Tinto's model of college persistence/withdrawal, developed for residential colleges, is tested at a nonresidential institution. Results indicated that the concepts of person-environment fit, social integration, and institutional commitment operated differently in the commuter institution. A reconceptualized model for explaining…

Maintains that interreligious learning takes place most beneficially among people who are reasonably secure in their own relationship with God and also are comfortable with the mystery of that relationship. Argues that people with little tolerance for mystery and ambiguity will become uncomfortable with other religious experiences. (MJP)

Explicates some of the forces and realities shaping the formation of religious identity in the modern world. Identity can no longer be be constructed in isolation from others and the community at large. People also are aware that identity is constructed socially. Discusses the impact of this on Christian-Jewish relations. (MJP)

Outlines a series of components deemed essential for interfaith dialog and education: (1) productive interfaith education cannot occur in isolation; (2) interfaith education strengthens the separate faiths; and (3) these efforts should be initiated at an earlier age. Briefly addresses problems concerning curricula in religious institutions. (MJP)

Describes how "being fully in the present" by providing quality time--defined as a combination of addressing needs and providing activities--provided a better learning environment for very young children, and for teachers, the ability to appreciate the uniqueness of children. Discusses and evaluates three types of quality time. (SD)

Examines the Peace Corps' early efforts to recruit black volunteers and the consequent culture clash between their expectations of Africa and its reality. Sexism, social stratification, and cultural stereotyping often underscored the differences between black Americans and Africans. Nonetheless, volunteers generally credited the experience as a…

Examines the significance that female ethnic groups in Miami, Florida (Cuban, Nicaraguan, and Haitian) attach to heritage culture and language maintenance. Considers also the views of key majority groups (black women and white women). Reveals a consensus regarding cultural and language maintenance in the home while accepting English in the public…

Previous studies of the role of education in state-building have neglected the relative autonomy and non-neutral stance of the school system. Bernstein's notion of "pedagogic device" is used to illuminate conflicts and contradictions between educational development and state-building in the case of Singapore's efforts to control the…

This commentary on Enrique Gracia's (2003) article, "Social Isolation from Communities and Child Maltreatment: A Cross-Cultural Perspective," discusses the relationship of neighborhood context to child maltreatment. The difficulty of sorting out individual and contextual factors is emphasized, along with the problem of clearly defining the unit of…

Recognizing the diversity in Kenya, examines education's goal to promote national unity. Analyzes three government policy initiatives, derived from the Mackay, Ominde, and Gacathi reports, based on psychological, cultural, and economic definitions of what constitutes a nation. Resolves the confusion in educational policy intended to promote and…

Interviews with mothers of preschool age children with established disabilities (n=230) and those classified as at-risk (n=32) were conducted, focusing on issues of children's peer relations and friendships. Mothers of children in both integrated and specialized settings perceived their respective settings as facilitating social development. Both…

Evaluation of integrated versus segregated schooling of 91 children with severe developmental disabilities found that integrated children spent less time with therapists, equal time with special education teachers, more time with other children, and less time alone. No differences were found on developmental skills; however, integrated children…

A study of 141 first-year science students at York University (Ontario) shows that integration/involvement variables are important in explaining a number of desired outcomes, including satisfaction with grades and program, social values, educational attitudes, achievement gains, and intent to continue in the program and/or institution. (MSE)

Surveys acculturation among 417 high school and 223 college students from Asian-American, African-American, Hispanic-American, White, and other ethnic groups; and explores the relationship between acculturation and self-esteem. Results suggest positive effects for self-esteem of maintaining identification with one's own culture and the mainstream…

Introduces a special section containing three articles and six commentaries, which discuss the form that multicultural education should take and consider whether children are well-served by a unified curriculum for all or ethnocentric curricula for various ethnic groups. Provides several examples of a multicultural approach. (SLD)