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This document discusses the Colorado Community College Annual Academic and Diversity Plans for 2002-03. The 13 community colleges in Colorado are governed by the Board (State Board for Community Colleges and Occupational Education). The Board sets forth goals to be achieved by the community colleges on an annual basis. Some of the goals for the year 2002-03 are as follows: (1) enrollment and access; (2) resource development; (3) workforce and economic development; and (4) leadership and professional development. After compiling the data submitted by each community college, the Board concluded the following: (1) each institution pays a great deal of attention to academic planning; (2) planning documents have proven to be beneficial for all community colleges by acting as guides to the institution's academic decisions including development of new degree programs, addressing program discontinuities, and a critical review of current programs; and (3) especially for the year 2002-03, all community colleges continue to focus on diversity as a major goal. The report makes evident that both the Board and the thirteen community colleges in Colorado agree that in order to best meet the needs of students, each school must be student-centered, quality driven, accessible, and performance based. (MZ)

Changes in the social organization and context of education were studied in a rural Illinois school district experiencing a rapid influx of Hispanic students. The local meatpacking plant closed, then reopened under a new name and began an aggressive campaign to recruit immigrant and migrant workers who would work for lower wages. In the next 3 years, the number of Mexican American families in the area grew rapidly, and the number of Hispanic students in the schools went from a few to over 180 (out of 1,100 total students). In addition, there was considerable student mobility, as families migrated in and out of the area. The school personnel were unprepared for this sudden change, and many pedagogical and classroom changes were made on an emergency basis. Semi-structured interviews were conducted with 33 teachers (41 percent of the preK-12 staff) and 3 administrators. All but one had lived their whole lives in the area. The interviews investigated educators' beliefs and attitudes that would function to separate or integrate student ethnic groups, and identified practices that promoted social inclusion. Themes included initial resistance to bilingual education and other changes necessitated by the new students, who were often viewed as "temporary"; initial animosity toward and gradual acceptance of new bilingual staff; some teachers' efforts to influence student attitudes; easier social integration in the elementary grades; conflict resolution between groups of secondary students; special programs for migrant students and their parents; inservice teacher education on intercultural communication and establishing communities of learners; and purposeful attention to the dynamics of social justice. (Contains 29 references.) (SV)

As part of a larger study (not discussed) ten educated Malaysian citizens were interviewed to find whether their rising political consciousness, over a ten year period (1988-1999), indicated that their transformation was influenced by their culture. The subjects were between 35-45 years old, married, with an average of four children. All were members of the majority race, Malay, and held membership in the United Malay National Organization (UMNO), the biggest political party in Malaysia. The following research questions guided the study: (1) What triggered individuals' transformations; and (2) what facilitated the transformation to occur. Voting patterns in the 10th General Election of 1999 were meshed with interview transcripts. Two themes emerged from the data: (1) abhorrence of political scandals and upheavals during 1998-1999; and (2) a feeling of being intellectually demeaned (lied to by government authorities). The major conclusion of the study was that a political event could trigger perspective shifts and lead to transformative learning if it is perceived as threatening to the communal cultural identity. A second conclusion was that the methods used to handle the national crisis were against participants' cultural and religious values. The researchers believe the study contributed to theoretical explanations of transformative learning among individuals in a developing country. (The bibliography lists 28 references). (AJ)

This report assesses the civil rights record of Bill Clinton's presidential administration, examining progress made in federal civil rights law enforcement and policy development. Four sections include: (1) "Introduction: The Clinton Presidency in Perspective" (the civil rights landscape and continuing relevance of the fight for civil rights); (2) "Background: A Decade of Turmoil and Change" (key civil rights laws, judicial decisions, and agency enforcement in the 1990s; growing racial and ethnic tensions during Clinton's administration; socioeconomic disparities in the 1990s; and demographic change in the 1990s and beyond); (3) "An Evaluation of President Clinton's Civil Rights Record, 1993-2001" (significant civil rights issues of the Clinton administration, including diversity in the federal government, environmental justice, fair housing, equal educational opportunity, equal access to health care, the impact of welfare reform on women and minorities, and voting rights); and (4) "Lessons Learned." Overall, the Clinton administration transformed federal civil rights enforcement and policy efforts in many important ways but ultimately failed to develop or execute effective policies in several key areas relating to civil rights enforcement. Three appendixes present a civil rights timeline, 1990-00; executive orders relating to civil rights, 1994-00; and Clinton's recommendations for building one America. (SM)

