Adult Literacy

DOCUMENT RESUME

ED 236 419 o 6E1037 573 AUTHOR Hofmann, Sudie, Comp. TITLE In Recognition of Culture: A. Resource Guide for Adult Educators about Women of Color. INSTITUTION Florida State Univ., Tallahassee, FL,. Dept. of Educational Leadership. SPONS AGENCY Florida.State Dept. of Education,_ Tallahassee. Div. of Adult and Community Education. PUB DATE 83 NOTE 147p. PUB TYPE Reference Materials Bibliographies (131) -- Reference Materials Directories/Catalogs (132) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Adult Basic Eduction; Adult Literacy; American Indians; 'Asian Americans; Blacks; *Classroom Techniques; Cultural Differences; *Cultural Influences; Culture; *Disadvantaged; Economically Disadvantaged; Educational Resources; Equal Education; Females; Guidelines; Haitians; Hispanic Americans; Indochinese; Latin Americans;, Limited English Speaking; Literacy Education; Migrant Problems; Migrant Workers; *Minority Group Influences; *Minority Groups; Non English'Speaking; Nonformal Education; Pacific Americans; Rural Education; Sex Fairness; Social Discrimination; *Womens Education IDENTIFIERS United States (South) ; ABSTRACT This guide was prepared to aid adult educators in teaching women of minority groups in adult basic education programs. It provides background information about the cultural roles and expectations of these women so that teachers can structure the classroom situation to serve their needs. The first section of the guidecontains six essays on the background and cultural norms of the following groups: American Indian women, black women, Haitian women, Hispanic women, Indochinese women, and peasant (migrant) women. The second section of the guide lists local contacts, national contacts, and resources for various groups,of women and types of education. Resources are suggested for these groups of Women: American. black, Asian American, displaced homemakers, Haitian4 Hispanic, migrant, Native American, refugee, rural, and Southern; and for these educational concerns: English as a Second Language, literacy, nonformal education, sex equity, and adult education. The guide a]so ___contains_the names of the project consultants who worked on the guide, funding information, and a discussion of the-use ofthe -term------"women of color." (KC)

*********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** IN RECOGNITION OF

A Resource Guide for Adult Educators About Women of Color

0 .

US. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) ')/ This documenthas Rea reproduced as received from the personor 4organization 4ifilnating it. nor changes have been made to improve production quality.

PoInts of view or opigions stated in this docu- TO THE EDUCATIONAL RESOURCES ment do not necessarily represent official NIE position or policy. INFORMATION CENTER (ERIC)"

Sudie Hofmann, Compiler

Florida State University DeVartment of Educational Leadergliiii- Tallahassee, FL 32306 1983 2 I MOURN THE WC MEN WHOM I HAVE BETRAYED wini MY OWN IGNORANCE, MY, CWN FEAR. Cherrie Moraga, 1981

a Introduction

-I believe all of you have, encountered a few special books. which have profoundly changed your thinking. These books are read and re-read, and each time more truths and perplexitieS are found among the pages. For me, one Of these great works° is:This Bridge Called My Zack. It is.a collection of short essays by women of 0 color in which they discuss their realities and frustrations as a person of color in "American," society. The essays are very personal, and in many instances, very angry.I have come tb understand the anger of these women and their need for me, a white women and as an adult educator, to know more about their cultures. ThiS resource guide is an'outcome of my ttempt to enlighten myself and other educators.about racism, sexism, and cultural issues within the field of adult, education. Some adult educators might think,"I don't have time to be thinking about human relations issues. I'm concerned about recruitment, retention, -staff training,

. and budget cut-backS." Whild I recognize that_these_concerns-are more immediate than studying women's special needs or the cultural norms of your target group,I believe that all of these issues - are integrally related. You cannot, for example, begin to addreSs issues such as recruitment-of-married women for an adult education- class without understanding how a woman's participation is viewed by the husband within ertain-cultural groups. In some cases, a married woman'-s participation in adult education seen as a-threat to the family or to the husband's status within the community. If the adult educator is male, it may pose. further problems for the,successful crUitment and retention of some harried women in educational Pro- grams,

