Discusses some of the things that can be done to generate more intercultural understanding within the U.S. and between Americans and people of the non-Western world. (Author/AM)

This article argues that the implicit goals of public school practice are the following: (1) to persuade or compel subgroup members to adapt to cultural and structural interests of one or more of a society's dominant groups; and (2) to limit the dominated group's own need for altering the status quo. (Author/EB)

Using the idea of play as a model of social relations, two patterns of play are described: competition between Black and White teams and play in mixed-color teams. The differences in the process of play in these two contexts are discussed and their implications for cross-color relationships considered. (Author)

Argues that "multicultural education cannot be defined apart from specific communities and is more a matter of local ethnographic description than one which is easily generalized throughout the country." Presents "some anthropological categories which should serve a local educator in defining whether and to what extent a multicultural population…

The Punjabi Education Project was a collaborative research effort involving a Sikh community in California, a school district, a community organization, and an educational anthropologist. The project aimed to improve relations between the ethnic and mainstream groups at a local high school and simultaneously to improve educational performance…

Two major perspectives on desegregated school patterns can be seen in the papers in this volume. Most of the papers describe some aspect of intergroup dynamics including forms of competition and conflict. The second theme represented is that of the reflection of macrolevel structural features in the school setting. (Author/EB)

This paper examines a student subsystem in an urban high school in the deep South that is undergoing desegregation. The focus is on the boundaries developed within the student subsystem that separate the races. A model for desegregation is presented in which ethnic groups attempt to manipulate rewards and resources, yet protect boundaries.…

Asserts that clarity about the concept of culture and about the role of cultural competence in the conduct of social interactions are not the key components in the establishment and continuity of multicultural programs in or in connection with school settings. Rather the central factor is the distribution of power to judge competence. (Author/JM)

This paper examines conditions which influence the emergence of patterns of informal segregation among students in a desegregated elementary school in the South. Of particular interest is the role of the school structure in cross-color relationships, especially in those circumstances under which the color barrier seems to dissolve. (Author/EB)

Examines the implications for education of Goodenough's cognitive view of culture and of the conception of culture as a learned, shared symbol system. Suggests that "the failure of American schools to achieve efficient academic instruction is in part a result of their relationship to the existing class structures of our society." (Author/JM)

Discusses a few examples of areas in which 'we-they' dichotomizing is manifested in classrooms and which could be documented and analyzed through qualitative research. Concludes that studies that yielded concrete classroom examples could help teachers shift towards broader, more realistic, and more positive role definitions than are typical.…