Researchers have pointed to cultural diversity as a major source of conflict in our nation's schools, noting that these conflicts have the potential to escalate into violence. This study seeks to identify the types of intercultural encounters that young people themselves find troublesome. Participants were 906 sixth graders in 12 elementary schools in a large, ethnically diverse school district. Each student was asked to write an answer to the following: Describe the best thing that's ever happened to you with a person of another ethnic background; Describe the worst thing that's ever happened to you with a person of another ethnic background. Responses were content analyzed. The results were 8 categories for "best" responses and 11 categories for "worst" responses. This paper identifies and describes the 11 categories for "worst" responses, thus providing a view of what sixth graders find to be the most troublesome intercultural encounters. (Contains 12 references.) (Author/RS)

An 8-year ethnographic study in two rural Iowa towns examined the incorporation of recently arrived Mexicans and Mexican Americans into the social, economic, and political life of the community. Relocating to work in a nearby food processing plant, the newcomers altered the ethnic composition of this formerly homogeneous area. Data were gathered through in-depth interviews, informal conversations, observation of community events, and review of government documents and local newspapers. Conceptual frames for the study include modes of incorporation, racial formation and racialization, and social regulation. The experiences of Mexican and Mexican American newcomers demonstrate how local social regulatory activities circumscribe the ways in which these new residents can make claims as permanent members of the community. These social regulatory activities construct the racialized, gendered, and class-specific grounds on which Mexican Americans can earn a living wage, access social services and education, and gain a political voice. Various experiences of the newcomers are described, including recruitment to the food processing plant, poor working conditions, disadvantages arising from limited English proficiency, local resistance to providing English as a second language classes or offering Spanish in school, lack of proficient translators in the school and community, harassment by the police and the Immigration and Naturalization Service, lack of affordable housing, harassment and discrimination during use of health and social services, biased attitudes of educators, and community fears about Hispanic youth. (Contains 116 references.) (SV)

This case study at a community college serving a small city and surrounding rural area was undertaken to examine how a diverse staff experiences the work place. Interviews were conducted with a stratified random sample of one-half of the student affairs group staff; half of the respondent group were people of color, and four out of five were women. The interview protocol for the study was developed in consultation with a staff committee; a "culture audit" was customized to fit the organizational setting. Questions focused on the sense of success among staff, how staff are inducted into the organizational culture, the quality of supervision, career development opportunities, the extent of team spirit, and general satisfaction working at the school. Findings included the following: while 70 percent of the staff believed they had been successful at the college, disaggregation of the data revealed a racial/ethnic discrepancy; some minorities cited lack of understanding of organizational politics and culture; there was a discrepancy in the frequency of mentoring of whites and minorities; inadequacies in the performance appraisal system; differences in gender and race/ethnicity responses to questions about quality of supervision; and, in fact, differences in gender, racial, and ethnic perceptions were seen in most areas examined. (Contains 21 references.) (CH)