Little attention has been paid to women in adult education programs.dMost of the research and writing on women in education has been concerned with women in higher education or; at best, women in re-entry programs. Admittedly, dealing with poverty,. racism, and literacy is not as glamorous as the field of continuing or professional education for women, but these issues need attention from at -some° of us in the field of adult education.-we cannot forget our sisters who are still struggling in literacy .and adult basic education programs. Literacy and English as a Second language--(ESLT7programs -need-- to be examined for sexism and racism. YOu might ask, "Are courses being offered which will provide women with skills for _economic advancement, or do these courses ignore ,their financial situation' and teach only home:making.skills?". Racism can become an issue

4 4" inthe ESL classroom when the instructor is not aware of culturally. or racially sensitive topics or behaviors. The only way an adult educatorcan be an effective instructor is to "learn how to learn" about someone's reality their background and beliefs. You. can learn to .listen to the 'students and, observe behavior in and outside of the classroom.

As I examined my own frustrations as a graduate student in Zhe classroom, I realized that it is acceptable and even encouraged to address those concerns. Part of my academic preparation has been in challenging my professors about their beliefs and behavior, and backing up my claims with evidence and, of course, a little justified emotion. This is part of the academic sparring required for any degree, .What happens when an adult educator from thiS.kindof educational.system, where polemics. and disputation are common, enters the classroom of the shy-Indochinese or Haitians? It is not likely that either of .these groups will articulate their feelings toward. the adult educator', the subject being taught, or ,the instructional' style being used. They may stay in the programs, remain reticent, and learn what they can. But it is more'probable that they will eventually leave the program in disinterest. 4

In some cases, particularly with black American or Hispanic women, the adult educator may befrom,the same racial/ethnic group and thus may have'an excellent insight about relating to these adult learners. However, in the case of migrant workers-or refugees, the adult educator is more likely to be from another racial/ethnic group. How can we prepare adult. educators for develcapin4 Sensitive approaches to ESL classes and literacy courses fOr,women when the educators are from another cultural group?

The Florida a-DepartMent-ofEducationwas_ interested in answering these and similar questions. It approved a propOsal I submitted through the Florida State University to.form a network of adult educators-in the state who could help answer our questions. These women would need to be familiar with women's issues and be- actively involved in educational programs for women of color. With absolutely no research models in mind, I proceeded with an intuitive approach to conceptualizing the project and finding the "right people." Based on my many discussions with educators in the field,. the major objectives of "In Recognition of Culture" became ones focused on cultural resource information for adult educators. Through the expertise of the network of adult edudatorS, information on the many cultural groups' in Florida would be gathered and dissem- inated to adult educators throughout the state. In keeping with the-funding -guidelines,:_the resources._ and information collected would have significance not only for state,disseminaton but national disseminatiOn as well.

Before starting, I spent six month's forming the network of consultants with the help of Anne More, an independent ESL consultant, and Ena Naunton, a Miami Herald reporter. A network of 2O

ii 5 women agreed to meet once in thefall and again in the 'spring to plan and critique an extensive resource guide on adult education -and women .of color. -

At the first two-day meeting, we spent most of our time Sharing cultural experiences with each other, i.e.., family structures; language differences, religious beliefs, and women's roles and 4Dectations Within each particular.culture. lie admittedour abysmal ignorance regarding each other's reality and.were astonished at the. knowledge gained intWo.,:short days together. The reports given during 'this meeting eventually became the cultural narratives-included in ffieTresource guide..Each author took her narrative into the appropriate community and shared it'with'adult educators as 'well as. adult learners. Criticisms and comments generated in 'those communities were later incorporated into the narratives.

