Ethnic and gender differences in motivation to manage were studied through sentence completion tests and in-basket exercises completed by 138 White, 9 American Indian, 28 Black, 64 Hispanic, 44 Asian, and 5 "other" college students. Both types of differences were found. Implications for identification of management talent are discussed. (SLD)

Dr. Eber Hampton, president of Saskatchewan Indian Federated College (Canada), briefly discusses his views on the development of a First Nations graduate education program and relates the culture conflict he experienced in furthering his own education and conducting graduate-level research. Suggests that the researcher's personal experiences…

Analysis of responses of 10,251 high school students surveyed in the 1997 National School-Based Youth Risk Survey indicated that American Indian males more frequently carried weapons, attempted suicide, and used drugs than did White or Black youths. American Indian females more frequently attempted suicide and used cocaine than did White or Black…

A survey examined environmental and social factors influencing student motivation among 206 American Indian college students. Students preferred teacher-structured environments involving feedback, active roles, and media use. Students felt they must compete for rewards, which contradicts cultural behaviors. Motivational factors specific to…

Examined the perspectives of ethnic/racial minority, urban middle school girls, investigating how they constructed social identities of gender and race through their literacy experiences. Because the enacted curriculum lacked critical awareness of the sociocultural contexts of gender and race, students' perspectives were largely missing from…

Describes two Head Start projects designed to make the transition from preschool to kindergarten less stressful for Head Start children and their families. Programs are the Mille Lacs Reservation Head Start program in Minnesota and the East Coast Migrant Head Start project in Fort Pierce, Florida. Project evaluations are summarized. (BB)

Recounts the events of the Battle of Little Bighorn through U.S. cavalry reports, interviews given by Indian warriors present at the battle, and maps (tracings) made of the battle. Gives teaching suggestions for map analysis and includes a map with instructions and a reading list. (GG)

Issues that must be addressed if predominantly Anglo-American universities are to improve minority participation and achievement rates without sacrificing quality include help minority students graduate, plan strategically, encourage perceptions of comfort, expect support from faculty, present reflective curriculums, and promote diversity. (MLW)

Highlights critical gender and family issues affecting elderly people who are Native Americans, Alaska Natives, Asian and Pacific Americans, Blacks, and Hispanic Americans. Stresses the diversity within each cultural group and sources of strength in minority families. (SK)

Recent recruiting efforts for minority college faculty have amounted to little more than musical chairs, with campuses focusing on hiring minority professors away from each other. Minority-group members need to be steered into undergraduate programs and into graduate school. (MLW)

Describes a project in which eleventh grade Idaho students developed a magazine focused on local history and local Indian culture. Discusses interview procedures, photography, and layout. (SV)

Asserts that historians and other scholars have recognized the family as a pervasive influence on common culture. Maintains that historians of the American west have ignored families as an historical force. Discusses the significance of family structure and roles and argues that the family must take a prominent place in historian's work. (CFR)

Discusses outcomes of a conference that brought together representatives from Indian tribes, state health departments, the Indian Health Service, the Mayo Clinic, and the American Cancer Society, to address the high rate of cervical cancer among American Indian women. Describes barriers to health care and plans to promote cancer screening among…

A speech presented to Navajo high school seniors on the eve of graduation challenges students to take advantage of educational opportunities, to set goals, and to continually strive to achieve their plans. Discusses the speaker's own experiences as a disabled Native American pursuing a career in computers and achieving independence. (LP)

Identifies four confusions in conceptualizing diversity in the curriculum: the misidentification of what constitutes diversity, studying an artifact from the perspective of mainstream culture, homogenizing cultures, and exoticizing or fetishizing cultures. Proposes a "border consciousness" approach, emphasizing equal legitimacy and cross…