this night; all I can'add4Sthis: When we put them all together We havethe charapteristics of a truly.effective pFofes.-sional classroornlAttie-r: You are a rolemodellor us' and we are grateful."

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Too often the future is unchangedbecause we ask, Whet can the fufure'be or.what is the future apt to be? Bothare, atbest, extenstons of the present. Neither aius in creating a better future. Perhaps, itwould be better if we began with the futu ewe desire. On the last page we read of somereakized futurible visions written as newsstories. Take a moment to reflect on them

,and the photographs on the next page, Thenplace yourself in the future. Consider theissuesof racism and sexism. Imagine Fnuiti-cultural education being achieved through

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action of teachers associations and'classroom t achers.,Think:positively aboutyour hopes:13e creative. Now write a news-paper account *scribing your behavior as a

Iplassroom.teacher .and;as-a-rnember of aprofeSsional teachers association. What are -'yotli doing creatively and constructively to°eliminate racism and sexism in your schooland community? fr*".4

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PERSONAL GOALS .

NoW thatyou have framed a vision ofyour life as ! classroom teacher and as amember of a,teachers association, thinkabout yourself and your goalsgoals thatwill contribute to the realization of yourvision, What do you want to be and to beable to do? Below are a Series of possiblepersonal goals. Check those you affirm and,add others which are important to you:

As a clastroorn teacher I want to contributeto multicultu'ral education by being able to:

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improve my effectiveness in the classroom

understand and combat the bias of unicuitorareducation (sexismiraqism)

. communicate better wiIh all students throughan understanding of multicultural influences

develop and adapt instructional materials. that encourage multicultUral understandings

,Provide studentS" with the *ills to recognizebias in their Jives, schools, and communities

develop strategieS for more tffectiveclaisroomimanagemerit of similaritiesand differences.

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As a responsible- member of atteachersassociation, I want to be able fo:

,- achieve implementation of an employmentaffirmative action plan

achieve irfiplementation of an education-al-program affirmativiaction plan

implement in-service training on schoolcurriculum reform ...

implement a prcigr,amof multicultural education involving the total life of theme school

O eliminate sex role stereotypes in schoolprogram and policy

utilize collective bargaining to achieve racialand sexual equality.

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AND REALITIES

In the light of your goals, consider your -

awareness, knowledge, and skills. What areyou aware of, knowledgeable of, and able to\do? t elebrate that! Now what do ybu stillpeed in-terms of increased awareness:. /knowledge, and improved skills for combat-ing and eliminating racism ancsexism inyoui school and oommt.iiify? CheCkThosewhich you identify as needing further

.) development. Add others where necessary.

Awareness, , .The meaning and impact of uncultdrelism,racism, and sexism , ,. .

O Catisei and behaviors that Perpetuate uni-.culturalism, racism, and sexism ip society

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Attitude3and.dehaviorslifIcrininistration,teachers, and Staff tt perpetuate unicultural-isimin-our schools

How uniculturalism, racism, and sexism aretaught in our sdhpols

, The meaning and implications of 'the term ,

multicultural education in teaching strWegy, .educational employment, and student programs

Q Multiculturdreducation as amemod ofeducatrenal reform

KnoVedge1 ..

...: The strategies that may be used to bring about ''change in schools i

4>'0 Requirements of federal aid state nondis- '

criminatiori laws and the complaint proceduresprovided by sLlh laws, ;

I ntifying race and:sex bias in textbooks andtructional materials

that may de used for combatingracism and exism in the classroom

O, Assessing, racism andsexisrh in schobls(institutional self-evaluation)

0 Technology for developing and monitoringaffirmative action plans r ",

.0 Methods of using teacher organizations andcollective bargaining for moving towardeqUality

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Tecairques for building community support. and coalitions

O Teaching behaviors that pre essential tonon-racist, non-stsist edupation

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Helping Skills ,

0O Attending to the student physically

Observation of individuals and the studentgroup ^ I

O Listening to the full nieaning of communications

0' Responding to the feelings of students

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O Responding to the content of students

O Personalizing feeling and meaning ofcommunications with students

O Identifying student problems-and conaerns

O Assisting in the development of learning goals

O Deveqping-aWnative problem-sOlvingstrategies .

O Assisting clarification of values

O Assisting in choosing preferred coursesof action

Designing action steps for achieving goals

kssisting actiort stepssfor achieving goals

Reinforcing action iteps toward goalachievement r

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Teaching Skills

E Selediing curriculum requirementsfacts,concepts, and skills

Developing instructional objectives

O Designing student diagnosis procedures

'E Tailoring instrUction to student needs.

Performing a variety of teaching methods

'Developing alternative teaching strategies _

E Insuring effective classroom management

E Providing classroom stimulationrandreinforcement

0 Adapting plans as circumstances arise

t, 0 Completing change efforts

Following up ariO'reporting change efforts

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Problem-Solving

Recognizing manifestations of racistn andsexism

Identifying underlying problems

- Establishing change objectives

Exploring alternative solutions

Devdloping aplan for bringing about change

Obtaining required resources (human landfinancial)

Implementing change plans

O Monitorig change efforts

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Policy-Makirrg

O Identifying the need for school or associationpolicies

O Developing the content of such pblicies

O Designing strates for adoption'of necessarypolicy

Involving others in seeking policy

0 Seeking policy dev_elobment

O Outlining guidelines.and implicationi of policy

Achievineimplementation of policy

,0 Evaluating impact of policies

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Infitlence Skills

O Visualizing oneself as a person of potentialinfluence

O Determining influence goals

.0.Expressing and articulating areas whereinfluence is to be exerted'

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Writing, documents that assist achievementof goals

Participating effectively in groups

O Providing group leadership in the developmentof actions to achieve goals

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n Obtaining confidence of others

0 Following through with task accomplishment .tRecogri ging and acknowledging achievementsof others

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Organizational Change

Providing anunderstanding and workingkQowledge of the organization.or system

Supplying information regarding strategiesfor organizational change

Developing orgariizationalchange goals

identifying and exploring organization changestrategies

Evaluating advantages and disadvantages ofalternative strategies

Selecting optimal strategies

Q Developing programs and plansfor achievingchange goals

Organizing resource's for achieving goals

Identifying problems.

Developing alterhative strategies for problem-solving

Modifying plans for organizational change

Maintaining momentum for Change

Achieving change

Evaluating outcomes

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Topossess the skills listed on theprevious page is to be an effective teacher,one who is able to make a contribution tothe American dreama healthy unifiedpluralism achieved through multiculturaleducation. Many of these skills you alreadypossess, but none of us possess all theskills necessary to realize our visions.Therefore, the NEA has created a self-helpeducational program to aid teachers in theirpersonal developmdnt and associationeffectiveness.

The purpose of this program is to assistteachers and other school personnel toengage in rnulticullural education in theclassroom and school. There are four trainingprograms, and you may use the resources ineach of these areas individually or as aparticipant at an in-service training event.

Program OneBeyond Unicultaralismis basic. It explores the ramifications ofunicultbralism (racismftexism), the schoolsystems' unconscious contribution to itsperpetuation and helps us to identify uni-culturalism in our schools. Further, thisphase helps us understand the true meaningof multiculturalism.

Program Two bids us to develop skillsin examining textbooks and instructional

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materials for race and sex bias and stero-typing. It also helps us to develop meansfor neutralizing bias and stereotypes.

Program Three helps us to 'understand,.formulate, and develop employment and

,educational-program affirmative action plansthat additssristitutional'issues.related tomulticultural edLication. It furtheraids us inacquiring skills in collective bargainingtoward the same end. ,P`;

Program Four helps us to become n?oreeffective classroorreteachers through the,useof a multicultural approach to-teaching andlearning. It helps us to increase our abilityto communicate with students and to developstrategies to manage our,classcoorhs moreeffeCtively.`

FOR FURTHER INFORMATION contactyour local or state association, or write:

Teacher Rights DivisionNEA1.20116th Street, N.W.

461Nashington, D. C. 70036

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No .-kola! t ditterioIL, Ass oc

ERSTiV, DINGLTOCULTURAL

MISTYto.

-BeyondUnictdturalism

A National Education Association Pdblication

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._During this century, perhaps no conceit has given bctucators more.difficulty than tbat of4 ,

,

equality. As teachers and administrators, we have gradually come lb realize it4 ineqUities that

have existed in our educational system for so long. Segregated schools invariably penalizedAsians, Blacks, First Americans, and the Spanish speaking. Although bogs and girls attendschool tbdether,"'too frequently We educate them by our traditional imageS of,maleand femaleroles. That was yesterday. Today we understand that equality means.equal oporiunity, equal

treatment, and we design and conduct our education accordingly.Well, not quite. We are still far from genuineeducational equality. Not because we haie not

tried. It is just that our humanresponses to human problems seem to function much like'apendulum'. Where Once We educated only'the few and ignored the many, now we attempt toeducate the.many, but from a single perspective. By, so doing we mistake unifogniiy for equality.