At'our second and final,meeting, the narratives were critiqued by.the total group. Wemere,idelighted with the writing-Hand asked the authors to make only a few clarifying'statements on'the final drafts. While remaining faithful to the authors' intentions, Es- telita Reny, an independent consultant. on-language and women's issues, carefully edited the narratives. As some of tha authors have cautioned, they have made generali- zalas which certainly do notapply to all of the women in the culture being discussed. For example, characteristics of Hispanic women can vary greatlSr.within this group, and many Hispanic women share nothing more than a common language. Readers of-these narra- tiwes should view them as starting points for exploring another culture and byno means consider them to be statements which ignore the individuality-of the Warden in the racial/ethnic group being described. Throughout.the project year, I searched the ERIC system for relevant journal articles and documents, scan ed educational, 'mi-

. -grant, refugee, bilingual and feminist newsle ters-for-similar projects, and wrote over-400 letters to/educators asking for resources and contact names for the guide. The information I collected is included at the. end of the six narratives.

My sincere thanks to all 'the project consultants and a few others: Chrys Ivey-Biederman, Jane Jackson Roayaei, Gail PitChford, 'Lisa Venator, Jeanne-Brock, Pat Green-Powell, Leatricia Williams, Dave Islitzer, Cherie Hofmann-McDowall, John Ohliger, and George Aker. A special thanks is 'in order for John Lawrence, Florida Adult and Community Education Bureau Chief, who just yesterday told me his "masculinity was not threatened one bit by this project."

August 1983 / Sudie Hofmann Tallahassee7-71orkda-

iii TABLE OF CCNTENTS

Introduction Table of Contents iv

American Indian Women Edwina Hoffman . . . . Obo 1 Black WoMen Francena Thomas & Gloria Anderson 7- Haitian WOmen Marie-Jooelyne Levy 14 Hispanic Women Angela M Rodriguez 22 Indochinese Women Judy Langelier 28 Peasant Women Beatriz Luciano Machado 33 Definition of terms usectin thit paper 37

RESOURCES American Black Wcaen Local Contacts 38 National Contacts 39 Resources 42 .Asian American Women Local tontacts 49'

National Contacts s. 49 .Resources 51. Displaced Homemakers Local Contacts 58 National Contacts 58 Resources English. as a Second Language Local Contacts 61 National Contacts 61 Resources 63

L o c a l Contacts ...... O 65. National Contacts 67 Resources 68 _Hispanic Women Local-Contacts 70 National Contacts 72 Resources 75 Literacy Local Contacts 85 National Contacts 85 Resources 86 Migrant Women Local CoAacts 89 National Contacts 89 Resources 91 Native American Warren Local l-Contacts 93 National.Contacts 93 Resources 96 -Non-Formal Education Contacts

Refugee Women Local Contacts 107 National Contacts 107 -Resources 109 C.

Rural Wortr...n Local Contacts 110 National Cortacts 110 Resources 111 Sex Equity Local Contacts 116 National Contacts 116

Resources 4 118 .. Southern Women , Contacts t 119 \>,. . Resources f . v. 121 Women and Adult Education , Ifoocal Contacts 123 .

National Contacts . . : , 6 ...... : 125

Resources. . . . .: ... .- ... ,...... , . . 130

Project Consultants ...... 1 135 "Women of Color" Explanation of the term 137

Funding information for this project . . 138 Update Form 139 CONSIDERATIONS FOR EDUCATORS OF AMERICAN_INDIAN WOMEN .IN .''IADULT'EDUCATION PROGRAMS.- '

/4 EDWINA HOFFMAN.

s is Introduction

. `The American. Indian woman'is often romanticized as the \. stoic, hardy.helpmate of her brave male counterpart.. Few references in the literature deal tealistica]).y with the issues and needs of the modern .American Indian woman as she conftonts her Indian as'well as non-Indianworlds. Little attention has been given to tier second language'needs in English,,her'vooa-' tional interests, the cross-cultural demands on her life, or to the social strains within her matriage,and,community, precipitated by the Indians woman's changing "traditional" role. * The r 6de r ,however,' is cautioned against characterizing all American Indian women with the followinginfotmation. Rather, each Indian woman's personal composite of traditional and non-traditional characteristics must log viewed as her unique point on a continuum which spans the range from those Native ' American women Who lead very traditional lives to those who have adopted both non-Indian external behaviors and internal attitudes. Each,Indian woman would have her 'individual point on the following line: Very Traditional( )Non-Indianized . , Indeed it is the woman who falls somewhere in the middle of the continuum who tends to confuse outsiders the most. By not being notably ,discernable from her,ndn-Indian sisters,(i.e., she wears designer jeans,expensive sneakert, and T- shirts with, popular logos), this is the Indian woman who often belies the traditional values and behaviors which may co-exist and even hold Precedence over the more physically discernable non-Indian characteristics. Readers attempting to make use of the information offered in this paper must first determine wherein the

continuum their Indian women students lie, . This can be.done best through observation of interactions and reactions rather than a series'of direct questions. Educators; then can accom- modate programs and inter-:active behaviors to each student. General Observations Helpful to Educators

