Suggests an approach to understanding moral functioning incorporating developments in biological and cognitive theory. (Author/MP)

How the school's chief administrator--the principal--works with people on a daily basis is the primary determinant of the overall success of the school. (Author/ LH)

Discusses the history and current status of the long-time Southern California community base of Japanese Americans, Los Angeles' Little Tokyo district. Focuses on the role that Los Angeles' urban renewal agency, the Community Redevelopment Agency, has played in that community. (Author/JM)

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)

The twentieth century, presently recognized as the years of the industrial revolution, may be remembered as the evolutionary age of leisure, when humanity realized its greatest dream: the creation of a world community. (JD)

Describes and explains the role of 14 ethnic fraternal associations in promoting the individual and social health of their members through benefit programs. (Author/AM)

Examines seven interfaces of social and counseling psychology--outlined by Forsyth and Leary--from the perspective of social cognitive theory. Discusses social cognitive theory as a unifying framework for bridging counseling and social psychology and other subdisciplines that share an interest in issues of health promotion and optimal adjustment.…

Highlights some common misunderstandings of multicultural education that impede understanding among minority children. Provides society-, school-, family-, and child-related justifications for intercultural understanding among children from different minority groups. Offers suggestions for an ideal intercultural program, focusing on schools'…

Focuses on interactional dominance and power wielding in bilingual conversation among school children. Finds that different pragmatic strategies are used by bilingual children as a means of negotiating power relationships and identities, but that the social relations and the power bases brought into the conversations by interactants make the…

Explored the cognitive and affective outcomes of participating in the University of Maryland's Intergroup Dialogue Program to promote social justice among diverse students. Post-program interviews indicated that many students had changed perceptions of self and society after the program. Though they had more interactions across different groups…

Examined how African American principals perceived intergroup conflict, acknowledging their leadership concerns in working with European American participants in desegregated suburban schools. Interview data indicated that these leaders were cultural integrators and consensus builders who had acquired an understanding of diversity and had…

Examined how teachers of color and European American teachers perceived intergroup conflicts in desegregated urban schools and how it affected their working relationship. Teacher interviews indicated that intergroup conflict occurred between the two groups. Three major themes that emerged were: incompatible goals, group boundaries, and power…

This first of a series of essays on Indian leadership focuses on the role of American Indian leaders in community development, including their contributions of technological skills, humanism, and the energy and persistence needed to work toward a vision. Essential to rebuilding Indian communities is understanding how internalized oppression has…

Examines the history of America's first colleges, founded to both convert Indians to Christianity and, at least in part, to provide a classical liberal arts education. Indicates that all available accounts of Indian missions in colonial colleges were tragic failures. (contains 29 citations) (MAB)

Presents a conceptual framework for understanding individual and group differences. Identifies biological, societal, and intrapsychic origins of difference. Discusses valuation of differences as a source of social status and power, and the psychological uses of differences by individuals. Suggests applications of the model in social work practice…