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Consider the following situation. At one pointlong after equal opportunity,in education had

become lawthe late Robert Kennedy visited a reservation school run by the Bureau of IndianAffairs. Among other things, he observed that the students were intentionally "protected" fromtheir own Cultural heritage: they were'not allowed to speak their own language, but wererequired to speak-Englistr only; they were prevented from participating in tribal rituals; and the

school library contained only one book related to Indian history a biography of Custer.

Some argue that this situation reflected-a concern for equality. After all, children in non-

, reservation schools were also required to speak and stu y English only,,they were not encouraged

to participate in Indian rituals; and their libraries contai ed the same limited fare. The argument4 ran:The goal of equally dictates that all children take the same courses and meet the same

standards. . .

7he situation that Robert Kennedy encountered may seem strange to us today: But the sad,

truth is that we continue to make the same fundamental errors. We try. to create equality in ourclassrooms by treating everyone as if they were the same, rather than treating everyone thesame. Students,are equal, but not one of them isthe same as any other. Equality is not

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sameneso

The concept unicultural describes this sameness perspective. Consciously or unconsciously,explicitly or implicitly, we present our stud2.nts with a set of.goals and values that are essentiallymale, white, andsmiddle class. Our usual method of responding to vocal groups within our

.schools Blacks or women, for example is to establish special interest programssuch as

e Black history or,teminism whith are invariably isdlated from our primary curriculum and aims.The effect of such action is to communicate the irrelevance and unimportance of theseprograms,afteK all, whoever heard of special interest programs in English, math, or history?

I

unicultural perspective is also evident in Maw of our textsand much of our_course.content.Many of our younger students, for exampleire still taught that Columbus discovered America.Sycha statement clearly implies that prior to Columbus our subcontinent had existed asuninhabited wilderness. Where does.this leave the First Arriericans; thope people who had beeninhabiting and prospering in the land for uncounted generations?..-

This illustration is a prime example of the "hidden curriculum" in our educational programs.OStensibly concerned with a simple and apparently straightforward set offacts, the teacher is

'actually telling her or his students something quite different: certain groups matter more thanothers; history is to be told from a white-perspective; whites, therefore, are the.m2st significant`people in the country. -.

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nother f,.miliar unictiltura( activity can be described as blaming the victim. We all recognize -

the expliciacism in statements like, "All Chicano kids are dumb, they can'teven speak English!".But dO we recognize the implied racism in statements such as,.."YoU'd understand why they

'flunked out of school if you saw the kinds of homes they come from "? At first, this later statementmay seam to reflect understanding. However, by citing home life, ghettos, or poverty as primary

causes of a student's difficulty, we ignore the underlying.social problems that both crime and

continue to support symptoms that erroneously are identified as causes of educationalproblems.

Such contentions are examples of racism, for racism treats social problems in terms ot the

victims' deficiencies (slums, homes, etc.) and ignores the ways by which the larger society,creates andsustains these problems. .

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'reachingnachi g a hidden oUrriculum and-btaming the,victims are examples of uniculturalism. AnyI .

one of us-can be'gpilty of perpetuating such evils ink

our classrooms and schools. The price to. . .be,paid by all our students is too great to be ignore . indeed we, too, pay a tremendous pricelorthe perpetuation of uniculturalism. . S

tvti.stattino uniformity for equality inevitably leads t the imposition of aiunicultural perspective.;. .

We need to move beyond uniculturalism and exchan e it for amulticultural perspective. uch a

perspective requires that we learn tosleal with what ight be termed the equa) uniquene s Df

our students. That means we need, to team to respond to each of,our students as a uniqUe. i

individual and at.the same time be equally responsive, equally sensitive, to the individuality of

all other Studerits. And that implies a new understanding of culture: ..., ,

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Culture refers to all the learrted patterns of thought and behavior characteristio of a group,population,or society. Race refers to gerle4 inheritance, it is a biological construction, So issex. Racism and sexism (uniculturalism) areattributing cultural (learned) characteristics tobiological (hysical)types.In the United States a white middle -class male viewpoint has

.dominate our edutational institutions. To perpetuate tbiSperspective is to'continue to treatuntustly and unebually more than halfour\tildent body.

Educating for multicultural equality means affirmir g qually all cultures alfracial,ethnlo, andsex roles; it means avoiding all racial arkl,sexual characterizations and stereotypes; it means

.encouraging diversity and helping all persons understand the difference between inherited and'learned characteristics.

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aim' Lii he original m of the school movement irithe United States was to make multicultural

ft*,equality and national unity a reality'. We have distorted thkriginal goal by striving only for unity.The. result has been division. TOThaire true unity, we must work for cultural (racial and seTual)diversity. -4-

Remember, however, our textbooks still ttyp us-that "the Mexican Gbv'ernr-n;r?t didnot Want to sell Texas or give it up...." But it wasn't Texas then, it was Mexic Other exampleS.flourish. RN' example, our accoAts of World War II do not explain how our gov rnment putCitizens of Japanese ancestry into concentration camps. -

Further, Black, Oriental, Indian!, and Mexican-American women are exposed to identicalsex-role stereotypes as are whitewomen. Even our language demonstrates inequalities. Forexample: artgrY men are called "outraged" while angry women are "hySterical," forceful malesare "charismatic" while females are "domineering," and obstinate,men are called "strong-willed" while lik e Women are "sttibborn."

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., .nigultullism involves the imposition Of a single set of values, Ninole perspective

scase the values and.perspective of a white ale-middle-class dominated societyuponM verseracial and sexual riroups of students. Seeking multicultural equality imPlie§ a recognition that ..., 07both sexes and all races are of elqual and unique ,.albe. Whilethe7.unicultural perspective teachesthat Columbus discovered America. amUlticurtutal vieNivpoint teaches that Columbus arrived on ..,. ,

,the shores of a co6ntry at7a certain point in the history of First Americans who were the.. ofland's original inhabitants. While apnicultural perspective teaches that rrien`makegood lawyers,/ doptOrs. and,businessmen and that women make good wives and motbers-, a multicultural

4viewAnt teaches alai both men and women can make ttrost.dostdrs,Jawyers, business and,,, .,,clergyPersons and that both can make good parents. ,.:,

,- ,,..e .ri' 4

Unculturalismasterilizes, frustrates, deadens, disenchants. oppresses; multkultutal equalityA - - .-,. Thourishes, liberales, and encourages. As educators 9 can enhance eithe--i our choice should, .

. -not be difficult. - ` ,

A

in our z'

The challenge Of deVelopi g educelokrial programs for refulticultural equality is perhaps more

.171i ..

t

, complex thanany,other,that ha faced us a..-educatort. TeMeet thisloallehge we will needmore than good inieritionsalt ough these ate, perhaps, e firsVeSeehtial. Over the years wehalle peteloped real and effaot ye skills in teaching reading, math, and history. But these skillswill not be sufficient to meet t i e needs of multicultural equality. We Will riebd to learn. nedskills.if we are to'communicate multicultural awareness. Our calling, consistent with the historic .purposes of our public schools, is to defuse existing uniculturalism and become,aw,are of the.implication of education for MulticultUral equality: No more challengin6; exciting, and rewardingresponsibility has ever faced

,the education profession. All that is neede'd is our understanding..,

. ., , . -and commitment to multicultural equality. Where do you.starid? , ,

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Beyond 6liculturalism

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NEA Teacher Rights,

A Nati!OaSiYclucatl.on Association Publication,

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SCHOOLS AND EDUCATORS WHO RATE

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A Checklist for

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'loving Beyond Upicultupalism

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. . ) . . .Believing in educational equelityls one thing achieving it in schoolS is anottier.'Equality is

only attained when all the groups involved community, school board, administrators, staff, andstudentsate involved in a mutual process of moving.beyond urticulturalism and providingnonracist nonselist schools. Good intentions are not enough, iiolicymakers and schoOlpersonnel must develop and/or,derrionstrate the understanding, skills, and behaviors required,for quality education. The following outlines the roles of kpy groups respopgibt6 for developingmulticultural schools and furnishes a checklist for rating existing skills and Understandings.How do your school and staff'rate? ,

. :C.--.0r..1:":-..,.1:*-"411 v 'I NiOnS

Multicultural schools require a flow of- com unication between the school arid thecom unity. In most iistances, an open-door

. polio between schoel and community iseasilyi by examining the following:

., .' ,.-..ur :School(..,;.s No

A.

\e .

There are regularcommunications from theschool.to the homes-and .

copmunity at large.