1. The Indian man's view ofthe Indian woman. Although the non-Indian holds the stereotypical image of the enormously self-reliant Indian woman braving the exigencies of hostile nature, some Indian men will view Indian women as helpless when inter- ,.

The auth6r is grateful to the following women for their valuable criticisms: Minnie Bert, Nellie' Smith, Sue Jane Bert, Carol F. Cypress, Pat Jagiel, Winifred Tiger and Gina Harvey...... '. actingwiththenon- Indianworld. Tribal leaders will"say.that Indian:;women'maY not travel alone to conventions or meetings, and in soMe.tribes,,,traVel by-aids:man alone is considered embar.-. rassingland disgrace. .1.16wever, many Indian women have quietly, carved a great deal .of .independence of-moyement and 'behavior

, , for themselves. .

2. An Indian woman seeking. non-Indian.educationmad threaten her husband. An Indian husband may fear his,w4fe will beOome better than him and eventually will leave'hit. This fear 'can ldad to circuitous ploys designed to 'discourage the Indian. %zoman.from seeking an education. They can range from complailning about the care of the, children while: she'ip at class, to drinking in'the 'Wife's absence,., or even to abusing physically the wife for real or' imagined transgressions.

3. Woman's work versus man's work. At times, the work available on reservations or tribal compounds considered ap -. propriate for the Indian man,involves the outdoorrs and-brute . 'strength. In contrast, the woman's work indoors might have her in better-paying office jobs which threatenmale-female roles.,

. 4: Traditional religious beliefs.'Where theorndian's' historical and religious beliefs are still intact, non-Indian edudators nustrespeCt the local culture. .Indian religioug beliefs can permeate every aspect of'the woman's life.fromthe .clothes she'wears to the foods she eats,,to,the utensils she can use.,during hermenstruar,cycle, to the children's aleeping positions, to 'the 'cure of illnesSes and to\mourning pericds. for - the dead. In the classrooms, it can.translate into not dis- playing the'favorite wise-old-owl on the bulletin.boardsince, tany'tribes consideit the owl a symbol of death. Non-Indians must resist' considering such practices ,asserious superstitions. To the Indian, they are genuine beliefs 'and values andshould be scrupulously respected as such.

5. The importance of family or clan. -The family or clan. is crucial to the life of the traditional Indian. Plains Indians

often only selected atribal'chief as leader duringtimes 'of , war'. Otherwise, the respected clan elderS werethe'leaders of each Tatily. Such clan loyalties canel4ad tesubtle tribal politics which underlieanyinon-Indian organizationsupel'imposed On tlid tribe's management.'A non-Indian unaware of such subtle tribal.family clan politics can run athwart of the tribal dr- , ganization by unwittingly siding with the ,"wrong clan.

6. The same close-knit clan support system thatdetermines personal, loyalties onA.ssues, provides a built -in troubleshoot- ing system for clan members. There is'always somebody in the large extended family who can answer a givenqdestion or'solve. a.problet. Where schooling is not valued, this extensivesupport' system undercuts the need to,get'educated in basic non-Indian survival skills. There is no pressure to'goto school to lean.' .basic.skills since there is always someone.on the family who can help with most problems.° J

ti i7. The Indian'g oral tradition amply :documents be "White. Person's" injustice to the Indian. The situation is further come

pounded by widely-helot. gtereOtypes of the drunken, lazy \Indian. . A sensitive -- instructor must enhance. the.stUdents' self-eSteem through the confidence - building strategies so essential to:_' successful learning.-

Program Design Issues h External funding fromLnon-tribal sources often impoSes --priggrika designs and course offerings more appropriate to uran\ environments than to-tribal reservation. Proposal writers \ -should.taifor programs that arep relevant to their world and their' ictual needs, Though this often translates into basic literacy skills, it'also means training for jobs available in the _community.

