Volume 6 (2010), Number 3
Table of Contents
Yolanda T. Moses, Phd
Jenny Banh, MA
Authors conducted a literature review on higher education excellence and diversity themes. Selected articles reviewed over a ten year period overwhelmingly suggest that 1) diversity initiatives positively affect both minority and majority students on campus. Significantly, diversity initiatives have an impact not only on student attitudes and feelings toward intergroup relations on campus, but also on institutional satisfaction, involvement, and academic growth. 2) The literature reported that the effects of racial-ethnic, gender, social class, and religious diversity on student learning are often positive but have diverse outcomes. 3) The effects of diversity on inter-group relations promote dialogue and multiracial friendships. 4) Ethnic clubs, programming, themed dorms, cultural affairs, mentoring, and surrounding community engagement have a positive effect on the whole student body. 5) The effects of programs that aim to eliminate prejudice and discrimination on diverse college campuses are inconclusive. 6) The literature on learning styles related to different racial-ethnic, gender, class is not robust, but does show that many students may have individual learning styles that are not addressed. Authors suggest that further research is needed in several areas such as in learning styles, diversity programs, and understanding the nuances of racial climates.
Keywords: Diversity, College Students, Higher Education, Learning Styles, Intergroup relations, Minority students
Dr. John Opara
Differences in grade point average (GPA) and graduation rates, among ethnic and gender groups of students, questions the effectiveness of the lecture teaching method in postsecondary schools, and elevates the need for alternative teaching methods. This study analyzed the perception, practice, and benefits of multiethnic teaching methods, using primary and secondary criteria to determine the levels of practice of multiethnic teaching methods.
The role media play in migrants' life is widely described by many authors. This article is an attempt to define the educational role of the radio in the life of national and cultural minorities. We characterized working of radio stations run by Australians Aborigines (Caama Radio 8 KIN FM), Canadian Inuits (Radio CBC North), Native Americans (KILI- FM) and Polish migrants in Germany (Radio Radar). Those radio stations are the evidence that radio is one of the ways to maintain national and cultural identity. Radio also provides the real possibility for a dialogue between different cultures. It leads us to believe that multicultural education should make the most of new abilities associated with radio.
Keywords: Radio; Multicultural educations; Minority; Migrants; Identity; Radio Radar
In the education of special groups (Roma, immigrants etc.), the compatibility between educator and learners directly affects the efficiency and the outcomes of the educational programs. This article assesses the type and the level of compatibility between educators and Roma learners in Greece, in order to build an appropriate curriculum for the e-education of educators. The findings suggest that educators have limited knowledge on special characteristics of Roma and that in their vast majority their attitudes towards Roma are dominated by stereotypes and prejudices. In order to improve the compatibility of educators with Roma learners, fostering of their cognitive and affective development is needed.
Key words: Roma; needs assessment; teacher education; Greece
Keith Price West Texas A&M University
Harry R. Hueston West Texas A&M University
Robin Capt West Texas A&M University
Eddie Henderson West Texas A&M University
Higher education realizes that today's students must become effective participants in the global community. Research indicates higher educational institutions must produce graduates who can appreciate other cultures, languages, and social structures (Pickert, 1992; Research and Policy Committee of the Committee for Economic Development, 2006; Schoorman, 2000). It is a goal of West Texas A&M University to provide our students in education and criminal justice with opportunities to study the Mexican education and criminal justice systems through faculty-led, short-term study abroad opportunities in Mexico. To accomplish this task, our Go Global Program emphasizes the mastery of content learning outcomes while providing students insight into Mexican culture, history, and social issues. The program has been expanded to include the development and implementation of an academic certificate in Mexican Criminal Justice Studies. The certificate program has enhanced the criminal justice core curriculum by including the Napoleonic system of criminal justice and an understanding of the various roles of the prosecuting attorney and the courts of Mexico. In addition, the curriculum has incorporated a course on Mexican history. Likewise, the College of Education and Social Sciences has collaborated with the Department of Psychology, Sociology, and Social Work in creating a new course in Sociology entitled "Understanding Mexican Society." The College faculty believe these enhancements will better prepare our students personally and professional to meet the opportunities and challenges presented by changing demographics with resulting benefit to the students' professional careers in criminal justice. Future curriculum developments include a Certificate in Mexican Education Studies and faculty-led Mexican site studies in political science, sociology, and social work.