This paper examines the growth and characteristics of the Hispanic population in Illinois and presents a case study of how a rural Illinois community and its schools are adapting to an influx of mostly Mexican immigrants. The first section discusses Mexican immigration to Illinois during the 1900s and provides racial/ethnic data on population growth in the Midwest and Illinois during the 1980s; educational attainment, 1980-95; income and poverty rates; and population change in metro and nonmetro Illinois, 1990-96. In "Anytown," a rapid influx of Hispanic workers for a new meatpacking plant has resulted in local conflicts over education, housing, and race. Hispanic students in the schools increased from less than 5 in 1993 to 350 in 1998. As school administrators became aware of the rising numbers, they responded by hiring translators, bilingual aides, and a bilingual coordinator; creating a prekindergarten class for Hispanic students; encouraging parent participation; and developing appropriate curricula and assessment methods. Teachers participated in workshops and conferences about cultural change and the classroom. As staff and administrators gained knowledge and understanding about the needs of language-minority students, they shifted toward a more student-centered philosophy and began developing bilingual and multicultural programs. Interviews with immigrants about experiences in the community, at work, and in school portray the racism encountered by culturally diverse newcomers, but also the efforts of teachers and community members to improve community relations and social integration. Contains 33 references. (SV)

This document considers the position, plight, and needs of recent Central American immigrants to Canada. It seeks to answer three questions: What kind of support do they need? What kind of programs can respond to their needs? How can they be helped to integrate into Canadian society? Several facts are uncovered, and conclusions are reached based on anecdotal information. Among the findings are these: Most of these immigrants come from rural areas in their own countries and have limited or no literacy in their native Spanish. They are often very unfamiliar with what basic appliances are in Canada (e.g., stoves). They encounter significant ethnic and racial-based hostility and prejudice from Canadian citizens. Many untrue and largely negative stereotypes about them are widely believed. Recommendations are made for effectively teaching these immigrants to survive and thrive in Canada. Immigrant success stories are chronicled in a number of vivid examples. It is concluded that the acquisition of literacy skills in Spanish is a necessary first step before acquiring similar literacy in English or French. Literacy is viewed as more than just reading and writing, but a necessary tool for problem solving in every-day life in a modern society. Other useful resources are provided. (KFT)

The Orange County (California) Human Relations Council exists to improve intergroup relations by enabling a representative group of school community members to work collaboratively toward creating and sustaining a safe, inclusive school climate that is respectful of society's diversity. The Council concentrates on training and encouraging students, parents, and teachers to use positive peer support to promote intergroup understanding. At the elementary school level, the Council's approach focuses on parent and teacher participation in planning and on parent and teacher education. In the middle schools, the Council works with parents, teachers, and school administrators. At the high school level, a student-centered program is presented, focusing on positive peer pressure, and continuing work with parents and teachers. Overall components include leadership team consultations, a task force for needs assessment, student inter-ethnic retreats, staff inservice programs, and schoolwide projects. Supportive projects in the schools include: (1) "Walk in My Shoes," student symposiums; (2) "Stop in Your Tracks," a video series presenting alternatives to violence; (3) the Building Bridges award for efforts at promoting safe schools that are respectful of diversity; (4) a Hate Crime Network for shared information and resources; (5) the Summer Youth Leadership Institute for students; (6) the School Inter-Ethnic Relations Round Table for student and teacher networking; and (7) a Parent Leadership Institute. (SLD)

An Australian study was conducted to develop a strategy for safe use of farm chemicals by Asian migrant market gardeners in Western Sydney. The researchers chose to use participatory approaches for which policy makers and development practitioners had in other studies shown enthusiasm, although this enthusiasm could not at times be sustained beyond the early stages of project planning due to nonparticipation of clients. Study results suggested that this nonparticipatory behavior had several causes: a cultural practice of avoiding outsiders, the different processes of sense making used by the gardeners and the researchers, and the researchers' professional illusions inherited from the intellectual bias of the practitioners, which inhibits their capacities to stimulate community participation. Inconsistencies between the social systems of the target community and of the practitioners were the foundations of a diversity that needed to be acknowledged. Conflicts in the research dealt with initial resistance displayed by growers against the researcher, putting off of the chemical usage issue because of inconsistency arising from sense-making processes, and growers' development of interest in addressing their issues. A theoretical framework useful for community development practitioners was designed that included accommodating diversity and building personal relationships. (Contains 19 references.) (YLB)

