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These papers were presented at a series of conferences on language and cultural differences organized by the Texas Education Agency to help school administrators deal with bilingual education, racial integration, and implementation of court orders. The papers address five areas of concern: the concept and definition of culture, culture and the arts, culture and educational aptitude, culture and language, and culture and social institutions. The following papers are included: (1) Confluence of Texan Cultures in Curriculum Planning by Melvin P. Sikes, (2) What Do We Mean by Culture and What Does This Have to Do with the Schools? by Roger Abrahams. (3) Culture and Communication: Clashes in the Classroom by Manuel Pacheco, (4) What is Dialect? by Lois Jean Hart, (5) Culture and Communication: Clashes in the Classroom by Gustavo Gonzalez, (6) Roles of the Schools Toward Cultural Groups by Earl Jones, (7) The Trichroism of the Arts by Hugo D. Marple, (8) Children's Folklore by Richard Bauman, (9) Culture and Educational Aptitude by E. W. Rand, (10) Culture and Educational Testing by Earl Jones, and (11) The Uses of Biculturalism by Chester Christian. (CHK)

The English language is now used by a quarter of the world's population and is both spoken and written in many parts of the world. Yet the reading curriculum in our schools usually represents only the history of English writing in Britain and America. This paper stresses the need to expand the content of the school reading curriculum to include English writing from other parts of the world, reflecting the nature and present global status of writing English. The complete reading curriculum should contain four kinds of literature: British, American, world in translation, and new world in English. In addition to studying this literature, students should also examine the varying cultures and peoples that produce it. (TO)

The president of an independent university asks why, in the face of a decline in the private educational sector in the United States, this sector cannot be left unmonitored but well supported in order to make its contribution to American society. His answer, or argument, is twofold. First, the tide appears to be running against the private sector in American life generally. There is concern not for equality of opportunity but for equality of results; there is a new-found passion for rationalizing the allocation and use of resources throughout our society. Secondly, the case for survival and support is subtle and difficult to make. The defense argues from the overall advantages of pluralism to society and from the viewpoint that the contribution of independent schools derives from the variety and individual uniqueness. The suggested course of action begins with making the best possible case for pluralism. A second and related point is to improve understanding of other institutions and individuals involved with independent schools. Next, it must be demonstrated that the claims of excellence and individuality have been lived up to. Lastly, those in independent educational institutions must retain their capacity both to innovate and, where it is important to do so, to resist innovation. (Author/KSM)

It is time to reevaluate the myths of the nineteenth century and the structures they created pertaining to education. There is a need to utilize new power relationships to creatively build a pluralistic educational system. It must be recognized that conflict can lead to collaboration if respect is present, whereas collaboration which ignores conflict will not in the long run be productive. The simplistic truth orientation of the social reformers of the nineteenth century, who felt that they could build our democracy and school systems on a foundation of acculturation and moral education, did not recognize the legitimate rights and humanity of the people they wanted to help. Today we reap the legacy of these policies; but hopefully we are more willing to recognize the necessity of citizen involvement with its accompanying conflict so that differences will not be suppressed and legitimate procedures will be established to educate citizens, help them create alternatives viable for their children, and help us to bring about needed changes and reconciliation of conflicts. In order to do so, simplistic dichotomizing between those who have the "truth" and those who do not will have to be replaced by acceptance of different approaches and temporary, issue-oriented coalitions of citizens and professionals. (Author/KSM)

The basis for developing vital, team-like characteristics in contemporary pluralistic America lies in the understanding and building of new interpersonal norms and skills. The new norms accept human collaboration and human diversity as basic facts for problemsolving, survival, and growth. These norms support the intent that interpersonal and intergroup conflict should be confronted openly and dealt with collaboratively in a problemsolving way. They must be accompanied by particular interpersonal and group skills -- skills such as communicating unambiguously in a two-way fashion, setting goals clearly, uncovering conflicts constructively, solving problems systematically, and making decisions collaboratively. (Author/EA)

