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DOCUMENT RESUME ED 363 211 AUTHOR Adams, J. Q., Ed.; Welsch DOCUMENT RESUME ED 363 211 HE 026 821 AUTHOR Adams, J. Q., Ed.; Welsch, Janice R., Ed. TITLE Multicultural Education: Strategies for Implementation in Colleges and Universities. Volume 3 INSTITUTION Illinois Board of Governors of State Colleges and Universities, Springfield.; Western Illinois Univ., Macomb. SPONS AGENCY Illinois State Board of Higher Education, Springfield. PUB DATE 93 NOTE 204p.; For volumes 1 and 2, see ED 346 811 and ED 351 921. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Change Strategies; Counseling; *Cultural Differences; *Curriculum Development; *Educational Change; Educational Environment; Educational Planning; Educational Resources; *Educational Strategies; Higher Education; Homosexuality; Institutional Environment; Lesbianism; *Multicultural Education; Resistance to Change; Teacher Education IDENTIFIERS *Diversity (Groups); Diversity (Student) ABSTRACT This book provides pragmatic ideas and analyses from contributors with multicultural backgrounds and educational experiences, on how to implement multinultural eductiou incollege and university courses of study; and presents strategies for transforming both the curricula and the training of effective multicultural educators. Section 1 offer insights from their classroom experience and research in instructional strategies.The essays in Section 2 affirm how farreaching and multifaceted multicultural education is, from how many perspectives itcan be studied, and on how many levels it impacts curriculum.Section 3 contains papers that examine the creation of the climatefor change. Chapters and their authors are the following: "Using Humorto Promote Multicultural Understanding" (Samuel Betances); "The Pointof the Story" (Joan LivingstonWebber); "Teaching EducationMajors.How to Foster Resiliency in Their Students" (Kimberly A. Gordon); "Conflict and Resistance in the Multicultural Classroom" (Linda Dittmar); "Classroom Closets: The Invisible History of Gaysand Lesbians" (R. Jovita Baber); "Multiculturalism in U.S. Societyand Education: Why an Irritant and a Paradox?" (Carlos J. Ovando and Luise Prior McCarty); "Teaching About Race in theRaceConscious United States (J. Q. Adams); "Understanding Asian Americans:A New Perspective" (Shin Kim); "Tech Prep: Preparation forWork Force Diversity" (Kerry A. Kerber and A. Anthony Falgiani); "Assessing the Effectivenesscf Multicultural Curriculum Initiatives in Higher Education:Proving the SelfEvident" (Patricia L. Francis); "A Study ofthe Campus Climate: Methodology and Results" (Catherine A. Riordan); "Multicultural Perspectives in Counseling" (Edward Johnson and Linda S. Aguilar); "Postsecondary Education and Persons with Disabilities" (JudithJ. Smithson); and "Moving Toward Justice, Equity,and Diversity at Western Illinois University" (Janice R. Welsch). Eachchapter concludes with its own reference list. The volume also containstwo appendixes: (1) "Multicultural Education: Voices of the Nineties-7A Selective, Annotated Bibliography of Journal Articles, Special Journal Issues, and Books (Katherine Dahl); (2) "Film and Vidkos for the Multicultural Classroom" (Janice R. Welsch). (GLR) ultural Education: *Strategies for Implementation in Colleges and Universities Volume 3 sditeckpy: J.Q.Adams Jgpice§.Wetch -4044,2,,S' - .2- 4:07:04Te'lgr'. -"- "PERMISSION TO REPRODUCETHIS MATERIAL HAS BEENGRANTED BY Western Illinois Univ TO THE EDUCATIONAL RESOURCES '1,, r INFORMATION CENTER (OM)" .4-kr-t L-11r" ,,r+ 14."L U II DEPARTMENT OF EDUCATION Office of Educational Research endImprovement 0 0 0 EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) o This document hes been reproduced as received from the perSOn or organization °vomiting a C Minor changes have been made tc. Improve 4 reproduction Qualify Oitits Omer. or opinions Stated in thisdOCu Tent do not rieCeSSerity represent official OEM pOSitiOn Or policy 0 2 LZST COPY AMAMI MULTICULTURAL EDUCATION: STRATEGIES FOR IMPLEMENTATION IN COLLEGES AND UNIVERSITIES Volume 3 Edited by: J. Q. Adams Janice R. Welsch Prepared with Higher Education Cooperation Act Funds Awarded by the Illinois State Board of Higher Education to Board of Governors of State Colleges and Universities Acting on Behalf of Western Illinois University for a project entitled Expanding Cultural Diversity in the Curriculum and in Classroom Teaching HECA GRANT COOPERATING INSTITUTIONS 1992-93 Illinois State Universi4 Dr. Thomas Wallace, President Loyola University Rev. Raymond C. Baumhart, President McHenry County College Dr. Robert C. Bartlett, President Parkiand College Dr. Zelema Harris, President Southern Illinois University/Carbondale James M. Brown, Chancellor Western Illinois University Dr. Ralph H. Wagoner, President Copyright 1993 by Illinois Staff and Curriculum Developers Association Any part of this book may be reproduced providing the authors are properly cited. 