An ethnographic study examined the role of language, discrimination, and aspirations in the school success of Latino students in a small rural town. The town, located about 1,000 miles from Mexico and about 200 miles from any sizeable Latino community, contains about 200 Latinos. Almost all are Mexicans or Mexican Americans and have come to work at a local meat processing plant. About 50 Latino children attend local schools; 20-40 percent have limited English proficiency, but many of the rest have trouble with academic English. Observations concerning Latino attitudes toward community and schools, family life, acculturation, language usage and attitudes, community attitudes toward Latinos, school treatment of Latino students, and educational aspirations demonstrate that Latinos in this town share linguistic and cultural patterns with other U.S. Latinos and have similar educational aspirations. They live in a different social environment, however, and suffer less discrimination, leading researchers to expect greater school success. Unexpectedly, Latino outcomes have been influenced by a longstanding local Anglo pattern of female student success and male student failure. Apparently, Latinos have picked up and intensified this pattern because of factors peculiar to their situation: Latino sex role patterns and working-class stereotypes of male behavior. The findings illustrate the context-dependent character of Latino school success. Contains 21 references. (SV)

This essay discusses the concept of tolerance and the role of tolerance in education. Glimpses from the history of intolerance and tolerance are presented and various theories of tolerance dealt with. Tolerance is defined here as the ability for people to live in peace and harmony with those who differ from them in language, religion, race and/or custom and to appreciate those differences. Education for tolerance is seen as essential for the peace and survival of mankind. The work of UNESCO in the area of education for tolerance and peace is also discussed. (EH)

An examination of the representation of doctoral level, United States-based, racial/ethnic minority professionals (n=1,597) by division within the American Psychological Association (APA) was conducted. Membership status (i.e., member, fellow), specialty area, and sex also are noted in the compilation of findings. Results indicate that U.S.-based, doctoral level, minority professionals who have the potential to influence the future of each discipline within psychology appear to be quite limited, comprising only 2.6% of the total APA membership. Three ways by which the APA may begin addressing this under-representation are recommended: (1) all APA-approved training programs responsible for the instruction of undergraduate and graduate students should insure that students are exposed early in their educations to extensive information related to every possible APA division and psychology specialty; (2) an archival study should be conducted which analyzes the composition of those APA members who have no division membership; this study could increase understanding of such a professional choice; additionally, this population of members could serve as a pool for recruitment by all divisions--particularly those with little minority representation; and (3) senior division members who are APA fellows could begin to mentor minority members for fellow status within the division. Ten tables presenting results are appended. Contains 15 references. (TS)

As Mexican Americans are the largest language-minority population in U.S. public schools, an investigation of literature that authentically reflects Mexican American students' cultural experience is necessary for any teacher. This chapter outlines strategies for integrating Mexican American children's literature into the structure of a classroom environment through both curricular and social methods. Multicultural literature can be used to build literacy, academic competencies, and comprehension within bilingual, English-as-a-Second-Language, and monolingual classrooms. Mexican American children's literature can provide a realistic view of the Latino community. In an ethnically diverse classroom, authentic first-person reflections of characters' lives can demonstrate to non-Latino students that the Latino community is as rich and complex a setting as their own, while at the same time providing understanding of cultural differences and insight into some of the sources of intergroup conflict. For immigrant and Latino students, culturally relevant literature can normalize and validate painful life experiences, such as traumatic resettlement, disruption of family, and discrimination, while providing a safe place for students to explore their feelings about their lives. A framework for evaluating and selecting multicultural resources is outlined. An annotated bibliography lists 61 resources, categorized as preschool-grade 3, grades 4-7, grade 8-adult, and poetry. Contains 38 references and a checklist of cultural and literary guidelines to literature selection. (SV)