Very little is taught about Asian Americans in United States' education institutions at any level of instruction. Evaluations of standard U.S. history and social studies textbooks since World War II show that most are inadequate in their coverage of minority groups to the extent that they have encouraged the perpetuation of negative stereotypes. Inaccurate vocabulary is encountered in materials, as is the casual lumping together of Asians in Asia and Asians in America. Significant historical episodes involving Asian Americans, relevant to all Americans, are still ignored by elementary and secondary courses on social studies and U.S. history. The emphasis of the American educational system on the Western and White-Anglo-Saxon-Protestant traditions is no longer acceptable. The movement for fundamental changes in our educational process toward the goal of cultural pluralism has great potential. Serious consideration of the following is urged to remedy this situation: (1) expansion of bilingual programs and of foreign language programs in general; (2) more accurate representation of nonwestern civilizations; (3) more appropriate treatment of Asian American contributions to the development of the United States; (4) evaluation of instructional materials to rectify distortions or omission of the Asian American experience; and (5) support to study all Asian and Pacific Americans in educational institutions. (Author/KSM)

Belgium is a bilingual country where upheavals are occurring after centuries of foreign-language domination. Flemish, the inherited language of northern Belgium, is rapidly gaining social, political, legal and educational equality with the French spoken for so long as the official language of the ruling class. The language of schools is determined by geographic locality as the Flemings' pride in their language strengthens and the country becomes more strongly linguistically divided. Strong French-Flemish antagonisms make language the major political issue in Belgium today. (CK)

The major goals of education for ethnic minority youth should be to maximize their cultural and social options, to present them with cultural and ethnic alternatives, and to help them attain the skills which they need to function successfully in different co-cultures. The school needs to become a multi-ethnic institution which accepts, encourages, and perpetuates values endemic to diverse ethnic communities. However, focus on ethnic and cultural variables must not divert attention from the role of individual and institutional racism in American society. Effective educational policy and programs must be based on research and theory which focus on both race and cultures and the complex interactions between these two major variables as well as related variables, such as socioeconomic status, ethnicity, values, language, and behavioral patterns. Because of the immense complexity of the problem, there is a need to examine multiple variables in determining causes and to devise effective change programs related to race and education. Further research and analyses need to better clarify the relationship between cultures and race in explaining interracial problems and conflict. Concepts related to race and ethnicity can best guide the research and programmatic efforts in this field. (Author/JR)

Everyone in the United States has a cultural heritage which varies from the present mainstream culture of this country and yet, the majority of Americans have lost ties with their cultrual background. This has occurred because of both the melting pot theory and the educational system that has developed under a philosophy. There has been a serious attempt made in our schools to fit everyone into one cultural mold. This cannot and should not be done. Bicultural programs are needed, particularly for groups such as the Puerto Ricans and Chicanos that have been able to easily harmonize with the mainstream culture. The task of the educator should be to ensure that the cultures of these children are not stolen from them in the classroom. There are many problems encountered in trying to establish culturally pluralistic programs in the schools. Among these are acceptance by the traditional educational system in America, the stereotyping of ethnic groups, ethnocentrism, and the training of teachers with a new awareness. There are also numerous factors which make up a good program but are difficult to achieve. The program must contain bilingual materials--it should include both English as a second language and Spanish as a second language--and must study both cultures. Finally, if a bicultural program is to work, teachers must always try to build the child's self-concept, and parents must be included in the program. [RC]

Voluntarism, a concept rooted in the Puritan Ethic, is that ethos which assigns welfare functions for persons without adequate means to voluntary agencies, and voluntarism along with cultural pluralism must be curbed if exodus of the rural farm population is to be mitigated. With the exception of the Old Age and Survivor's Insurance Program, the majority of welfare measures perpetrate voluntarism emphasizing the concept of ownership security and sustaining the Puritan Ethic which maintains that ownership is the most virtuous protection against misfortune, old age, unemployment, physical handicap, and illness (presumably a larger welfare program suited to agriculture is not needed -- migration will take care of the failures). Present agricultural programs are also far too liberally penetrated by voluntarism, for farm and ranch operators are permitted to vote whether they should or should not participate in a compulsory program, which in times of price and income depressing surpluses leads to over emphasis on voluntarism. It is also in the interest of urbanites to curb voluntarism, for they become the inheritors of the dispossessed migrants from rural areas. It is imperative, therefore, that rural communities begin to function as an interacting, coordinated whole and that they are supported in this by national policy action, Federal legislation, and finding. (JC)

