Books That Tell My Story: Transforming the Attitudes of Australian Preservice Teachers Towards Children’s Diverse and Multicultural Literature.

Children’s literature is ubiquitous in Australian classrooms with picture books playing a particularly important role in early childhood classrooms. Teachers use children’s literature to teach early literacy concepts including vocabulary and to help children learn about the world and their identity. Historically, the majority of children’s literature has featured White characters and perspectives, excluding many children from seeing themselves and their lives reflected in books. The aim of this study was to explore how an assessment task that asked preservice teachers (PSTs) to select an underrepresented aspect of children’s literature, locate books on that topic, and reflect upon their own reading experiences as a child, could change their attitudes towards future classroom practice. Reflections from 40 PSTs revealed that many PSTs had not previously considered the experiences of children whose lives were not mirrored in books, the need for authentic texts written by people who identified as members of diverse groups, or the importance of diversity in children’s literature. Recommendations for teacher education programs in increasingly multicultural Australia are discussed

Contact Theory as a Framework for Experiential Activities as Diversity Education: An Exploratory Study

Participation in experiential education is said to enhance people\u27s appreciation for diversity. This article reports on a study that found significant changes in participants\u27 attitudes, beliefs, and behaviors following a nonformal diversity education program using adventure-based and community-service activities. Additionally, hypothesized program conditions, as outlined by contact theory, were significantly predictive of outcomes, although majority and minority participants differed on their perceptions of these conditions. These findings suggest that experiential activities may be considered a viable approach to diversity education in nonformal settings, assuming key conditions are met. Implications for practice and directions for future research are discussed

Overcoming Barriers to People of Color in Union Leadership

[Excerpt] It has been 10 years since the report on full participation. In preparation for the 2005 AFL-CIO Convention, the AFL-CIO, under the direction of the Executive Council’s Civil and Human Rights Committee, initiated a study to consider what other steps can be taken to address the underrepresentation of people of color in union leadership. It is hoped that this report will serve as a complement to a similar report on working women that was submitted to the Executive Council by the Executive Council’s Working Women’s Committee in March 2004, entitled, “Overcoming Barriers to Women in Organizing and Leadership.

Modeling health inequities research in context and the minority researcher’s role

Current health inequities research templates are flawed and self-defeating because they do not include historical inequalities as the central context that points to the root causes of health inequities. The context includes structural malformations which are products of the history of colonization and slavery that created racial separation and hierarchies which established Whites as the dominant group and non-Whites (minorities) as the subordinate group. Consequently it is difficult for mainstream researchers to capture the minorities’ core knowledge necessary for the creation of relevant and effective interventions for fundamental and sustainable improvement of their health. This paper proposes a health inequities research model that captures the context of health inequities and the essential and unique role of minority researchers

Multicultural Curriculum in Rural Early Childhood Programs

This study investigated the use of multicultural curricula in early childhood programs (licensed and licensed-exempt) in rural communities in Wyoming. In previous studies, little attention has focused on the nature of multicultural education in rural schools. This study specifically explored the ways in which existing instructional strategies and curricula were utilized to address the diverse learning needs of young children, and the ways in which culture and race are embraced and celebrated in early childhood programs in rural communities. Data showed a positive correlation (r= .45 p = \u3c .01) between national accreditation of early childhood programs and the availability and use of multicultural curricula

Affirmative Action and Diversity in Public Education — Legal Developments

The first part of this report briefly reviews the judicial evolution of race-based affirmative action, particularly in relation to public education. Recent rulings challenging the use of racial admissions and hiring practices by public educational institutions are then considered for their implications on the future development of affirmative action law

pARTicipate San Diego: The Case for Increased Cultural Patronage

Evaluates community participation and support for the arts in San Diego County compared to other communities. Outlines a long-term plan to translate community involvement into increased participation, larger audiences, and greater financial support

The Exit Interview: Perceptions on Why Black Professionals Leave Grantmaking Institutions

Most would agree that in recent years, the field of philanthropy has begun to take seriously the need to increase diversity within its sector -- and particularly among its leadership. Indeed, we are a long way from the days when the founding members of the Association of Black Foundation Executives (ABFE) stood up at a Council on Foundations meeting to advocate for more equitable representation among Council leadership and in grantmaking institutions more generally.In most major foundations today, it is now commonplace not just to track but to require diversity of staff and leadership both within their own organizations and externally among their grantees.Earlier this year, even the Chronicle of Philanthropy marveled at the progress that American philanthropy has made toward these goals, highlighting the diversity reflected by several major foundations' recent senior hires. "The new executives are very different from the people who held these elite jobs even a decade ago," the Chronicle reported. "They are much more likely to be black, gay, or female and to come from modest backgrounds."Yet, emerging data suggest that the experiences of many Black professionals in grantmaking institutions may challenge the current thinking on the field's increasing commitment to diversity. Currently, only 3 percent of philanthropic institutions are led by Black chief executives,3 and the percentage of Black individuals holding trustee positions at philanthropic foundations remains stagnant at 7 percent.Meanwhile, there have been slight declines in the percentage of Black professional staff (from 10 percent in 2010 to 9 percent in 2012) and Black program officers (from 17 percent in 2010 to 16 percent in 2012) working within grantmaking institutions.This decline in overall representation by Black philanthropic professionals in the sector is disturbing not just because it is happening -- but because until now, there has been little data on why it is happening. Why are Black philanthropic professionals leaving the field, and where are they going? Is this trend at its beginning or nearing its end? Most importantly, is there anything that ABFE and its allies can do proactively to address this issue

Managing Diversity and Glass Ceiling Initiatives as National Economic Imperatives

Glass Ceiling ReportGlassCeilingBackground5ManagingDiversity.pdf: 11584 downloads, before Oct. 1, 2020