In February 1991 the U.S. Commission on Civil Rights began a long-term study of the factors contributing to increased racial and ethnic tensions in the United States. This document is a report on one aspect of this study, a hearing held to consider the factors underlying increased racial and ethnic tension in Chicago (Illinois). This hearing was the third in a series convened as part of the larger project. The report focuses on three major sources of racial and ethnic tensions in Chicago, each of which is the subject of a section of this report: (1) issues in economic development; (2) minority access to public services; and (3) police-community relations in Chicago. In general, the U.S. Commission on Civil Rights concludes, as a result of this hearing, that distinct differences exist in racial and ethnic groups in both economic activities and access to public services. In Chicago as in other urban areas, minority populations and businesses continue to face obstacles to obtaining financial credit and technical assistance, decent housing, language-appropriate social services, and culturally sensitive services. Improvements are also needed in procedures and systems for citizen complaints of police misconduct. Recommendations are made to reduce racial and ethnic tensions in Chicago. These recommendations have national implications. Three dissenting statements representing the views of four commissioners are also presented. (Contains five tables.) (SLD)

This paper proposes a multicultural education framework for curriculum development for social studies/language arts core classes taught in a multicultural setting. The themes proposed in the framework are meant to be embedded in an integrated, holistically organized program. The purpose of the paper is to provide a curriculum framework model suitable for presentation at a social studies and/or language arts conference. This is not a closed model but intended to be dynamic in order to open discussion about a multicultural education curriculum. The multicultural themes suggested as applied to integrated social studies/language arts programs include: (1) "Understanding Self and Others: Culture, Ethnicity, and Personal and Group Identity"; (2) "Critical Participation in a Pluralistic Democracy"; and (3) "Multicultural, Transformative Content Knowledge." (EH)

This study explored connections between perceived academic ability level, academic and social involvement, and interaction across race/ethnicity in informal campus situations. Data were obtained from the Cooperative Institutional Research Program 1987 freshmen survey and 1991 followup survey and the Higher Education Research Institute faculty survey scales on faculty perceptions of campus climate. The sample consisted of 4,138 White, African American, Latino, and Asian American students attending 291 four-year institutions. Students who rated themselves among the highest ability categories at college entry were more likely to enroll in honors programs, be elected to a student office, and become resident advisors. Students who rated themselves in the lowest and the middle categories of ability were more likely to be employed off campus, join a fraternity/sorority, and spend more time partying. Students who rated themselves as low ability were more likely to participate in intercollegiate sports and spend time socializing with friends. High ability students were more likely than medium and low ability groups to frequently dine, study, room with, and date someone of a different racial/ethnic background. Students who rated themselves in the lowest ability category were least likely to interact across race or ethnicity. (Contains 31 references.) (SW)

Transracial adoptions continue to occur in the United States, despite a long-running debate over the effects on the self-esteem and racial identity of adoptees. It is important for counselors to understand the needs of transracial adoptees in order to support such individuals in the process of identity development. A review of the literature was conducted to determine factors fostering healthy racial identity and self-esteem in transracial adoptees. The results of the review showed that the factors that tend to promote racial identity and self-esteem in adoptees include: living in a multiethnic community, attending desegregated schools, having adoptive parents with a strong acceptance of the child's ethnic heritage, and regular exposure to individuals sharing the child's ethnic background. Research shows that transracial adoptions can be successful in meeting the needs of transracial adoptees if the right conditions are present. Most available research on transracial adoption has been conducted in metropolitan areas. The status of transracial adoptions in primarily rural, white communities is still unknown and needs to be addressed before formal recommendations are proposed and implemented. (Author/KW)

This report examines student attitudes toward race relations at an English Comprehensive School, among students ages 11-16. The school is predominantly white working class with an enrollment of 1200 and less than 5% ethnic minority population. A series of 13 questions were developed, with an interview plan, reply recording sheets, timetable for interviews, parental permission letter, interview request slip and the final report. The selection of students to be interviewed was made on a statistical methodology, interviewing half of the ethnic population across years 7-10, male and female of various abilities based on their mathematics sets, and matched with "equivalent" white students. The interview process averaged about fifteen minutes per student. Tables and graphs present the findings of the survey responses. Suggestions are given as to how to help minority students feel they are a component of the school community. (EH)