B. Events ipvolving the home andthe community are regularlyscheduled at times and 7esmost convenient for-allparticipants.-

C. pchool board meetings areprominently announced and thep\klic is invited to attend.

D. MUlticultural concerns andevents are included in schoolevents and communications. .

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E:

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Community women's andminority groups are included asimportant segm rrts of thepublic wit om the schoolcommOni ates and interacts.

ll'our SchoolYes No,

7chool 2..oard Membersr et'

School board members represent the,school's policinakers and the educational'leader§ of the community.. The composition,policies, and behaviors of school boardmembers limit or extend the attainment ofmulticulturalism in schodis. Check to seehow your school board rates: -

Your Schoo! BoardYes No

A. Member4 of the school boardinclude an adeqUate repre-sentation of community racial/ethnic groups and women.

t

Copyright T) 1976National Education Association of the'llnited States

1 :A.

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Your School 3oard Your School BoardYes No :'es Ncf,

B. Members of the school boardunderstand the issues of raceand sex bias and Vie need forchanges in policies andpractices to meet the needsof all students.

C. The school board has de,:,elocueda policy statement on'equal

employmenT opportunjty. ;

D. 'An affirmative actibn plan foremployment, including reCruit-merit; hiring, prprnotion, fringe,benefits, and compensatir ofemployees, has been deielppedand is being implementedaccording to stated goalt atimetables.

E. A policy statement of eqt,4,417"educational oppdttunity for allstudents has been dvelapedand actions have been taken tocombat racism and sexism inschools.

F. An institutional self-evaluation ofrace and sex bias has beencompleted and correctiveactions are presently underwayto eliminate biad in eduCationalprograms and employment.

G. The board requests, receives,and considers regular reports onthe progress of efforts to dedl.

.with racism and sexism inschools.

O. the multicutural heeds ofschools to parents and the

, community,.

H. Bchobi board members havedeveloped policies and resourcesfor the systematic provision oftraining to assist school'person-

S nel iri the elimination of racee and sex bias: ,

I. Membeth of the school board.accept theft role for interpreting

0 O.

0 0,

:11: 7:11 .-.!,.:.3rint..2hd3nt

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The superintendent, as the executive leader' of the community's schools, is a critical

factor in the developrrierit of multicultural' schools. The fully competent superintendent

possesses the skills of instructional leader-ship, effective human relatiofiships, andoutreach with the community. The attitudesand behaviors of the superintendent providea role model and set the tone for thecommunity arid the staff. Effective perform-ande of this role reflects the following:

3,I5)r.';r:?_ncanz2.s . 'o

Af. Understanding of the technologyand practices implementingequal employment opportunities

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policies. .

B. Understanding of federal and.state nondiscrimination laws and

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YourSupenntenaent, IV. 'Me PrincipalYes No "

their requirements for educe-tiofial programs and employmentpblicies and prabtices, 0

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C. HiVing the capability to recruit,select, and placeracial andethnic Minorities,,women andmen, at all levels of job assign -ments'within the school system.

Providjng to the school board ona regular b&is informationregarding inequities and raceand sex bias izr educational.programs employment.

E. Communicating regularly withstaff and the community con=cerning necessary actions and

, resources required for attainingeducational equity in schools,

F. -Developing and implementingspecific programs far eliminatingrace and sexbias in educationalprograms.and employment.

The role of the principal is to serve as theeducational leader in the clay-to-4operation of- the school, The principal's

O contact with staff, learners, parents, andcommunity represents the primary linkbetween educational pblicyand its impla-

; mentation in the delivpry of programs tostudents. The ways she/he carries outthis role can consistently support the attain-

O mlant of a multicultural school. Skills andbehavior that are positiVe for educationalequality reflect the folloifing:

G. Working -withsta, munity groups inprogram and palleviate sexist or acistconditions and pra .ceS

H. Supporting and implementingin-service training programs forall school personnel for the ,r.reduction of race and sex bias ineducational programs.

f and com-dvancing

btices to

,

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0

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Your,PlincipalYes Flo;,

Demonstrating active and consis-tent verbal and nonverbal supportfor the concerns of all students o.

and cultures, 0' .;Initiating and developing educe-tional programs whictspeak to,the neeloof all students.

toQS

Sedting staff which includesraciarand ethnic minorities,males and females, at all levelsof job assignments. 0 C.1,

D: Interpieting to staff, parents, andcommunity groups the need

N4..and programs necessary foradvancing the equality of all

. students.

E. Initiating ana supportin9 on!going Staff training and develop-

O mentto increase knowledge and7

AIN

0 0

o

Four PrincikalYes 710

skills required for nonracist,nonsexist eduCation.* ,

F. Observing, docuthenting, andassisting staff in the provision of:

- instructjonaF methods andstrategies which support non-racist, nonsexist education.

verbal and nonverbal behavior_which demonstrate positiveaffirmation of all students.

instructional materials whichare free of race and sex biasand are representative of thecontributions of all membersof our society.

development of programswhich, provide for the intellec-tual, physical: social, andemotional development of allstudents.

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Your PrincipalYes No

I. Identifying, reporting, correct-0 ing, and monitoring sources of

race and sex bias in educational'programs4and policies.

Identifying and obtaining theadditional materials and/orresources (human and financial)necessary to build a multi-cultural school.

K. Working with the doPrImunity0 interprSand support school;

related' which.advanceequity for women and minorities

. d ,

O

O e 0

G. Initiating and supporting extra-curricular activities whichprovide for the needs and partici-pation of all students. O.

H. Initiating and implementing per -sonnet practices which reflectequity for all employees andcontribute to their professionalk'

' development.

e

O

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.O'

ne Counselor

The counselor is responsible for assistingindiViduals' growth in intellectual, social,emotional, and career-related skills. She/he.....,must possess an awareness of sex or reeebiases in these relationships'and help toimprove the quality of information andsupport for quality programs for all Students.-Competent persons in this specialized rolepossess knowledge and skills in thefollowing areas:

Your CounselorYe's No

A. ,Understanding of race and sex'stereotyping, its manifestations

O 0 and its impact on studerfts. 0

O

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C

I

Your Counselor

B. Sensitivities in listening, under-standing, and responding to thestudents frame of,reference. 0

C. Abilities to increase students'motivation and aspiration todevelop their potentials in waysconsistent with personal andcultural values.

e

Your CounselorYes No

H. Interpreting for parents andcommunity representatives the

0 intellectual, social, emotional,and career needs of all students.. 0 0

I. Assisting prospective employersin placing women andrninorities,in nonstereotyped,roles.

O 0, J. Improving relationships withinstitutions for post-secondaryaxid nigher education so thatconcerns of race and sex biasale shared' and treated at alllevels of education.

D. Understanding and recognitionof race and sex bias in testingand counseling materials andthe procedures for combatingsuch bias. , 0. 0

E. Career and job awareness whichwill expand theOpportupities forwomen and minorities to pre-pare for nonstereotyped jobs or

F. Providing 'information- andassistance to teachers and otherpersonnel for increasing theirawareness of race and sexstereotyping and of the impactof-stereotyping on_all students.

G. Initiating impfSbed educationalplanning and program activitiesto provide for the intellectual.social, emotional, and careeiinterests and needs of all,students.

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1. Taachars and Aides

O p

0 0

The teachers and/or aides represent themost critical factor in the delivery of

O 0 programs to students. Their behavior andeducational programs may provide powerfulrole models for students. Competency inthese rules include the following skills:

your reacrers Ald3Ss `10

O 0 A. Being aware of the impact ofverbal and norwerbal behaviorson the self-conceptand motiva-tion of students.

B. Uncitstanding of differing cul-tural values, attitudes, behaviors,

0 a incentives. and barriers to the

0 0

fy

Your Teachers & AidesYes No

individtal growth of females andmales of all cultures.

C. Using a variety of instructionalmethodologies, such as valuesawareness, identification, and .

clarification; multicultural edu-cation; inquiry, discovery, andproblem-solving techniques toprovide nonracist, nonsexist .

education_

D. Recognizing race and sex bias intextbooks and other instruc-tional materials as well as theskills necessary for combatingsuch bias. -

Your Teaches & AidesYes .No

F. Working with other schooL.per-O 0 sonnekin the development ofnonracist, nonsexist schools. 0 0

G. Seeking policy or practi6echanges where necessary toalleviate sexism and/or racismin personnel and programpractices. 0 0

H. Working with parents and theO 0 community in interprefipg in-

equities in schools and neededes actions, programs, and policies. 0 0

,

I. Identifying and promotingchange in student policies and

O 0 practices where necessaty toalleviate sexism and/or racism. 0 0

J. Communicating with profes-sional-organization rerresenta-fives to -aSgSt-in-efforts-to---.alleviate sexism/racism-in

0 education.

E." initiating requests and inter-preting the need fOr in-servicetraining and supplementarymaterials forleducing race andsex bias. . 0

,/0 0

Multicultural schools are provided when schools and staff members demonstrate anawareness of the diverse cultures-Orsibtlents (racial/,ethnic cultures and sex role cultures) andtheir implication6 for the provision of quality education. These understandings and behaViorsmust be-evident atall levels of cieciiion-making"and performance of roles. Eliminating racismand sexism is a task for school systems, for individual schOol Petgonnel, for parents and for thecommunity. Are your school and its staff moving beyond uniculturalism? How do'you andyour tctibol rate?