The article discusses the paper "Future Issues in Business Social Responsibilities," by Dean McGuire, regarding the concept of corporate social responsibility and the state of the free enterprise system in the U.S. The article states that the complexity of the relationship between businesses and society requires scholarly analysis and discussion in journals and daily publications. The author supports the arguments of Keith Davis, stating that legitimate interest groups must continuously assert their positions in pluralistic society in order to encourage industrial interaction and cooperation. The article also discusses a paper by professor Lynn Peters about social responsibility.

This paper discusses some of the background rationale for bilingual education and raises issues concerning personnel training, with indications as to how these issues have been dealt with in the program at SUNY-Albany. In the preparation of bilingual educators, the relationship between the educator's cultural, linguistic, and ethnic background and his ability to work effectively with students of the same background in an educational program must be considered. Although it is an immeasurable advantage to have a native member of a particular culture as teacher, the qualification of being a native speaker is not sufficient by itself. Above all, an excellent knowledge of the subject matter is required. Courses of instruction should be varied to meet the needs of bilingual classroom teachers as well as second-level bilingual educators, such as supervisors, curriculum coordinators, or project directors. There must be a balance between theoretical courses and practice-centered activities in the curriculum for bilingual educators. Inaccurate views regarding the language of minority students must be corrected, and the need for linguistic knowledge about the systematic nature of all dialects must be recognized. Teachers trained for work across cultures must understand that language variations arise through social and cultural forces and are not the result of laziness or stupidity. (PM)

One purpose of this paper is to clarify and sharpen categories of social reality that have great emotional and evaluation connotations and consequences. The term "ethnicity" needs clarification. It should refer to the character, style, and way of life taken in by people from their distinct culture. It is not what the naive realism of American culture makes it--an outcome or expression of biological "races." Pseudo ethnicity--that based on descent--puts the U.S. born or reared children of Puerto Rican migrants in an absurd situation. They see themselves not as Americans, but as an ethnic (culturally distinct) group, which they are not. Then, to compound the felony, they are made to believe that they are not an ethnic (culturally distinct) group in Puerto Rico, which they are. Three things can be done about this: (1) go on with the coverup which produces the pseudoethnicity, generated by both social segregation and the confusion of social segregation with cultural distinctiveness; (2) transform pseudoethnics into authentic ethnics; and/or (3) live up to the promise of the melting pot by making equal opportunity available to all. It is concluded that unless the ways in which minorities in American culture are identified change, one must argue for cultural pluralism as an escape from stigma for those whose identity or self-concept is now being negatively affected. (Author/JM)

Prior to an intensive 3-day conference, position papers were prepared by a select group of Mexican American scholars, representing the areas of history, anthropology, bilingualism, sociology, political science, education research, psychology, and cultural arts. Under suggested guidelines, selected Mexican American educational leaders reacted to the papers in small group sessions at the conference. Based on these reactions, the papers were then revised for this publication, which is divided into two sections. The first contains two introductory papers concerning the general topic of education for the Mexican American. The second section includes a paper discussing specific problems of the Mexican American child and the eight main position papers. Topics of the papers are: a challenge for educational institutions--an educational philosophy for the instruction of Mexican Americans; anthropological implication in the education of Mexican Americans; toward a philosophy of education for the Chicano, bilingualism and intellectual development; current educational research, the basis for a new philosophy for educating Mexican Americans; politics and education; a tri-partite development for the cultural arts in the education of the Mexican American; the ethnocentric response of public education to the Chicano, implications for school administrators; the psychology of the Mexican American; a historical perspective on the Mexican American. Each paper is preceded by a short preface and followed by a list of the panel members and their reactions. (NQ)