The Mestizo (mixed ethnic heritage) Civil Rights Movement in the United States can be divided into five phases: Pre-Civil Rights, Civil Rights, Bilingual-Multicultural Education, Political Conservatism, and the current period, an Assault on Civil Rights. The paper describes how a personal research career has been influenced by the different stages of the Movement, and work on the concept of the multicultural personality has closely reflected its various phases. The Movement not only provided multicultural models such as Cesar Chavez, Malcolm X, Dolores Huerta, Martin Luther King, Jr., and Rosa Parks, it also provided a liberating force from racist, sexist, and cultural and genetic superiority paradigms of the social sciences. A personal account of the development of the concept of the multicultural personality is given, and a description of the instruments which were designed to assess multicultural personality processes is also provided. The anti-affirmative action trend of today's society impels one to look to the future in the hope that the Civil Rights flame will be rekindled so that multiculturalism can help save the world. (Contains 24 references. Three figures and nine tables are presented which are related to multicultural personality development and identity.) (Author)

This paper examines research on multicultural education and multiculturalism and two forces, prevailing social and political dimensions, that impinge upon the full implementation of multiculturalism in higher education curriculum. Multicultural education is defined as one that incorporates the concepts of cross-cultural understanding and reflects an underlying principle that different groups learn and benefit from each other. Many educators, however, are inadequately prepared to incorporate multiculturalism, and because curriculum affects all students, faculty, and departments on campus, discussions surrounding multiculturalizing the college curriculum generally become a matter of political discourse rather than an act of intellectual and educational integrity. Various approaches to incorporating multiculturalism in the college curriculum are explored, and 15 social conditions and problems that hinder the development of multiculturalism, including racism, are delineated. These social problems, it is argued, must be addressed in the context of political problems such as the lack of strong legislative backing, how and when subject matter is determined, teaching from a politically correct position, better training for faculty especially with exposure to different ethnic groups, concepts of ethnic and women's studies, academic power structures and the traditional curriculum, and the legitimacy of diversity- or culturally-related courses. Finally, the paper lists a number of strategies organizations can follow to avoid pitfalls in multiculturalizing curriculum, as well as suggestions for individuals on reshaping their approaches to multiculturalism. (Contains 71 references.) (ND)

This paper provides a synopsis of a research report done by the Youth Project of the Centre for Conflict Resolution (CCR), an autonomous institute with the University of Cape Town. In 1992 the Human Sciences Research Council initiated a cooperative research programme into South African youth and the problems and challenges they face. CCR was commissioned to participate and submit a report on conflict resolution and peacemaking among youth. The synopsis of the report is divided into three sections. Section 1 focuses on the needs of South African children and youth and asks: (1) What do our young people say? and (2) What do educationists say? Section 2 focuses on an overview of peace education programmatic and research initiatives. Section 3 examines the way forward with: (1) Peace Education for South African youngsters in both the school and the wider community; (2) Some cautionary thoughts in regards to terminology, schools, and parents; and (3) Research directions. Contains seven references. (EH)

This paper summarizes a 22-month ethnographic study of rural Shandon (California), a community that demonstrates the social and demographic changes resulting from agricultural intensification in rural California. Changes in the Shandon area's agricultural production have produced a demographic shift from the homogeneous Anglo-American farming and ranching community of the 1960s to the current heterogeneous community, where over one-third of the population consists of Mexican-American farm laborers producing high value, labor intensive, specialty crops. This shift was documented by school district records. A strong ethnic boundary separates Shandon's American and Mexican communities, but flagrant systematic discrimination is found only in the rental housing market. Children of both groups readily cross the ethnic boundary, influenced by systematic integration and small class size in Shandon schools. Consequently, Mexican-American children have graduation rates and occupational mobility equivalent to Anglo children. Because of low wages, a prosperous agriculture in California actually has added to the number of local poor, and has done so in the form of an ethnically distinct immigrant population. In areas similar to Shandon, the scale and composition of foreign immigration stimulate a nativist reaction and increase ethnic tensions in the absence of racially divided labor markets, racially based systems of exploitation and discrimination, or economic crises. (RAH)