In addition, program adjuStments for Indian women might include: ak 1. Planning classes for the early evening.' Some Indian men will "resent their-wives being away from home during late hours. Such absences are -viewed as marital rebelliousness or indifference to the needs of the husband and the children. Classes sched4led durin4 the day or after work hours will usually be the best,at- tendecL

2. Provision of child-care services at the school. for parents of young children. Absencerom the nest can be taken -' by some Indian men.9:8 meaning the wife is being derelict in her child- rearing responsibilities-Knowing the children are With her albeit in the next room, takes the edge off such complaints. Howeveri some Indian women point out that the complaint really masks the husband's resentment .of the wife seeking to bettdr

hergelf. .

3. Scheduling classes within.close proximity of homer Few Indian women would hazard the, sexual innuendoes and gossip generated by the long- distance travel alone away from the home at night. These same women will be more comfortable traveling to a iodation near their camper village and attending classes in small groups of women from their,family or clan. By attending with family members, each can corroborate the other's where- abouts or behavior while away from home, while providing mutual support for obtaining more education. In some.tribes travel alone by an-Indian woman in considered a disgrace.

4. --Offering_ courses which meet, immediate as. well as long-range needs of students. SoMe students regudre English -.language development and literacy. skills in, addition to, say,' studying-secretArial'subjects. Onthe rolling expanses of large reservations, automobile maintenance would be a,Valuable offering along with technical training, vocational, education couries4

5. Individualizing programs so that students -'with defi- cient basic skill are not put in the position of being "em-

3 11 barrassed" in front of their classmates and tribal Reers. ,- 6. Selecting staff members sensitive to the Indianwoman's cro-ss-cultural=needs. Indians'cite as successful those teachers who demonstrate low keyed, sincere concernfor their,pupils. ./. Some Other Considerations for theAdultEducators

..- 1. Avoid male/female exchanges (albeitinnocent) that. might be misinterpreted as sexual advances. .Casualflirting or even a male teacher's friendly armaround the shoulder of a mar-. ried -Indian woman,could get the student banishedfrom the adult education class, if community gossipdiAorts the gesture in the retelling of the indidentsto.the woman's husband.. Conversely, female instructors who 'are interpreted to be sexuallyaggressive -may have:sticky tangles to unravel. 2. Note the prevalent learning-styles of thestudents and their.interactive behaviors. A)- Learning.styles - In many tribes, the traditional -.styles of learning are through listeningand obser- ., vation and/or learning-by-doing. The Socratic In- quisitory Method popular with non-Indiansrequires 'students to discover knowledge-through responsesto a series of questions. This inquisitory-interactive- 4scovery method may '-not be a comfortableformat.for all Indian students. .The unfortunate referencesin the literature to the "Silent Indian"syndrome seems .to'bea result of a non-Indian misperception ofthe Indian tudent's learning style.' Activitiesthat' involve demonstration or discovery-by-doing orob- servationmight be more successful.

B) Turn-taking /Who speak's when or whoinitiates conversations may vary from culture to culture. Some Indian women may be reluctant. to con - versations particularly with male/nonIndian teachers. In i6ffie non - tribal lMale-s are,viewed With.-more hostility than non-tribal females. Amongcertain southeastern tribes nonInaian males mustlive with their Indian wives outside thereservation.

. - C) Eye contact - Most non -Indians expect eye contact in conversations. Steady eye contact can be interpreted as a sign of rudeness by soteIndians.' Part- t. iaularly in the presence of strangers, Indians may avoid 'eye contact, remain unusuallysilent, and observe ,the outsider's actionsbefore determining the visitor's acceptance into the commdhity. Genuine acceptance may only6come after monthsof observing and "testing" the newcomer.