The problem of the desegregation process in public schools, beginning with the Supreme Court decision Brown v the Board of Education of Topeka, Kansas, is that it is conceived of as an artificial climate imposed by ratios and busing rather than a learning situation wherein ethnocentricity is developed as a positive attribute. Integration, however, is an experience of heart and mind wherein different racial and ethnic groups exist in an atmosphere of mutual respect and understanding. To achieve integration, educational systems have spent little time or resources in preparing staffs for teaching in an integrated climate. The results have often led to misunderstandings, fear, and hostility among both faculty and students. The first step in moving toward an integrated school climate would be to establish positive intergroup relations among professional educators. From there other problems and alternatives could be discussed. These include the need for the establishment of objectives and criteria for student evaluation based on diversified cultural backgrounds, the encouragement of rational inquiry into controversial issues in the classroom, and the stressing of diversified value systems to students. Other problems such as the need for new curriculum and methods of instruction could be openly discussed. The net result would be a new humanistic approach to education. A key ingredient to achieve this integrated classroom environment is the attitude of teachers. (Author/DE)

The author attempts to delineate the three critical parameters which he feels must be considered in examining the role of general education science in an open society--students, instructors, and an holistic curricula. One other element considered to be of particular importance to such a teaching experience was style. The author briefly considers each of the parameters. Students are evaluated in terms of prior education, prior experience, ethnicity, and cognitive skills. The instructor is described in terms of three roles: evaluational, relational, and synthetic. A model for general education science curricula is presented using three orthogonal concerns: subjects, themes, and alternatives - with emphasis on the fact that one must move through all three dimensions of this model, not just one or two. Some of the possible organizing themes are briefly examined. These include: epistemology, methodology, history, philosophy, sociology, technology, esthetics, and ethics. (EB)

The particulars of the evolved curriculum and how the training has evolved around the change-agent concept are stressed in this presentation. The measure of success achieved in attempting to influence the staff and course of studies of the regular guidance department is also emphasized. The curriculum of this counselor training institute has, from the start, reflected the change-agent concept. The approach is based on the proactive model of counseling wherein the counselor initiates attempts to reach students in their own environment (including neighborhood hangouts, clubs, schoolyards or homes.) Formal attempts at effecting change within the University of New Mexico are also discussed. (Author)

The National Education Association Council on Human Relations annual conference on civil and human rights in education provides a forum for teachers, principals, superintendents, and representatives of government agencies, civil rights organizations, and community groups to exchange views about controversial educational issues. The 1974 theme, humanizing education, is discussed in the following speeches and reports: Introduction by George W. Jones; the keynote speech, A Humane Environment: A Search for New Understandings by Luvern L. Cunningham; Reaction by representatives of the NEA's Asian, Black, Chicano, First American, and Women's Caucuses; Imperatives and Strategies for Organizing Schools to Serve Students Humanely by Jean D. Grambs; Imperatives and Strategies for Organizing Schools to Serve Their Communities by Herschell "Ace" Sahmaunt; Imperatives and Strategies for Reforming Higher Education to Produce Humane Educators by Tomas A. Arciniega; Imperatives and Strategies for Committing Education Associations to Advocate Humanizing Education by Charles Williams; Being Humane, Teaching Humanely by Marcia Gillespie; and Forum and Caucus Reports. In Wrap-Up, Helen D. Wise relates the concerns of the conference to the concerns of NEA as a politically effective organization. (Author/JH)

Several studies have shown that public schools in the United States are staffed with counselors and teachers who have a limited cultural understanding of black and other minority students. Moreover, racist attitudes have permeated all levels of the educational system, preventing the development of programs that would help black students to attain higher education and thereby help their people. The federal Education Professions Development Act (EPDA) was a progressive step in re-evaluating educational goals. The EPDA California center, one of seven centers created under the program, has tried to establish an advanced degree program which has a multi-cultural curriculum designed to train a new kind of pupil personnel worker. A major stress has been on on-site instruction and an effort to enlist effective community participation in higher education. The author suggests the need to introduce courses which reflect the cultural characteristics of all ethnic groups and explain the differences among various cultures in various parts of the country. Moreover, minority communities should be actively involved in the educational process, and financial aid to minority students should be increased. Finally, the suggested program would require a longer preparation period than do traditional programs. (SE)

