Principal theme in world history should be universality of basic human experience. This approach values differing forms of human expression without associating abstract concepts (such as faith, reason, or creativity) to one specific period of history in one particular part of the world. Scholarship should remain the highest priority, and past…

Findings from 60 sexually active, unmarried females, ages 14 through 18, revealed that cognitive capacity and cognitive egocentrism variables as well as age, grade, and ethnic status significantly predicted 6 of 7 decision-making variables in contraceptive use model. One cognitive capacity variable and one sexual contraceptive behavior variable…

Proposes a new field called polycultural organizational communication, which would encompass theorizing and research involving organizations in both international and domestic settings in which cultural differences operate (multicultural settings). Delineates the need for the field, its potential contributions in theory and practice, and issues to…

Suggests that the United Nations' Convention on the Rights of the Child challenges teachers to address rights representing a consensus on minimum standards. Compares the U.S. view of food, shelter, health care, and rehabilitation as legislative entitlements, rather than as the rights they are seen as in other nations. Discusses cultural diversity,…

The multicultural/multiethnic movement in education is easily advanced through the music curriculum, where music and musicians overlap national and political boundaries. For secondary school students, studying music may be a key to knowing their expressive selves and knowing more about the world. (four references)

Suggests some specific things to consider when preparing print, interactive electronic, or visual materials for clients outside of North America. (SR)

Ideology hinders compromise between proponents of character education and multicultural education. The future lies in seeking common ground, which will not be the same for all communities, must meet constitutional requirements, and will not please all stakeholders. (SK)

Gives an overview of the problems and issues that might be faced by both teachers and students of color in today's schools. (HB)

Interviews were conducted with 333 first through ninth graders to test a social convoy model of childhood social networks, in which social networks are viewed as dynamic, hierarchical structures affording support across the life span. Convoy support measures were associated with self-concept and teacher-rated sociability and mood at all ages. (MDM)

Assessed frequency of various stressors, relationship between stressors and adjustment, and ethnic group differences in stressors and adjustment among 282 female college students. Found that many subjects had experienced major stress in their lives: 27% reported rape/attempted rape and 20% reported death of significant other. Higher stress was…

Describes the diversity of learning styles and intelligences that students bring to the classroom. Suggests ways to reach a variety of learners and provides the implications broadly speaking for education at large. (HB)

Gives an overview of the global issues concerning the English language. Provides an account of the authors' personal international experience and how it affected them. Considers recent efforts to teach English in a global context. (HB)

Discusses the agricultural practices of indigenous peoples in countries such as Peru, Papua New Guinea, and Thailand. (Contains 35 references.) (MDH)

Twenty-six Malaysian (collectivist), 32 Australian, and 20 British (individualist) subjects completed statements beginning with "I am," which were coded according to type of self-reference. As predicted by Hofstede's model, people from the collectivist culture produced more group and fewer idiocentric self-descriptions than did those…

Discusses the selection and evaluation of children's multicultural literature and gives examples of three types of books: (1) inclusive books that show racial and cultural diversity; (2) multicultural content books that are not written by authors from the racial/ethnic group featured; and (3) multicultural content books by authors who are from the…