There is a distinct class difference in the way that children are taught school behavior. Teachers in affluent schools use more implicit teaching techniques while teachers of low-income children are more explicit in their teaching of behavior. This stems largely from the alignment of the home culture of middle class children to school behavior and…

In response to the increasing diversity in American public schools and concerns over inequities in opportunity and achievement, many teacher education programs are infusing multicultural topics and coursework into their programs (Akiba, 2011; Hollins & Guzman, 2005). While some programs utilize what O'Grady (2000) called the Human Relations…

This dissertation investigates how the intersections of race, class, and gender operate in the everyday teaching and professional norms of middle-class White women teachers--particularly in schools such as the one in this study, where a majority of middle-class, White women teachers serve predominantly low-income, racially and ethnically diverse…

Considers how the experiences of middle class minorities might alter current models of second-generation incorporation, proposing that minority middle classes share a minority culture of mobility (cultural elements responsive to distinctive problems of interracial encounters in public settings and interclass relations within minority communities).…

Reviews implications of the "deficit model" and the "difference model" for the education of minority groups. Discusses how compensatory and higher education programs for Blacks have subscribed to the deficit hypothesis by attempting to make Black students adopt white middle class traits. (GC)

Offers generalization about the militant young and the implications for education and society in the future. (MF)

IT IS NOT YET KNOWN HOW THE EXTENT OF LANGUAGE DIFFERENCES BETWEEN LOWER CLASS CHILDREN AND TEACHERS WITH MIDDLE CLASS TRAINING AND, FOR THE MOST PART, WITH MIDDLE CLASS BACKGROUNDS, INFLUENCES CLASSROOM COMMUNICATION. AN EVALUATION WAS MADE OF THE EXPRESSIVE LINGUISTIC SKILLS AND SPEECH CONTENT OF CHILDREN OF DIFFERENT AGES, RACES, AND SOCIAL…

New Year's resolutions of middle-class sixth-graders were compared with those of Mennonite and Amish sixth-graders. Mennonite and Amish youngsters generally resolved to try harder, whereas middle-class youngsters resolved to do better. Certain sex differences were found in both cultures, but were more pronounced for Amish/Mennonite youth. (Author)

Suggests differences between the social contexts of English informal and American open education. (DS)

As minorities become attached to majority values and culture, they are viewed as part of the larger group, and they share its opportunities. A prolonged effort to teach cultural pluralism may not be in minority students' best interests. If America's problems are to be solved, consensus values must be rediscovered and taught. (PP)

Presents an observational checklist for determining giftedness, based on ten categories of behavior; suggests a model for identification of dominant cultural and subdominant cultural gifted that emphasizes positive performance criteria. (MKM)

Since American Indians have been traditionally stereotyped by educational textbooks and commercial media, it is no wonder that the majority of the U.S. population has very little real knowledge of Native American religion, philosophy, art, music, or general cultural traditions. Within mainstream institutions, this lack of knowledge and/or interest…

The communications barrier confronting the ghetto child, the child from Appalachia, or the reservation Indian is the standard middle-class English taught in most schools. Ways of dissolving this barrier are suggested. Speaking habits as well as thinking patterns of teachers must frequently alter. A child should be encouraged to verbalize and to…