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ACTION GUIDE

Beyond Uniculturalism

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A National Education Association PublicatiobNEA Teacher Rights

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c:The goals of multicultural education and the attainment of

educational equity often appear to be elusive, distant _

condition at can never be met. We want to make adifference. wantto change our schools. But we get caughtup in the day-t -day survival activities and overlook the needfor planning and implementing syltematic programs forchange. Or, we wonder how we cold possibly make adifference in reducing the racism and sexism in our schoolsand communities. c

You can make a differencein your,job-related activities, inyour association activitierand in the community groups andorganizations to which you belong. Making a differencerequires four primary ingredients: ,

'.3 A commitment to changing schopls and providing. ,-'''quality education for all students ,

3 A visionof the ways you want to change the schools, orsome goals and outcomes that would improve the presentsituatiorr N .

1 The skills that are necessary and/or the commitment togain the necessary skills for change

i The methods for maintaining hop through the supportof a group effort, the achievement of me ur ble success,and the ability to continue to work for the mate goal."

Perhaps the ingredient that is most often missing is relateddto our lack of change skint Change can.only come aboutwhen we develop strategii* and gain the skills for change.Much of our skill development requires experiential learning.

c.- Involvement in change is a necessary condition for developingchange skills.

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Planning change begins with the development of changegoals and outcomes. Once this has been determined,strategies must be developed which can achieve the goals.Seldom is it possible to achieve change as the result of usingasingle strategy. Change is more likely to result if multiple-strategies are employed by different individuals and groups.

Studies of change efforts have delineated some basicstrategies which maybe used toachieve educational equity.After determining your change goal,-it is necessary to assessthe most appropriate strategies for achieving that goal. Listedbelow are a few of 'the strategies which individuals orgroupscan use fot moving beyond uniculturalism.

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C.)

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Passage and Enforcement of.Anti-Discrimination LeaislationThe passage of Title VI of the 1964 Civil Rights Act, which,prohibits discrimination on the basis of race in any educationprogram receiving federal funds, signaled the beginning ofthe development of various anti-discrimination laws. At thepresent time, the federal laWs most relevant to race and/orsex discrimination in education institutions and agencies areTitles VI and VII of the Civil RightsAct, the Equal Pay Act, andTitle IX of the 1972 Education Amendments. These lawsprovide' mechanisms for investigation and conciliation ofdiscrimination complaints. Complaint procedures provideindividuals and groups with a tool for documenting discrim-ination, initiating investigation of complaints, and providingimpetus for rernediation of disCriminatorypractices andpolicies.'

Complaint procedures are also outlined in Federal DecutiveOlder 11246, which requires active co,rh ment to the elimina-(ion of discriminatory employment practic institutionsreceiving federal contracts of more than $10, . Likewise.strong fair-employthent practice laws in 37 states also providecomplaint and conciliation measures which are useful forremediatipg discriminationin school employment.

Enforcement of these laws varies greatly. Commonprocedures provided by the laws include the delineation ofspecific behaviors or actions that are prohibited (contained inCopyright @ 1976National Education Association of the United States

a statement of the implementing regulation or guidelines forthe legislation), thp specification of a procedure for filing andinvestigating complaints, and the process for remediation of,complaints.'

Federal anti-discrimination laws now provide compre-.hensive coverage of nearly every facet of educationalemployment and educational programs. Thepast two yearshave also witnessed a growing trend toward the passage ofstate anti-discrimination laws, particularly in areas relatingto school curriculum and treatment of students.2 These lawsrange from general, comprehensive laws prohibiting raceand/or sex discrimination to more'specilic laws such as those-^1 L.) requiring inclusion in school curricula of minority or women's,history.and contributions (California),`the development of"survival" courses combining home economics and shop. ,courses (Massachusetts), the provision of competitive.basketball opportunities for girls (Kentucky), etc. In addition,a few local school boards, city councils, or other localgovernment agencies are beginning to develop laws orregulations prohibiting race and/or,sex discriMination. These. are helpful in'that they increase public awareness and theavailableprograms and tools for compliance.

A primary outcome of federal and state legislatiz has bkient e legitimatization and specification of equal oppoltdnity4.9 s. Currently, we are beginning to see additional pressures ,and ools for enforcement of these laws. The impact of theselaws is only being actualized as citizens, educators, andstudents become aware of their requirements and nke useof the mechanisms for remediation of discrirnination.'

32

institutional Saif-EvaluationMany aspects of racism and sexism are not within our

everyday awareness.'It is frequently necessary for us toexamine programs, policies, and practices and to determinethe hidden or covert evidences of racism or sexism. Often itis ngrthe policy of an institution which is discriminatory, butrathS its disparate impacto6 minorities or women that isdiscriminatory. .

One device for dealing with these problems is known,4the institutional study or self-evaluation. This procedure,provides a systematic, method for assessing institutionalprograms, policies, and procedures and for identifying sourcesof discrimination. Such a study should be made of theemployment policies-and practices,as well as of the educa-tional programs and policies Whichcover the treatmentof students.

The implementing regulation for Title I)( of the 1972. Education Amendment, which prohibitssex discriminationk in employment and educational programs, requires that such

a study be carried out by June 1976. Implementation of this -self- evaluation should be extended to include evidence ofrace discrimination. Schools arecrequtred to take correctiveaction regarding identified sources of discrimination andtO'maintain records of Puch actions. ",

Individuals, groups, and organizations can assist in thesetudies, request information about the evaluation, and monitor

--the procedures developed for the correction of identifiedsources of discrimioation.

..For additional

43e

Information, ee National Education Association.Federal Laws and Regulations Concerning Race and Sex Discrim-ination in Educational Institutions. Poster/information sheet.Washington, D.C.: the Association, 1973. r

Combating Discrimination in the Schools: LegalReinedies and Guidelines. Washington, D. C.: the' ssociation,1973.32 pp.

'2 For additional inforthation, ccntact your state department ofeducation or Thp Resource Center on Sex Roles in Education,1201 16th St., N.W., Washington, D.C. 20036.

Affirmative ActionThe term affirmative'action is used in a variety of ways. Asa

strategy for combating discrimination, it may be described asa systematic procedure for rectifying current inequitip or theresults of past discrimination. It is a technology that liesdeveloped over years of effort in the enforcement of anti-discrimination laws. Affirmative action recognizes thatracismand sexism are deeply imbedded in our institutionsand our society. Employers may not be able to eliminate theeffects of discrimination immediately, but they could beexpected to develop a plan toward the elimination ofdiscrimination.

Affirmative action Is required for institutions or agencieswith federal contracts of $50,000 or more or may be requiredas the result of community pressures, institutional policies,collective bargaining agreements, state regulations, ores theresult of a finding of discrimination by a state or federalagency.

The primary experiencs/in applying affirmative action toeducation has been within higher education. In 1972, fedeiallegislation was extended to cover state and local governmentemployees, and this has led to extending affirmative action tocover elementary and+ secondary schools. One of theinnovative developments in the application of affirmativeaction to-elementary and secondary schools has been the useof collective bargaining,both as a method of initiating thedevelopment Of affirmative action plans and as a process forimplementing and monitoring the plans.

A related development has been the extension of affirmativeaction technology into the area of educational programs andtreatment of students.' In this instance, educational programsare examined for evidence of overt and covert racism and/orsexism, goals and timetables are established for change ineducational programs and policies, and procedures areoutlined for monitoring and evaluating change.

It should be noted that there isa close relationship betweeninstitutional self-evaluation and affirmative action. Self-evaluation is the first process required for affirmative action.Affirmativeaction, however, extends this procedure throughthe development of goals and timetables for the modificationof discriminatory practices and policies, and the specificationof procedures for monitoring, evaluation, and updating of theplan. Affirmative action plans usually provide a guide forongoing, management, whereas self-evaluation is a morelimited effort to treat discrimination.

\ -Policy-Making and Structural Change\

. Leadership for change may also be provided by thedeVelopment and implementation of policy studies andrecommendations-that are carried out by groups outside theschool system. Ad hoc of official task forces in educationalagencies, institutions, or associations have investigateddiscrimiriatory practices and have made recommendations fordealing with problem areas. Frequently these groups haveforMed around a specific concern such as textbooks and havethen moved on to general consideration,of all aspects ofdiscrimlnatidn inschdols.

In a feW instances the chief state school officer, super-intendent, board of education, trustees, or other governancegroups have identified racism and sexitm.,concerns andinstituted policy changes. Clarification of institutional policyor practice at this level df policy-making and administrationoften reduces resistance durihg efforts to implement thepolicies.