Cultural event analysis assists traditional social science methodologies--ethnographies and survey instruments--in the study of urban life. Testing a hypothesis--that educational problems arise and persist for Puerto Rican youth because of contrast, contrariety, and noncomplementarity between the cultural forms and patterns of their home life and school life in urban Chicago--requires interculturally comparable data. Applying cultural event analysis to test the hypothesis produces such data. By viewing a sample of 30 seventh grade, culturally mixed students as 30 "ego networks" with linkages to individual teachers, household adults, and peers, a context for the analysis is established. Analysis of events occuring within linkages between the students and the other members of their networks invites comparison of those events. Defining and characterizing "event" in the abstract is accomplished first, in order to accurately assess a real event. A sample event observation form indicates how the defining of "event" translates into collection of data in the field. By casting data in the form of comparable events, cultural differences can be isolated and tested. This is done, for example, in a question on students' interpretations of "joking relationships." Event analysis applied in this study is a useful conceptualizing tool. (JH)

Robert L. Thorndike was awarded the Educational Testing Service (ETS) Measurement Award at the 1972 ETS Invitational Conference. In "Heredity, Environment, and Class or Ethnic Differences," J. McV. Hunt addressed several fundamental questions pertaining to the hereditary and environmental influences of the observed social class and ethnic differences on intelligence and scholastic achievement tests. Eleanor E. Maccoby and Carol Nagy Jacklin, in "Sex Differences in Intellectual Functioning," summarized the current state of knowledge regarding sex differneces in verbal, mathematical, and spatial abilities. In his paper on "Implications of Group Differences for Test Interpretation," Lloyd G. Humphreys examined the concept of test fairness. Charles V. Willie discussed the previous papers in "A Theoretical Approach to Cultural and Biological Differences." In "Recycling the Problems in Testing," Henry S. Dyer observed that much of the misuse of tests arises from the diverse perceptions held by makers, givers, takers, and users of tests. The afternoon session focused on educational implementation: Irving E. Sigel spoke on "Where is Preschool Education Going: Or Are We En Route Without a Road Map?," and Benjamin F. Payton discussed "Black Colleges and Black Studies." (BW)

This paper describes the historical development of the Japanese language program in Hawaiian elementary and secondary schools, and the curriculum materials development that accompanied it. The growth of Hawaiians' interest in and awareness of their Japanese background and cultural heritage is cited as one reason for the increase in Japanese and Hawaiian language programs and the decline of other FL programs. In view of the trends in education locally and nationally, the following are suggested as areas of concentration for curriculum material development in Japanese: Career Language Programs that are work-oriented; presentation of the cultural values of the Japanese and other ethnic groups; exploratory courses in two or three languages for intermediate or upper elementary students with a focus on cultural awareness; workbooks to complement the Learn Japanese series and workshops for new subscribers of the curriculum materials; and rewriting of materials based on feedback from teachers. A chart is attached which lists the Learn Japanese curriculum materials, which include textbooks, test books, teacher's manuals and audiovisual aids. (AM)

In recent times there has been undue emphasis placed on the utilitarian byproducts of language study: the kinds of positions open for language majors, the practical purposes to which languages may be put, and job openings in the areas of translation, diplomacy, and commerce. These motives for the study of a language are commendable, but they do not constitute the prime purpose of such study. Language is the primary medium of human communication, and in this post-nuclear age more communication among cultures is necessary if we are to further understanding and compromise and avoid conflict. One of our country's basic problems during the Vietnamese war was the fact that so few people in the military or in the diplomatic corps sufficiently understood the languages and dialects of the North and South Vietnamese. Since the language codes of these people were not understood, their philosophies, their ethics, their religion, their politics, and their purposes had to be extrapolated in terms of Western thought. Now is the time for language teaching professionals to stress the importance of foreign language study as a means of understanding other cultures. (Author/PMP)