4 DEDICATION To the Survivors of the Middle Passage of the Trail of Tears of U. S. Exclusionary Immigration Practices of apartheid and ethnic cleansing of sexism and homophobia To the Survivors of our inhumanity to one another To the Survivors who continue the struggle for Equality among all of Humankind. 5 Le ACKNOWLEDGEMENTS We want to thank the Illinois Board of Higher Education for funding this third vol- ume of Multicultural Education. Without their generous support through a Higher Ed- ucation Cooperative Grant, the book would not have been possible. We also want to thank our contributing authors for their insights into and commit- ment to multicultural education. Individually and collectively, they are helping us move toward greater understanding and appreciation of cultural diversity. Jean Kipling and Joanne Jahraus deserve special thanks for their commitment to this project and for the time and energy. the typing and proofing skills they brought to the task of moving it from idea to actuality. J.Q A. J R W. August 1993 6 TABLE OF CONTENTS Foreword Edmund W. Gordon Preface Janice R. Welsch and J. Q. Adams Section I. Instructional Strategies for Diverse Student Populations Chapter 1. Using Humor to Promote Multicultural Understanding Samuel Betances 3 Chapter 2. The Point of the Story Joan Livingston-Webber 11 Chapter 3. Teaching Education Majors How to Foster Resiliency in Their Students Kimberly A. Gordon 19 Chapter 4. Conflict and Resistance in the Multicultural Classroom Linda Dittmar 29 Chapter 5. Classroom Closets: The Invisible History of Gays and Lesbians R. Jovita Baber 39 Section II. Curriculum Issues in Multicultural Education Chapter 6. Multiculturalism in U. S. Society and Education: Why an Irritant and a Paradox? Carlos J. Ovando and Luise Prior McCarty 53 Chapter 7. Teaching About Race in the Race-Conscious United States J. Q. Adams 71 Chapter 8. Understanding Asian Americans: A New Perspective Shin Kim 83 Chapter 9. Tech Prep: Preparation for Work Force Diversity Kerry A. Kerber and A. Anthony Falgiani 93 Chapter 10. Assessing the Effectiveness of Multicultural Curriculum Initiatives in Higher Education: Proving the Self-Evident Patricia L. Francis 101 7 Section III.Creating the Climate for Change Chapter 11. A Study of the Campus Climate: Methodology and Results Catherine A. Riordan 113 Chapter 12. Multicultural Perspectives in Counseling Edward Johnson and Linda S. Aguilar 125 Chapter 13. Postsecondary Education and Persons with Disabilities Judith J. Smithson 139 Chapter 14. Moving Toward Justice, Equity, and Diversity at Western Illinois University Janice R. Welsch 147 Appendix I. Multicultural Education: Voices of the NinetiesA Selective, Annotated Bibliography of Journal Articles, Special Journal Issues, and Books Katherine Dahl 155 Appendix II.Films and Videos for the Multicultural Classroom Janice R. Welsch 169 8 FOREWORD Edmund W. Gordon John M. Musser Professor Emeritus of Psychology, Yale University Professor of Psychology, City University of New York Professor of Black Studies, City College of New York In contemporary practice on many of our college and universitycampuses multi- cultural education is approached through courses in ethnic studies, pluralism and di- versity, or the teaching about specific Cultural or ethnic groups. In well intentioned ef- forts at broadening the exposure of students to cultures other than one'sown, these courses tend to focus on teaching about other groups. In large measure they address the perceived need for information and some degree of appreciation for those unlike me. This approach to multicultural education is in recognition of the fact that we are and have always been a diverse society, rich with different culturai idstories, heritages, and contributions from peoples with many diverse backgrounds. The argument has been advanced that the education of students cannot be considered complete unless it gives students a fully inclusive view and understandiug of all cultures and their contri- butions and value to our society. In efforts to achieve this end, conscientious educators have run into the problems of adequate coverage when comprehensive inclusivenessis the stanuard. In addition, much of the current debate concerning the boundaries of the canon is the result of this concern for inclusion and representation. It has led toques- tions concerning whose history, which cultures, and what voices shall be taughtand heard. In an emergent approach to multicultural education (Gordon & Roberts, 1990) the rationale is shifted from a focus on the need to teach about and to provide information concerning specific groups to the use of such knowledge
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