33

3 McCune, Shirley, and Matthews, Martha. Programs for Equity inSchoolS Affirmative Acti&r. Washington, D.C.: GovernmentPrinting Office, 1975. (In press.)

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Policy modification and potsible structural mddificationfacilitate change by legitimizing change efforts, prOvidingrole-modeling opportunities, and incorporating new behaviorinto the norms and 'rewards of the organization.

4v"s'

InstruCtional Practices and Materials

Sr

ainment of equal opportunity in educatioo is not possible'w (jjout the availability of a high quality of instructionalpractice in schools. It is facilitated when instruction reflectsappreciation and respecl for the individualized learning.needsof all students.

The first efforts to incorporaTe multi-ethnic studies inschools called attention to the need for content that wouldfoster an appreciation 4 specific racial and ethnic groups'contributions and, thereby, provide positive educationalexperiences for raciatand ethnic minority students. Many ofthese programs have been expanded from separate units ofstudy to an integral portion of all areas of the curriculum. Thisapproach to instruction, frequently identified as multi-cuiprialcurriculum, is directed toward a more comprehensiveunderstanding and appreciation of the varying cultural ,

memberships of all students.At the present time, we can observe a similar process in the

expansion of concepts of women's studies. Women's studiesprograms were developed'initially as an effort to acknowledgeand undersiiimd the contributions of women and theirsystematic omission from school curriculum and society.Gradually the concepts of sex-role socialization, sex-rolestereotyping, and sex discrimination were delineated. Theseconcepts were necessarji to understand the assignment oftales and characteristics on the basis of sex and to understandthe ways that sex role stereotyping shapes our behavior andsocial, economic, andpolitical strpctures.

The most recent educational efforts have expanded mutti-cultural education to include the sex role cultures of menand women.One of the most common assignments of rolesand status, in our society is based on sex. Although we findvariations of these roles as characteristids andstatus varywithin every racial-ethnic culture, sex is used as the basis forsuch role assignment. Analysis of patterns of discriminationrequires consideration of both race and,sex, if we are todevelop effective change strategies. Use of the multi-culturalconceptto facilitate analysis by race and sex further enhancesthe effectiveness of the instruction.

Instrucjional materials presently underdevelopment aremoving toward more positive representation of minorities and

. women. The development of supplementary material's dealingwith racial and ethnic minorities Its increased dramaticallyduring the past five years)Suppletnentary materials dealingwith non-sexist concerns are now beginning to becomeavailable. Creative teachers and schools have-to meet the

"A .challenge of limited materials by involving students, t6achers,and community groups in the elevelopmentof. local materials.

Another, approach to instructional equity has been theutilizationtf methodological'practites that provide greaterintegration of both affective and cognitive education,as well

, as indikiiduaJized instruction. Techniques Such asclarification, valves education, field experiences, computer-assisted instruction, etc., have been used successfully to thisend. .

.

Theultimate key to prosyiding equal opportunity in educationis found in the quality Altil awareness of instructionalpersonnel. Recognition-bf the need for greater awareness ofdiscrimination poifi e out the crucial role of in-service trainingprograms. Numero

Ll

s roupare now attempting to provide,in-service trek:1M oppottunitiq for teachers, and teachersare designing'their own learning programs. To date, thein-servicelrainid neels of s ool persbnnel have not been

3 '1adequatelyaddre sed by feder l-programs, by teacher-training

h

instittions, by stet departments of edttcation, or byprofessional gfo s. Until adequate human and financiallesources are directed toward in- service training, there islimited chance of attailniAg stiticational equity..;

Community Involvement.The 1960's evidenced the increasing efforts of community'

groups to eliminate racism in schools Many of these effortsproduced positive results bothjn razing peoples' awarenessof discrimination and in fostering the action steps necessaryfor'change. The limitations of this strategy have, been inherentin the difficultiesof maintaining large-soale, continuing effbrt,.,and commitment in a community. .".

Similarly, efforts of women's groups are aimed at thereduction of sexism in schools. One difference in thecommunity involvement appears to bathe move from relativelylarge-scale involvement to the se of small, informal taskforces or groups. It also appear that 'greater Oasis isbeing placed on thq conductpstudies which cumentracism and sexism in schoot§ as the mechanis or gaining ahearing within the schools and the community. This isfrequently the first of aseries of involvements between theschools and advocacy groups.

Major caution must be given to the ways of giving attentionto the need for contactunderstanding, and possible coalition

s among groups advocating elimination of discriminationagainst a single racial-ethni group or against women. It isunderstandable that individual groups will .give priority toarticulating their particular needs and advocating speciabiedprograps. This is both natural and desirable. ToOfrequently,however, triereis a laCk of understanding among advocacygroups, and they are pitted against mot) other as a means ofreducing their impact. It is unlikely that equity will occurunleistiere are efforts to reduce the potential frit. thisfragmentation and to build action coalitions.

'

Litigation of Educational Equity IssuesThe range of issues related to educational:equity continues

to expand. Litigation related to employment, promotion, equalpay, termination, maternity leave, admissipn policies, dresscodes, curriculum offerings:school finance, and competitivespartscontinues to bUiio a framework for the definition andimplementation of educational equity,Expertiie in school lawand equal employment opportunity laws has become arequirement for educational in'stilirtions and agencies as wellas for human and civil rights advftates. .

Individuals,.human ar0 civil organizatiOrts,Ind federal and, state governments have been actively involVed in the litigation

of tftese issues. For example, the precedentialcase ofCleveland Board of Education v. La Fleur which was supportedby NEA'A DuShane Emergency Fund, struck down mandatorymaternity leave. Thisdecision ha's Wad widespread impact onthe nations schools.

Although litigation is,often an expensive and time- -consuming process, it rePresents a major strategy for change.Numeroustuman and civil rights groups and legal organiza-tions presently provide assistance to individuals or groupsrequesting litigation assistance. .

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35

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/ift' Building Succest ,i.

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Studies of change efforts suggest factors w,hich build thet , 'chances of success. Change efforts have-most ofteRbeen

1a ' , successful wheOeveral strategies were employed simul-

taneously. lrisome cases, several individualsar groups havecollaborated for change, each using a different strategywhich remained consistent over a period of time. In otherinstances, a single group utilizing a number of different and

, . ghang.ing strategies has been able to achieve impressive .

/lesults: Groups that link the activities of data Collection,. .community publicity, submission of recommendations, and ,ongoing monitoring of chinge efforts have generallYippearedto be effective.

. . ..,, Timing of alternative strategies would appear to be most:important. Effective groupesdevelop a sense of appropriate:ness-a5 to the time to build pret,iure br provide opportunitylog

A for response to early change efforts:-I

, Coalition-building has proven to be an important corn-i ponent for successful change,efforts. A frequent hindrince .:-

to change hat been the diminution of impact through realor externally aggravated differences between groups whoseprimary advocacy relates to racism and other grot4i5t whoseprimary-advocacy relates to sexism:Successful groupshave been able to obtain consensus otcommon goalswithout threatening the integrity of remaining'differencesdin group loyalV and valueslAuch greater attentionmust begiven to the development offmalti-cultural models which ,

provide both racial and sexual equality. .

A furthercharacteristiCof successful change efforts isrelated to the development of positive community, school, ,and staff relationships. Initiation of change may come fromthe community, the schoorboarch the staff, administrators,...

or students: Frequently communication systems betweenadvocates within and outside the school systeni hayepermitted.collaborative strategies to develop. Teachers have

4. . , supplied data for use by community groups, and communitygroups Have presses for internal change. This cooperation

,.- has strengthened both groups. .. ,

Lastk one of the characteristics of successful changeefforts would appear to be theifbcus on limited, specific. objectivestharcan be clearly communicated to the schools

and the community. Groups that attempt to take on tqo mucht orcannot formulate specific objectives rarely have signfficarit\,_impact an change.

The selection of the appropriate strategy muste basedowe realistic assessment of'the local situation, on theliegreeof awareness and understanding of the problem, and theresources of the individuals and glaupS providing leadershipfor chinge- . .

.... Alan individual', you can move toward mulii-culturalism

in your classroom through adapting,gur curriculum, studyingthe bias in your todbobks and instructional, materials-, and,

"'generally increasing your/understanding and skills in multi- -

cultural education. As a member of the united teaching tprofession, you can work thr gh local, state, and nationald ;, associations to develop le lation, legation, training, andother action programsiw ich support multi-culturalism. Ana,.

, . as a parent and/or member of communityroups, you can .,increase young,peoplee and adults' awareness of inequalityand the need tor' pdtitive programs. !

- .

"But, where do] begin?" With 5/ourself: the knowledge,infdrmatidn, and skills youpossessl Then, you can bestrengthened by identifying others et01.indyou who shire the

'same coriterns arid add strength to the things you can andwant to db. You can begin with you, which means there is nolimit to where yoll can go in achieving equjty for yourself -03.and others. .

