"At Our Best: Building Youth-Adult Partnerships in Out-of-School Time Settings" brings together the voices of over 50 adults and youth to explore both the promises and challenges of intergenerational work in out-of-school time (OST) programs. Comprised of 14 chapters, this book features empirical research, conceptual essays, poetry,…

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic…

This paper compares and contrasts the findings of studies on the learning styles of multicultural subgroups in the United States in terms of the categories of the Dunn and Dunn Learning Styles Model. It concludes that individual rather than group characteristics must be addressed when providing instruction--regardless of cultural or racial…

Reports on a study of 305 African American and 338 white middle school students to determine whether self-beliefs underlying self-esteem are different across ethnic and gender boundaries. Finds that academic self-beliefs, as opposed to nonacademic self-beliefs were not strong predictors of self-esteem among any of the groups. (ACM)

Reviews the participation of various ethnic groups in baseball, and suggests that librarians and teachers can explore the richness and diversity of the American immigrant experience through the growing world of baseball nonfiction. The high-interest material of baseball literature portrays the vibrant and evolving American society. (SLD)

Reports on a study of differences in assumptions about a just world among 140 college students. Finds that nonminority students saw their personal worlds as less random, more just, and more benevolent than they saw the general world. Finds that minority students saw both the personal and the general world as less benevolent and less lucky. (CFR)

Child caregivers should not answer children's questions in ways that enable children to create stereotypical categories. Because children are aware of differences among the peers and the adults they encounter, children's questions must be answered accurately and in a developmentally appropriate way. When questions about individual difference…

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and…

This study examined several facets of institutional racism from the vantage point of 32 white male undergraduates at the University of Illinois at Chicago. The focus was on the situation of minorities already enrolled in the institution and on the perceived equity of certain steps taken, or to be taken, to support their academic progress, social…

The central purpose of this book is to help leaders and professionals in government, education, business, philanthropies, and the media think about what needs to be done to ensure that minorities reach educational parity with the majority population as soon as possible. Chapter 1 discusses society's interest in the educational advancement of…

This monograph provides a collection of articles on health educators' approaches to advocacy: "The Role of Health Education Advocacy in Removing Disparities in Health Care" (John P. Allegrante, Donald E. Morisky, and Behjat A. Sharif); "The Role of Health Education Associations in Advocacy" (M. Elaine Auld and Eleanor…

Summarizes recent research relevant to the differential achievement of females and racial minorities in mathematics. Suggests ways for teachers to deal with the issue of equity. (PK)

Argues that because the cultural composition of the United States is changing, teachers must become better educated in the cultures of the children they teach. Attempts to better prepare educators to deal with children from Buddhist backgrounds. (DB)

Noting that there is near universal agreement that children from families with higher socioeconomic status (SES) have access to more of the resources needed to support their positive development than do lower SES children, this monograph examines the myriad questions remaining regarding relations among SES, parenting, and child development from a…

This book is for administrators, teachers, policymakers, educational reformers, and community leaders who are concerned with achieving greater social justice in education. It provides an in-depth understanding of the challenges to schools brought about by lingering views of race, gender, ethnicity, and class, showing how the inequalities of the…