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)

Suggests that Latin American education could be improved by the development of teaching methods which take into consideration the prevailing sociocultural patterns and their related cognitive styles. Discusses the rural environment and the urban culture of poverty relative to cognition. Considers the linkage between previous experience and…

Proposes a socially critical geography curriculum which includes a study of spatial justice for the Australia Aboriginal people. Provides strategies for introducing this curriculum, including awareness of cultural differences; destroying stereotypes; awareness of past and present government policies; and awareness of the language of racism. (LS)

Reviews research on psychocultural teaching and learning processes, which are influenced by variables such as social organization, sociolinguistics, cognition, and motivation. Culturally compatible education seems to be effective. Discusses implications for general educational reform, and directions for future research. (Author/BJV)

Analyzes differences in achievement levels between Sephardi and Ashkenazi grade 6 students and overall achievement levels in 24 Israeli urban elementary schools. Finds that schools with higher levels of between-classroom segregation had larger ethnic achievement gaps. (FMW)

Examines scientific and traditional African views of the universe. Describes possible interactions between the two systems of thought. Proposes a rational model of instruction for harmonizing the two views. (YP)

Examines key issues of creative drama among English-speaking children, Alberta Indians, and Australian aboriginal societies (second article in a series examining children's creativity in different cultures; see CS736752). (MM)

Describes features that make the Preservice Education for Teachers of Minorities (PETOM) program unique among Hawaii's teacher education programs. Designed to prepare educators to teach children of culturally diverse backgrounds, the PETOM program includes a committed staff, modeling of effective teaching strategies (including collaboration), and…

An elementary teacher who completed her preservice fieldwork with Hawaii's PETOM (Preservice Education for Teaching of Minorities) program discusses the experimental process she uses to teach students to read and to love reading. By presenting her diary, the article highlights her whole-language approach to teaching a love of reading. (SM)

Presents a study examining the following three issues: (1) changes in students' social and academic expectations from beginning to end of their first year of college; (2) how consistent the expectations are with actual experiences, and (3) whether students of different racial or ethnic categories differ in their expectations and experiences.…

Discusses reasons for the lack of attention to Jews as an ethnic minority within multiculturalism both by Jews and non-Jews; why Jews and Jewish issues need to be included; and addresses some of the issues involved in the ethical treatment of Jewish clients. (Author)

Describes a program developed at the University of California at Santa Barbara library to make students more aware of the diverse population and to support the new ethnic studies curriculum. Topics addressed include library instruction; teamwork and diverse representation; developing library collections; cooperative teaching; and student response.…

Discussion of developing racially diverse collections in academic libraries focuses on an Afrocentric approach. Topics addressed include valuing diversity; Afrocentricity as a framework for diversity; barriers to building Afrocentric collections; and resources for building Afrocentric collections, including black-owned publishers, African American…

This study compares an Aboriginal teachers' panel, an Aboriginal parents' panel, and an Anglo teachers' panel on perceptions of good teaching. Panelists viewed and discussed videotapes of Yup'ik, Anglo, and Aboriginal Australian teachers. Each cultural group preferred teachers of its own background. Perceptions and judgments differed consistently…

Discusses the limiting effects of cultural labeling and class prejudices from an African American folkloric perspective. The author offers examples of African American children's spontaneous narratives that derive from earlier cultural roots and that may be misunderstood in European-heritage classrooms. Concluding comments examine the implications…