The U.S. government encourages the study of critical languages spoken in geographic areas of strategic importance to U.S. national security and the global economy through a variety of discretionary grants and scholarship programs. U.S. students are traditionally underrepresented in the study of these languages; however, many of the nation's K-12…

The purpose of this study was to cast some light on the current level of participation of Haitians in the educational system transformation at the school district level. This study will increase our understanding and appreciation of the unique characteristics and the rich cultural resources that administrators bring to the school district where…

This handbook for teachers is designed to give information about the social and cultural background of Haitian immigrant students and their transition to life in the United States. The majority of the State's public school districts serving Haitian students have requested help in finding instructional materials for the more than 1,000 Haitians…

This booklet is a basic introduction to the people, history, and culture of Haiti, designed primarily for service providers and others assisting refugees in their new communities in the United States. Haitians have been arriving in the United States since the 1770s, but recent immigration can be regarded as a series of waves, each associated with…

A value orientations approach is used in this report to construct an overview of Haitian culture and its relation to education. The paper consists of five major sections. The first introduces cultural value orientations as a conceptual scheme. Culture is defined as the learned patterns of thinking, feeling and behaving that make life meaningful…

In Haitian and Capeverdean communities it is unclear which native language will occur in bilingual programs: Portuguese and French, respectively, or Creole. To empower children, they should be taught in their first language, Creole. Awareness and respect for other cultures can follow once the learner's self-concept is stable. (LHW)

This document is part of a series of guides for teachers in which the Division of Bilingual Education of the New York City Board of Education presents a learner-centered model in which the learner sees himself or herself in the story. Learners are able to relive their own experiences or those of their parents or grandparents as they left their own…

Focuses on the issue of Black native languages in the educational system in the context of curricular reforms emanating from the multicultural education movement. Examines how multicultural education has dealt with the needs and concerns of African Americans and Haitians. Looks at well-publicized African American and Haitian educational events in…

This guide for classroom teachers is intended to increase their awareness of Haitian culture, the Haitian educational system, and Haitian Creole language. This document was adapted from the doctoral dissertation "Academic Achievement of Haitian Limited English Proficient Student in New Jersey Public High Schools" (G. L. Rorro) at Rutgers…

The Subcommittee on Elementary, Secondary, and Vocational Education of the House of Representatives' Committee on Education and Labor held hearings on H.R. 7425, a bill to amend the Indochina Refugee Children Assistance Act of 1976. The purpose was to provide assistance to educational agencies for services provided to Cuban and Haitian refugee…

This is a transcript of the congressional hearing held on April, 30, 1981, on the Consolidated Refugee Education Assistance Act. The text of the bill, H.R. 3076, is contained in the transcript along with various statements, letters, and supplemental materials. Statements by the followinq education professionals are included: (1) Paul Bell, deputy…

This report describes the impact on the Dade County, Florida, public school system of the 125 Cuban (and some Haitian) refugees arriving in the Mariel exodus. In September 1980 the school system had to absorb 13,000 new refugee students. Preparing for the students included hiring many bilingual teachers, reopening schools that had closed,…

Hispanic, Cape Verdean, and Haitian students, unlike European immigrant children, do not have equal educational opportunity in Massachusetts public schools. Bilingual education alone is insufficient to prepare students for the challenges they must meet in order to take advantage of opportunities available in secondary and higher education. (GC)

This series of articles describes four promising practices. Included are (1) "North Carolina Central University's Institute on Desegregation: A Center for Interinstitutional Research"; (2) "Beyond the Status Quo: Merging Feminist Studies with Teacher Education"; (3) "Instructing Our Newest Minority: The Haitian"; and (4) "Sex-Role Stereotyping: A…

Children of recently arrived immigrants face many obstacles in school--most are from troubled countries and enter urban schools barely able to accommodate them. Discusses attitudes of American Blacks toward Black immigrants from the Caribbean. (DM)