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BeyondtiniculturalismNEA Teacher RightsA National Education Association Publication

SEXISM

,s, As'

Combating SexiSm. .

.,...DeCrow, Karen. Young Woman'snuide'to Liberation. Indianapolis: Pegasus, 1971..v. , Glickman, J. "Hints for Combating Sexism." American E ucation 11:34-35; March 1975.

"Guidelines for Equal Editorial Treatment of the Sexes; Excerptsfrom McGraw-Hill Memo."Today's Education 64:53; January 1975.

Spock, Benjarriin. "How Fathers Can Teach theirChildren Sexual Equality." Redbo 144 22+;. January'1975.

Economics & Sexism

Andress, Carol. Sex and Caste in America. Englewbod Cliffs, N.J.: Prentice-Hall, 1971.

Blitz, R. C. "Women in the Professions, 1870-1970 "Monthly Labor Revicv 97:34;39; May 1964'.

Gillman, Charlotte P. Women and Economics: The Economic Factor Between Men and Women asa Factor in Social Evaluation. New York: Harper & Row, Publishers, 1970,

Gornick. Vivian, arid Moran, Barbara K., editors. Woman in Sexist Society: Studies in Power andPowerlessness,, New York: Basic Books, Inc.. 197.1.

Kelley, A. "Bias and'Insurance." Harpers Bazaar 108:77; *arch 1975.

j4 Lopata. Helena Occupation: Housewife. New York. Oxford University Press, 1971.

Educatitn & Sexism

Bickel, P J., and others. "Sex Bias in Graduate Admissions. Data from Berkeley." Science-187.398-404; February 7: 1975 11.

Frazier, Nancy, and Sadker, Myra Sexism in School and Society. New York: Harper & Row,Publishers, 1973.

HOWe. Florence "Sexism. Racism, and the Education of Wkneri.' Today's Education 62:47-48:May 1971

Polowy, C, "Sex Discrimination The Legal Obligations of Educational Institutions.' Vital Speeches41.237-41; February 1975

,p Effect of Sexism oh WomenAsian AMerican

Gee, Emma. "Issei: The First Women.Kivil Rights Digest 6.48-53: Spring. 1974.

Hill, H. "Anti-Oriental.Agitation and the Rise of Working Class Racism: 1850,1920." Society:43-48; JanuaLy 1973.

clung, etty. "Chinese Immigrants." Civil RightsDigest 6:46-47; Spring 1974.,

"Women Chung-Kuo-Hua at Paisippani Hills High School:: Senior Scholastic 103:21;Novembilf te73.

Yoshioka, Robert B. Stereotyping Asian Women." *Rights Digest 6:45; Spring 1974.Black )

Crawford, C. "Status of Black Women." Eborfy d:26; K./larch 1975.v

Hernandez, Aileen. "Small Change for Black Women." Ms 3.16-18; August 1974.

Lerner, Gerda. Black Women in White America. NeW York: Pantheon Bodks, 1972.

editor. Black Women in White America: A Documentary History. New Yorki,Random House. 1973.

Staptes. Robert. The Black Woman in America. Chicago: Nelson-Hall Co., 1973. "Stresses andStrains on Black Women." Ebolly 29:33:36+, June 1974.

4r I

Walker, Alice. "In Search of Our Mothers' Gardens: The Creativity of Black Wornen in the South."Ms. 2:64-70; May 1974. . .r _.,.A r .Williams. B. "Another Brow 16-the idtaCkTratriarchy Theory." Psychology TOday 8 22; September1974. ,

......z.

"z:643** .Williams, Maxine, and others. Slack Women's Liberation. New Ybrk: Pq/..thfinder Press. Inc. .

Chicana _ ., .

Cardenas, Blandina, and*Cardenas J. A. "Chicano: Bright-Eyed, Bilingual, Brown,and Beautiful."Today's Education 62:49-,51.,1gbruary 1973,

4,

Longanex y Vasquez, Ennqueta. "The M- exican-American Woman." Sisterhood Is Powerful.(Edited by Robin Morgan.) New York: Random House, 1970,

-Lovier, R. "I am Mind. Mujer Integrate Ahora." Ms. 3.18,Februgty 1975.

... - , .Nieto, Consuelo. "Chicanes and the Women's Rights Movement. A Perspecrive." Civil Rights

aDigest 6.36 -42; Spring 1974.,

New York. Pathfinder Press,

I

Vidal, Merta. Chicanes Speak Out: WoMen; New Voice of La Raza.Inc.. 197

MOuntain

Kahn, Kathy. Hillbilly Women. Garden City. N.Y.: Doubleday, 1973..Native American

Witt. Shirley Hill. "Native Wo%en Today: Sexism and the Indian Woman." Civil Rights Digest-'''6:29-35; Spring 1974.

Elderly

Sommers, Tish. "The Compounding Impact of Age on Sex: Another Dimension of the DoubleStandard." Civil Rights Digest 7;2-9; Fall 1974.

Puerto Rican

King, Lourdes Miranda. "F5uertorriquerias in the United States." Civil Rights DigeSt 6:20-28;Spring .1974. ,

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Copy rIX if 1975Nat fOral EdacAnon Atiocrabon.or Ile kfrtakerlo States

0

4

4060,Toyer, Federico Ribes. The Puerto Rican Woman. New York: Plus Ultra EducatiOnal Publishers.

1972.

Working Class

Seifer, Nancy. Absent from the Majority. New York. American Jewish Committee, National ProjectOn Ethnic Arnerica,fi 973.

History of SexismC

Bullough, Vern, and Bullough, Bonnie. The Subordinate Sex: A History of Attitudes TowardWomep. Urbana: University of Illinois Press, 1973.

Child. Lydia M Hislory of the Condition of Women in Various Ages and Nations. New York: GordonPress, 1969.

Flexner, Eleanor. Century of Struggle: The Woman's Rights Movement in the United States.Cambridge. Harvard University Press, 1959.

Lerner, Gerda The Woman irr American History. Reading, Mass.. Addison-Wesley Publishing Co..Inc , 1971.

Politics & Sexism

Amundsen, K Silenced Majority. Women and American Democracy. New York Prentice-Hall, 1971.

Firestone, ShulamitheDialectic-oi Sex The Case for Feminine Revolution. New York' WilliamMorrow & Co., Inc , 1970

Lamson, Peggy. FemAre Chosen: American Women in Political Life Today. Boston. HoughtonMifflin Co., 1968. .

Sipila. H. L. "Women and Wald Affairs." Today's Education 63:66-67; November 1974.

Trotter, Virginia. "Women in Leadership and Decision Making." Vital Speeches 41' 373-75, April1975. ;

Sexism befined

Bird. Caroline Born Female. New York David McKay Co., Inc., 1971.

Blakey, William A. "Everybody tvlakes the RevolutiOn." Civil Rights Digest 6:11-19, Spring 1974,.

,Daly, Map/ Beyond God the Father: Toward a'Philosophy of Women's Liberation. Boston: BeaconPress, Inc 1973. .

Diner. Helen. Mothers and Amazons. Garden City, N.J.. Doubleday & Co.. Inc., 1973.

Figes. Eva. Patriarchal'Attitudes. New York.: Stein,& Day, 1970,

.Fr dart Egetty. Feminine Mystique New York. Dell Publishing Inc. 1970.Co.,

Id. E American WomanToday- ftree or Frustrated? Englewood Cliffs, New Jersey. Prentice-Hall. 1972. ..

-,..,.

Harris-. Janet Single Standard. New YorksMcGraw-Hill Book Co.. 1971

Heiman, Patricia K Free to Be a Woman Garden City. N Y. Doubleday & Co . Inc.. 1971

Hole. Judith. and Levine, Ellen Rebirth of Feminism, New York' Quadrangle -1973, I

Horn. J.Stereotyping It Starts Young and DieHard Psychology Today 8.854; January 1975 _ ,. . .

Huber, Joan;:editor. ChangingWomeri in a Changing Society. Chicago University of Chicago.,Press, 1973. '.

Johnston. Johanna Wothen Themselves. New York. Dodd Mead & Co., 1973.

Komisa r. Ocy. New Feminism. New'York Franklin Watts, Inc.; 19"1.'

Merriam. Eve. Growing Up F4bialgin ilmerita. New York Dell Publishing Co., Inc , 1973.

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RACISM

4Combating Racism

1-1

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Bidol, Pat A. Developing New Perspectives on Race. Ari Innovative Multi-Media Social StudiesCprrifulum in Race Relations for the Secondary Level. (Edited by Ridhard C Weber.) De rotMicif New Detroit, Inc., 1970. 4.

Lindsey, Paul and Ovida. Breaking the Bonds of Racism. HomeWood, III, ETC PublicatiOns, 1974.

U S' Commission on Civil Rights:Racism in America and How to Combat it. Washington; D. fGovernment Printing Office, 1970

Economics & Racisrirt

Hutf, William H. Economics of the Color Bar. New York: Trans-atlantic Arts, Inc., 1564.

