Article considered different cultural characteristics and the educational advantage they present for students as well as for teachers. (RK)

As Latin children make the transition from their culture to that of the U.S., the values they know become rapidly diluted, if not totally lost. Author makes a plea for greater recognition of cultural differences in our educational process. (Author/RK)

Students need to be taught about contemporary American society, says the author. As well, ethnic studies programs should focus on the day-to-day lives of ethnic groups rather than being concerned with the extent that they are becoming Americanized. (Author/RK)

The American Indian youth find the school culture alien, hostile and, at times, defeating. This article discussed the characteristics of American Indian students, the differences among Indian tribal cultures, and the necessity for teachers who are non-Indian to recognize these differences. (Author/RK)

Outlines the predominant characteristics of the Hispanic community, citing population, economic, and sociological statistics. Urges adapting teaching styles to meet Hispanics' needs and provide continuity of learning for Hispanics in Catholic schools and parish religious educational centers. Discusses cultural variables and their implications for…

Suggests the most important issue facing Catholic educators is whether to mirror contemporary society's individualism or act as leaven to transform it. Views such social trends as the emphasis on lifelong development, recognition of spirituality, and awareness of different styles of learning as promising for change. (BCY)

The problems Asian Americans faced when attempting to develop a positive self concept were discussed. Programs designed to promote greater verbal expression by the Asian American student as well as assertive behavior were also suggested. (RK)

A few of the most obvious differences between Black students' and schools' expectations relative to learning styles, value systems, communication habits, and interpersonal interactions were explored. (Author/RK)

Reviews the author's experiences as a high school art teacher on a Navajo Nation reservation in Arizona. Describes the reservation and characteristics of Navajo culture. Discusses efforts to adapt teaching strategies to the Navajo classroom and the instructor's experiences in getting to know students through art. (AJL)