After a brief discussion of what multicultural/multiethnic studies are, why programs in these areas should be established, and how such programs are organized, descriptions of programs established by local school districts, guidelines for the selection of materials and the evaluation of programs, and sample lesson plans are presented. Selection of…

This directory, the third of four volumes devoted to the description and tabulation of multicultural programs offered within the United States on the postsecondary level, continues the listings of ethnic studies programs from Volumes One and Two. The listings are organized according to both ethnic group and state, beginning with Michigan and…

This directory, the last of four volumes devoted to the description and tabulation of multicultural programs offered within the United States on the postsecondary level, continues the listings begun in the previous three volumes. This volume lists, in alphabetical order the schools from Oklahoma through Virgin Islands and includes Guam. Volume…

This directory, the second of four volumes devoted to the description and tabulation of multicultural programs offered within the U.S. at the postsecondary level, continues the listings of ethnic studies programs begun in Volume I. The listings are organized according to both ethnic group and the state of particular institutions. Volume Two…

Intended to provide general information about educational opportunities in Ontario beyond high school, this publication concentrates on post-secondary courses that may be of particular interest to Native people and non-Natives who wish to improve their appreciation of Native society and cultures. Courses of study described are offered by Ontario…

This directory, the first of four volumes devoted to the tabulation and description of ethnic studies programs offered within the United States, lists the multicultural programs by ethnic group and by state within the ethnic group listing. The information is based on a survey of 3,038 postsecondary institutions in the U.S. and outlying areas.…

This is a teacher's manual describing the activities of Detroit, Michigan's Ethnic Literacy Project and providing resource materials and classroom techniques for teaching ethnic heritage. The manual states that the Ethnic Literacy Project was intended to supplement the Detroit Objective Referenced Tests (DORT) Reading System. This system, the…

In March, after two years of debate that followed complaints by minority students, Stanford's faculty voted to replace the university's year-long Western culture requirement with a new requirement called "Cultures, Ideas and Values." Courses will be required to give attention to the issues of race, gender, and class. (MLW)

This study describes the kindergarten to level 3 curriculum of a bilingual-bicultural education program at Nestor Elementary School in Imperial Beach, California, under E.S.E.A. Title VII. It discusses the specific program environment and classroom organization used to implement the curriculum. The curriculum is divided into four main strands:…

The final product of an ethnic heritage studies project entitled Preserving Ethnic Traditions (PET), the document presents photographs and transcriptions of interviews by high school students with members of various ethnic groups. Carried out by 50 high school students from seven Delaware school districts, the interviews focus on values, cuisine,…

Three units comprise the New Orleans Ethnic Heritage Program developed for students in grade 8. Objectives are to increase student appreciation of New Orleans cultural heritage, help them understand their own racial and ethnic groups, and build analytical and evaluative decision making skills. The units are entitled "The Ethnic Heritage of…