Kain:John F., editor. Race and Poverty. The Economics of Discrimination. Englewood Cliffs, N.J.Prentice-Hall, 1969:

National Committee Against Di(c117fination in Housing. '/-Itiw the FederalGovernment BuildsGhettos. Washington. D C.: the- Committee, 1968.

'1

Ross, Arthur, and Hill, Herbert.. editors:Employment; Race and Povery-New York. Harcourt;Brace, Jovanovich, Inc., 1967.

Sociological Resources for the Social Stu-cites (Project). Class & Rade in the United'States. BostoAllyn & Bacon, Inc., 197g.

Sovern, Michael Legal Restraints on Racial Discrimination in Employment. Millwood, New York.Twentieth Century Fund (Kraus Reprint Co.), 1966. .

Thurow, Lester C Pot;ert; and Discriminatio Washington,.D. C.. Brookings Institu,tion, 1969

U. S. Commission on Civil Rights Above if6perty Rights. Clearinghouse Publication #38.Washington, D. C. Government Printing Office, 1972.

Office, 1974.Equal Opportunity in Suburbia. ashington, D C. Government Printing

Wachtel, Dawn Day The Negro and Discrimination in Employment. University of Michigan aridWayne State University. Institute of LabOr and Industrial Relations, 1965.

Wilson, William J. Power, Racism, and Privilege. New York. Macmillan Frubliahing,Co,, Inc., 1973.

;AOEducation & Racism% .

.Bibby, Cyril. RacerPrejudice and Education. New YorW.Praeger, 1967. IBruner, Jerome, and others ''Dare to Care/Dare to Aat. Racism and Ed6c n2Addresses

statements at the 26th Annual Association for Supervision and Curriculum DevelbpmentConference, March 6-10, 1971. (Edited by Robertlseeper.) Washington, D. C.: the Association,,1971

Foundation for Change, Inc. Viewpoint. Newsletter Serie; for Classroomse. New York. theFoundation.

GoodTan, is*/ Ellen. Race Awareness in Young ChildrAn. "York: Collier, 1964.

Ornstein, Allan C. Race and,Pgliiics in School-Community Relations. Pacific Palisades, Calif.:Goodyear Publishing Co.,197

Porter, Judith D. Black Child, White Child; The Develdpment of Racial Attitudes. Cambridge:'Harvard University Press,4971.

. 40

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Richardson. Ken, alod Spears. David, editors. Race and Intelligence, The Fallacies Behind)heRace -IQ Controversy. Baltimore, Md. RoeitjtITM-Beoks. 1972.

Turin, Melvin M. Race and Intelligence New York. Anti-Defamation League of B'nai B'rith, 1963.

Waugh, Dexteragd Koon. Bruce. "Breakthrough for Bilingual Education. Lau v. Nichols and theSari Francisco School Sgstem. Civil Right''' Digest 6.18-26i Summer 1974.

Weinberg, Meyer. Race and PlaceA Legal History of the Neighborhood School. Washington,D. C.. U S. Govern Mehl Printing Office. f 967

Effects of Racism on American droops

Asian Americans

Cheng-Tsu. Wu. editor. Chink: Evidence of the Anti-Chinese Prejudice Pervading OurCountry.Mountain View, Calif.. World Publications, 19'72

Daniels, Roger Politics of Prejudice. TheiAnti-Japanese Me(tement in Californt and ttiP¢truggle.

,for Japanese Exclusiocr: New York: Atheneum Publications. 1968.

Heiman, Masako.11apanese in America. Ethnic Chronology Series. Dobbs Ferry Y OceanaPublications, 1974

Hsu, Frances L. Challenge of the American Dream The Chinese in the U. S. 8e(moni. CalifWadsworth Publishing Co . 1971.

. -Kitanq. Harry L. Japanese Americaiii. The Evolution of a Subculture. Oewood Cliffs. N.J

Prepce-Hall, 1969. ,

Kung,iS. W. Chinese in American Lite. Westport, Conn.: Greenw000rPress, Inc., 1973.

Lee, Calvin. Chinatown USA. Garden City, N.Y-. Doubleday & Co., Inc.

Mariano, Honorante. The Filipino lmrrird4nts in the U. S. San Francisco: R&E ResearCh

Sung. Betty . Story Of The Chinese in America. Naggrfc Macmillan. 1971..1

Thomas.DorOthy, and Nishimoto. Richard S. rt< Spoilage, Japanese AmericanEvacuation andResettlement. Berkeley: University of Cati:forrua Press. 1969.

Tung. William Chinese in America: ronology and Fact Book. Ethnic Chronology Senes.Dobbs Ferry. N Y. Oceana Publ .rations. 1974

'Blacks /1""

Berry, Mary F Black ResiS"tance/White Law: A History ofConstitutional Racism in America.Appleton-Century-C ofts/New Century, 1971. ,

Boggs. James Racism and the Class Struggle. Further Pages from a Black Worker's Notebook.New York: Monthly RIview Press, 1970.

Fa rantz Black Skin, White Masks, New York Grove Pres's. Inc . 1967.

Foundation for Change A-n, Even Chance? A teaching film New York the Foundation.

Lacy. Dan. White Use of Blacks in America. New York. Atheneum Publications, 1972

Logan. Rayford: Betrayal of the Negro. Riverside, N J., Mac millan Publishing Co . Inc., 1967.

Mead. Margaret. A Rap on Race ply Margaret Mead and James Baldwin. Philadelphia. Lippincott.1971.

Rush, Sheila, and Clark. Ghrils. How to Get Along with Black People. A Handpook for While Folks andSome Black Folks, Too..New yrk: Third Press, 1971,

Scharr Max Blacks and American Medical Care. Minneapolis University of Minnesota Press.1974.

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. Silver, James, Mississippi: The Closed Society. New York: Harcourt, Brace, Jovanovich, Inc., 1966.Wobdward, C. Vann. Strange Career ofJim Clow. Secbnd revised edition. Fairlawn,-N.J.: Oxford

University Press, Inc., 1966.

Yette,' Samuel F. The Choice: The Issue of Black Survival in America. Neyv York: G. P. Putnam's,1971.

Chicanos

Castro. Tony. Chicano Power. The Emergence of Me=an Americ.I. New York Saturday ReviewPress: 1974.

Lopez Y Rivas. Gilberto. Chicanos: Life and Struggles of #7e Mexican Minority in the UnitedStates. New York: Monthly Fieview Press. 1974.

McWilliams. Carey. North from Mexico The Spanish Speaking People of the United States. NewYork Greenwood Press. '1968

,

Steiner, Stan La Raze The Mexican Americans. New York. Harzpei and ROY/. 1968.

U S Commission on Civil Rights. Mexican American Education Study. eachers and Students:Differences In Teacher Interaction with Mexican American and Anglo Students. Report V

-Mexican Amencan Education Study Washington. D. C the Commission. 1,73.

Native Americans

American Indrdntiistorical Society. Textbooks and the American Indian. San Francisco theSociety. 1970.

Brown. Dee. Bury My Heart at Wounded Knee. New York. Holt. Rinehart & Winston. 1970.Cahn. Edgar S . and Hearne. David W Our Brother's Keeper: The Indian in White Alnerida. New

York. The World Publishing Co.. 19 9.

Forbes. Jack. editor The Indian in rica's Past. Englewood Cliffs. N.J. Prentice-4-1al1.J1964.

Henke, Lewis Aristotle and theAmen n Indians. A Study in Race Prejudice in the Modern World.Indianapolis. Indiana University Press. 1970

Henry, Jeanette editor American Indian Reader. Current Affairs. San Francisco. Indian HistorianPress. 1974.

Puerto Ricans

Cordasco. Francisco. Puerto Rican Experience. New York: Amo Press, 1974.

Lopez, Alfredo. The Puerto Rican Papers: Notes on the Re-Emergence ofa Nation. New York.Bobt)s-Merrill. 1973. .

Thomas. Pin Down These Mean Streets. New York: Alfred A. Knopf,1967.

"Los Puertorriquenos 'n la Tierra,prometidaPuerto Ricans in the PromisedLand." Civil Rights Digest 6:5-38: 197 ,

1 Seven Long Times. New York: Praeger publications, 197 4.Yi/agenheim, Kai, and Wagenheim. Olga Jimenez de, editors. The Puerto Ricans: A Documentary

History. Garden City. N Y.: Doubleday, 1975.

Whites

Berndt, Joseph. Liberating Our White Ghetto. Minneapolis. Augsburg Publishing House, 1972.,,

Bennett. J., Jr. "The White Pn5blem in America." Ebony R0:29-34 0 -- ; August 1965./Citron, Abraham. "The, Rightness of Whiteness." Michigan-Ohio Regional Educational Lab. 1969.National Council of Churches. University Christian Movement, Department of Youth Ministry.

