ERIC Documents about Cultural Diversity and Multicultural Enrichment
Annotated bibliography of ERIC documents compiled by Virginia Bailey and Melissa Johnson, Reference Librarians, Brown Library, Abilene Christian University
Brislin, Tom. Integrating Active Learning, Critical Thinking and Multicultural Education In Teaching Media Ethics across the Curriculum. August, 1999. ED434371.
This paper presents four teaching strategies, grounded in pedagogical theory, to encourage an active, challenging, creative, and meaningful experience for journalism and mass communication students grappling with moral issues, and developing higher order thinking in ethical decision-making processes. Strategies emphasizing critical thinking and diversity awareness have shown success in lower-division media and society classes. Strategies emphasizing active and collaborative learning have been effective in an upper-division journalism ethics class as well as in professional journalism groups. (Contains 34 references.) (Author/RS)
Humphreys, Debra. Higher Education, Race & Diversity: Views from the Field. 1998. ED423778.
The four papers in this document address issues of higher education, race, and diversity. First, "The Impact of Diversity on College Students: The Latest Research," reviews recent studies and finds that diversity initiatives, from those focusing on access, to those focusing on campus climate, to those focusing on comprehensive institutional transformation, provide demonstrable benefits to all students, whatever their backgrounds and characteristics. Second, "Diversity and the College Curriculum: How Colleges & Universities Are Preparing Students for a Changing World," presents an overview of developments in curriculum transformation and a discussion of what these changes seek to accomplish, as well as a list of resources on diversity and the college curriculum. Third, "Faculty Recruitment in Higher Education: Research Findings on Diversity and Affirmative Action," debunks myths about affirmative action and faculty hiring, provides facts on how the job market actually works for minority faculty, and concludes that affirmative action hiring policies are still necessary to ensure equal treatment for women and minority candidates. Finally, "Political Correctness: The Truth about Diversity and Tolerance in Higher Education," provides data refuting claims that conservative faculty members and students are being persecuted for their beliefs and that efforts to address diversity and intolerance result in more rather than less tension on college campuses. (Individual papers contain references and additional resources.) (DB)
Jenkins, Carol A., and Deborah L. Bainer. Common Instructional Problems in Multicultural Classrooms. March, 1990. ED330279.
In this discussion on instructional problems in multicultural higher education classrooms, it is argued that while educators recognize that equitable treatment for all students is their responsibility, they often do not know which attitudes, behaviors, expectations and teaching strategies may be misunderstood by ethnic and/or minority students, thereby negatively affecting their teaching effectiveness in multicultural classrooms. Several factors which tend to influence the academic success of minority students, as well as faculty attitudes and behaviors which may communicate uneasiness and differential student learning are analyzed, including: motivation in the multicultural classroom; student/professor interaction; limited English proficiency; cultural variations in oral/written logic; and the understanding of diverse world views. Various strategies for checking understanding in the multicultural classroom are also suggested. It is concluded that universities with interest in and commitment to the academic success of diverse students should: (1) initiate faculty development in pedagogical skills that will provide equal access to learning in the classroom; (2) weave minority students into the essential fabric of the institution; and (3) meaningfully integrate minority scholarship into the curriculum. Included are 38 references. (LPT)
Keeton, Morris, and Craig A. Clagett. Improving Minority Student Success: Crossing Boundaries and Making Connections between Theory, Research, and Academic Planning. July, 1998. ED422036.
In an effort to cross boundaries and make connections between theory, research, and academic planning, Prince George's Community College in Maryland (PGCC) and the University of Maryland University College's Institute for Research on Adults in Higher Education (IRAHE) developed a partnership using national and institutional research to link theory and academic planning. In doing so, both institutions developed new programs responsive to the needs of a diverse population of adult learners. This paper reports how multi-institutional, theoretical research influenced the design and development of intervention programs at a large, predominantly African-American community college. Sections of the document include theory, research and planning, hypotheses regarding increased student achievement, the IRAHE study of risk and promise, and analyses of student success at PGCC. Information is also included about the R3 Academy, a two-semester program of developmental and credit instruction. Three tables help to explain achievement variance. In addition, the Data Action Memo, defined as a new communication tool for crossing boundaries and making connections between institutional research and planning, is discussed in relation to PGCC curriculum development. Appended is the first memo sent to academic administrators and chairpersons in the fall of 1997. (Contains 23 references.) (AS)
Kezar, Adrianna J. Higher Education Trends (1997-1999) Curriculum. ED435343.
Literature on college curriculum has been declining since the early 1990s, representing under 5 percent of the literature added to the ERIC database in 1996. One reason seems to be the emphasis on instruction; another is that information on curricular movements is often addressed in the literature on instructional change. Trends in 1996 in the literature on curriculum include themes of diversity, democracy or citizenship, environmentalism, and international studies. A major trend in the literature is the addition of interdisciplinary curricula, although it tends to be subsumed under the theme of instructional change. Diversity is described in the literature most often as an issue for practitioners; one of the most comprehensive resources documents the impact of multiculturalism on higher education during the l980s and 1990s. However, research is needed to document the impact of multicultural curricula on student outcomes. Another important theme added to the literature in 1996 is curricula focused on the development of civic responsibility; and environmental education, which virtually disappeared in the 1980s and early 1990s, is once again in the literature. The number of documents on international education is small if measured by the importance of the issue as manifested by mission statements, presidential speeches, and the press. (Contains 12 references.) (JM)
Phuntsog, Nawang. The Magic of Culturally Responsive Pedagogy: In Search of the Genie’s Lamp in Multicultural Education. April, 1998. ED420632.
In recent years, there has been growing interest in helping teachers develop culturally responsive teaching strategies. This paper profiles crucial aspects of a culturally responsive pedagogy and proposes a holistic framework for integrating different levels of culture into culturally responsive teaching. A literature review examined 13 documents published between 1992 and 1997. The research suggested that culturally responsive teaching encompasses respect for diversity; creation of a safe, inclusive, respectful environment; integration of responsive teaching practices in all disciplines; and transformation of curriculum to promote social justice and equity in society. The literature review highlighted problems and issues that researchers consider crucial for developing culturally responsive teaching. A main finding was that educators' attitudes play a vital role in either empowering or disabling diverse students. The proposed framework integrates salient features of culturally responsive practices, recognizing the teacher's central, crucial role. It shows interrelationships between four levels of culture (personal, microculture, macroculture, and global culture). Its five essential features are cultural literacy, self-reflective analysis, caring and inclusive classrooms, respect for diversity, and critical pedagogy/transformative curriculum. (Contains 31 references.) (SM)