Patricia A. Talbot, Ed. D.
This study examines the potential transformational learning opportunities available to pre-service teachers through field placements in unfamiliar international settings. Elementary teacher education students report on their self perceptions of cultural competencies as they relate to the field experiences in which they participated as part of their program of study at a midsized rural public university. The study was guided by two research questions: 1) How does the setting of a field experience influence the perceived cultural competence of pre-service teachers? 2) What settings and experiences might a rural university pursue to maximize the potential for preparing culturally competent teachers? Quantitative analysis of student responses to multiple choice questions was followed by a descriptive qualitative exploration of text responses to open ended questions using the lens of transformational adult learning theory.
Recommendations for creating diverse field experiences are proposed for the purpose of increasing the probability of meaningful and sustainable personal growth that influences classroom practice over time. Follow up research with participants in multicultural field placements is recommended to determine any long term effects of such experiences on the cultural competencies exhibited by teachers in diverse school settings.
Key Words: cultural competence, field experience, transformational learning, social action
A disproportionate number of minority students disengage from school, which manifests in low academic achievement, behavioral problems (delinquency), and high levels of attrition. Efforts have been and continue to be made to counteract this trend at the community, state and national level, however the problem persists. This paper will illustrate the usefulness of adopting a systems approach that considers a variety of factors when developing effective interventions to combat low minority achievement. In this paper I will discuss John Ogbu's "cultural ecological" theory and Claude Steele's "Stereotype threat" theory within the context of minority school disengagement and offer Bowen Family Systems Theory as the most effective way to approach this problem. I will include a discussion of various interventions in place that address MSD and include personal experiences and insights, as a teacher in an urban setting.
Ying Wang, Ph.D.
Renee Falconer, Ph.D.
This is qualitative inquiry to describe a group of Mississippi Delta children's learning experiences in reading. Four 6th grade students and their teachers were interviewed and the students were observed during the school year of 2005 and 2006. The researchers captured individual differences among participants in an in-depth and holistic context. The discussion of the four cases revealed various differences among the learning contexts in the home and community, reflected in students' attitudes and approach to reading and learning. We found what is important is that the parents' interests and competency in raising a child has a long lasting impact on that child's education.
Dr. Amelia Williams
The research investigated the need for well-planned, well-taught sexual health education in the high schools in Belize. The study was conducted in one of the largest high schools in the capital city of Belmopan. A total number of 221 students in the 11th and 12th grades participated in this study. The instrument used to conduct the study was a survey which was administered to the students over the period of a week (5 days).
The results revealed that 11th and 12th students at Belmopan Comprehensive High School in Belmopan, Belize, believed that there is a need for a well-planned, well-taught course on sexual health education; and they want to receive accurate information about sexual health education as part of their high school curriculum.
Dr. Sarah Zamir
Dr. Sarah Hauptman
The high school curriculum for Hebrew literature in the Arab sector (studies and matriculation exams) was approved by the Minister of Education and Culture in March 1975. It was published in a special Director General's bulletin in 1976 and is pertinent and obligatory to this very day. Along with declared aims connected to the discipline itself, such as the usefulness of the Hebrew language and the beauty of its literature, the curriculum also includes specific ideological social and civic aims. These include acquiring knowledge about the cultural traditions of the Jewish people and developing consideration for their social and cultural sensitivities.
The fundamental axiom of this research, which relies on an extensive foundation of theoretical work, maintains that the literary curriculum does have the ability to achieve these social aims. The aim of the research was to check how the corpus of Hebrew literature in the curriculum reflects the relationship between Arabs and Jews in Israel, as individuals and as representatives of different cultures and traditions. The research made use of combined qualitative content analysis tools.
Key words: Hebrew literature, Arab sector, Arabs-Jews relationships, socialization agent.