Packet on White Racism. New York: the Council. "

42o.

1

Smith, Lillian. Killers of the Dream. Revised edition. New York: Norton & Ca, Inc., 1961.

Terry, Robert W. For Whites Only. Grand Rapids, Mich.: William B. Erdmans Publishing Co., 1970.

Tucker, Frank H. White Conscience. New York. Frederick Ungar Publishing Co., 1969.Women

Hernton. Calvin Sex and Racism" in America. New York: Grove, Press. Inc., 1966.

History of Racism

Burkey. Richard M Racial Discrimination & Public Policy in the United States. Lexington. Mass :

Lexington Books, 1971.

Gossett, Thomas F. Race: The History of an' Idea in America. New York: Schocken Books, Inc.,1965. t

Jordan, Winthrop Negro Versus Equality The Dilemma for White Americans in the RevoliAtionaryAge. Berkeley Series in American History New York Random-House, 1969

Pettigrew Thomas F. Racial Discrimination in the United States. Readers in Social ProblemsSeries New York Harper & Row Publications Inc 1975.

Schwartz, Barry, and Disch, Robert, White Racism, Its History, Pathology and Practice. New York.Dell Publishing Co., 1970.

Sinkler George. Racial Attitudes of American Presidents from Abraham Lincoln to TheodoreRoosevelt. Garden City. N.J.: Doubleday, 1972.

'Law & Racism

Countryman, Vern. edit6r. Discrimination and the Law. Chica6O. University of Chicago Press,1965.

,

Greenberg, Jack._Race.Ffe/ations and American Law. New York:Columbia University Press. 1959. .

Moreland. Lois B White Racism and the Law. ColumbuS. Ohio7Charles EMern11 Publishing Co.,1970

Media

Fisher, Paul. and Lowenstein, Ralph. Race and the News Media. New York: Anti-DefamationLeague of B'nai B'rith, 1967'

People Against Racism. Mass Media: A Racist Institution. Ferndale, Michigan: PAR. 1969,

Prejudice

Allport, Gordon, The: Nature of Prejudice. New York: DoublVay & Co., Inc., 1`958.

Bettelheim. Bruno. and Janowitz. Morris. Social Change and Prejudice. New York Free Press.1964.

Clark, Kenneth B. Prejudice and Yobr Child. Boston Beacon Ness, Inc., 1963.

Gersten, Irene, and Miss, Betsy. Ecidujerp Prejudice: Either. Way it Doesn't Make Sense. NewYork: Anti-Defamation League of B'nai B'rith; 1974.

Raymond, John. Prejudice and You A Learning Experience. Casseffetapes, script, and discussionguidd. Atlanta, Georgia.,G.G. Voith. 1972.

Weiss. Karel, editor. Under the Mask: An Anth.ology-About-Piejudice in America. New York:Delacorte Press, 1972.

Williams, Robi' M., Jr. Strangers,Next Door: Ethnic Relations in American CoMmunities,Englewood-Cliffs, N.J.: Prentice-Hall. 1964.

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Psychology & Racism

Kovel, Joel, White Racism: A Psychohistory. New York: Random House, Inc., 1971.

Thomas. Alexander. and Sillen, Samuel. Racism and Psychiatry. New York. Brunner-Mazel, Inc.,1972. .

Willie. Charles V.. and others. editors. Racism & Mental Health. Essays. Pittsburgh, Pa.. Universityof Pittsburgh Press. 1973.

Racism Defined

Ashley. Montague. Man's Most Dangerous Myth: The Fallacy of Rif. Revised edition. Cleveland,Ohio: World Pubhshtng Co.. 1965.

Baran. Jacques. Race: A Study in Superstition. New York: Harper & Row. 1965.

Benedict . Ruth Race: Science and Politics. Revised edition. New York. Viking Press, Inc., 1959.--:

Brown. Roy L -Racism The Worst Tobl of Cruelty." Integrated Education 10 May-June, 1972.

Deutler. Robert A.: Mackler Bernard: and Warshauer.Nary Ellen, The Urban R's. New York.Praeger. 1967.

r

7---Frornan. Robert. Racism. New York- Delacorte Press. 1972.

Knowles Louts. and Prewitt. Kenneth editors. Institutfonal Racism in America. Englewood Cliffs.NJ.: Prentice-Hall. 1969. .

I

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.Mid-Peninsula Christian Ministry. Institutional Racism,in American Society A Primer. East PaloAlto. Calif.: the Ministry. 1968.

Miller. Ruth. and Dolan. Paul J.. editors. Race Awareness: The Nightmare and the Vision. NewYork: Oxford University Press:1971.

tvlorris. Terry.4Be1ler Than You: Social Discrimination Against Mihorities in America. New S'ork.institute of Human Relations Press. 1971.

Nestirre.a.:y B..-and Weiss. Richard. editors. Great Fear:'Race in the Mind of America. New York.Harctxut. Brace. Jovanovich.1970.

Reimers. D_ Racism m the United States. New York: Harcourt, Brace, Jovanovich. Inc . 1972.

Reuter Edward Byron. The American Race Problem. Second revised edition. New York. Crowell,1970.

Segal. Ronald. The Americans: A Conflict of Creed and Reality. New York. Viking Press. Inc.. 1969.

Race War: The World-Wide C(ash.of White & Non-White. New York. Viking Press.Inc", 1967.

Van der Berghe. Pierre. Race and Racism. New York: Wiley & Sons, Inc.. 1967.

Witt. William. Racist Myths. Detroit: Pe6ple Against Racism. 1968.

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''NEA ,Rehted Materials

t.

HUMANIZING THE ,SCHOOLS

Books and deports

Combating g piscrimination in the Schools. 1973.

Deegregation/Integration, 1974."

Education and Racism. 1973

EduCational Neglect. 1975 .

Humanizing.Educationin the Seventies 1974

The Legacy Of Mary McLeod Bethune 1974

Mainstreaming the Educable Mentally Retarded. 1975P.

Student Displacement /Exclusion 1973

The Teacher and integration. 1974

A Teacner s Perspective on Six Social Issues 1974

, Tests and Use of Tests. 1973_ ,,,,

tiA Look at the Hispanic-Americans. 1975.

What is Affirmat)veAction9 1974

61

of

Tapes

The Architecture of Pluralism (Asian. Black. Chicano, First America'n). 1973.,

Humanizing Instruction (L Wendell Rivers), 1974;

Organize Politically To Reform Education (Julian Bond) 1974

':-.A Unique Experience (Alex.Haley) [,2 cassettes. parts 1-41. 1973,

.4 i.)

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ti

Leaflets

Bilingual/Bicultural Education (Pkg 30). 1974

Pdster

Let s Humanize Our School (Pkg of 6) 1975

LAW RELATED MATERIALS

Individual CoMponents

You'r. Right The Law Says . Filmstrip (16 min color 33 rpm record narration) 1973.

YOuth and the Law (Cassette) 173

Your Child and the Law (Pkg of 30 leaflets for p'arents) 1973

How To Budd Better Courts (Pkg of 20 leaflets). 1973

Future Rights Enforcement Ramsey Clark (Cassette)!1973.

The Rights of Teachers (Book) 1973

Restoring Confidence in Justice (Pkg of 10 pamphlets) 1973

What Every Tea&her Should Know About Student Rights (Book). 1975r .

OtherLai,v Related Itemifrom NEA

Corporal Punishment Task Folbce Report (Book 30 pp ) 1973

Compulsory Education Task FOrce Reoort (B90k 14 pp 1973.:3;

Strategies or DeveioarniValues.Jack R FraenkeriPampnlet 8 pp ). 1975

SEX ROLE STEREOTYPING

Filmstrips

'Cinderella Is Dead' (Color Sound) 1973'

The Labels and Reinforcement of Sex Role Stereotyping (2-parts Color Sound). 1973

Books ;

NonsexistEducation for Survival 1974

Sex Role Stereotyping in the Schools. 1974

Ibday's,Changing Roles. 1974 ,

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Cassette Tapes

Blue Is for Sky, Pink Is for Watermelon. 1973N

ERA The Equal RightsrAmendment _and You, 1975.,

Sexism, Racism. ClassisM ird the Schools, 1973

We Don't KnOlv How To Grow People, 1973

Duplicating Mpsterp, Leaflets. Pamphlets, and Research Reports

Biased Textbooks (Research Perspective). 1974

ConsciOusness Razors (Pkg of 30 leaflets). 1973

Equal Opportunity for Girls in Athletics (Pamphlet). 1975

Sex Role Stereotyping Fact Sheets (Duplicating Masters). 1974

Other Related Publications

A Child s Right to Equal Reading, 1973 F

Combating Discrimination in the Schools, 1974

The 51°. Mmority. 197

Status of Wome() faculty and Administrators (Higher Education) (NEA Research Memo). 1973

Values,and the Search for Self, 1975

What Is Affirmative Action', 1974

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it