W. Response time - In certaintribes, particularly when conversations,involvedecision-making, it is considered courteous to weigh the lastspeaker's words and to.prepare a thoughtfulresponse. Indians

.1. a are taught to respect the word,:Such extended silence before responding often disturbs non-Indians accustomed to a shorter reSponse-time in conversations. Invariably, the non-Indian jumps in to fill the silence with "filler" talk, e_senti-alIycutt-Lrig-off-L-the-T-ndien's-partdcipation in the discussion. Indians complain non-Indians talk too much.

E) .Voice volume and intonation - When speaking English some Indians will use a low_volume and a seemingly mono-

tonal intonational pattern. Adult instructors should . be wary of interpreting low voice volume,;or a monotone as Lack of, excitement or enthusiasm for the subject

matter.' ;

3. Capitalize on the 'Indian's traditionalNdevelopment of auditory-and-visual memory. Often lacking-written\language, Indians traditionally relied on auditory and visualmemory\for information critical-to their survival. Activities that take adVantage of these ,often highly-developed skills should enhance learning%

4.. Incorporate demonstrations and hands-on activities.'The. use of demonstrations, visuals, slide shows, and hands-on activities provides opportunities for informational reinforcement. Multiple senses and activities involved in learning, enhance the limited English-proficient student's opportunitibs for acquisition of the subject matter. T.

5. When appropriate, tap into.the cooperativeness characteris- tic ofIndian societies, Where Indians' in the 'community feel comfortable working as a group, plan such grOup activities in whichin- adequacies of individual basic skills will..not embarass any particu-. lar group member. The same cooperativeness trait.is.consistent with group decision-making, a feature. of some tribe's internal management. Querying, contracting, or conducting informal needs assessment will. give gtudents the needed feeling of participation in their learning.

. 6. Disciplining the student..Although it is unlikely that 4'. adult educators would become-shrill or shout at adult students, non-Indian teachers need to be aware that in.some tribes such behavior is interpreted as loss of personal:control.'Often children are disciplined with a reprimand delivered in a firth, emotionless'. monotone. Adults like to,use jokes to chide a transgressor about inappropriate behavior. In extreme cases, gossip is used for social

7. Determini1g appropriate dress. Women instructors run the worst risk, of violating local codes for appropriate dress by going. - braless, exposing bare shoulders,' or byi_wearing jeans or shorts in the wrong social- context. If in 'doubt, check with members of the community as to what clothing-is acceptable or-unacceptable in given environments. 8. Seeking informaton. If, in. answering a probing personal,question, an Indian answers "I don't know ", it may translate into:I do not want to tell you or I am notcharged by the community to tell, you.

9. Cnunselina. Some Indian cultures consider it bad luck to predict or anticipate too positively'events in the future. In counseling situations, this is reflectedin a reluctance to diScuss career goals and objectiVes. , Conclusion Finally, as cautioned earlier, it is unlikely thatall these observations apply to any Single'Indian woman. As in dividuals, each combines her own unique mix of traditionaland nor.- Indian values and behaviors. Adult educators can be most effective by being responsive to'the cross - culturallycomplex individual adult education student who is the American Indian woman.

14 .4 0, CONSIDERATIONS FOR EDUCATORS OF THE BLACK AMERICAN WOMAN

.ADULTEDUCATIONPROGRAMS

FRANCENA THOMAS

Introduction. 0 It is impossible to write about the education of the black woman in isolation from other facets of her existence. She is probably the most complex of women in that she is, in all of her manifes- tations, a never-ending set of contradictions. She is strong yet weak,-impregnable yet vulnerable, confident and insecure at the same time. Some see her as beautiful yet she herself fails to see-the beauty she possesses. If there is any one factor that defines this woman it is her willingness to move on to the next task. Her pragmatism in dealing with the cold realities of her existence is renown. Whoever would deal effectively and productively with the black woman must come with ability to transmit one thing; and that is their respect for this woman. Of all the adjectives used .to describe her,' and of all the magnificence she is said to possess, genuine respect for her personhood is the one attribute that has always eluded her grasp.

The poor black woman is unique even among --poor women of other cultures. Most poor women of other cultures, especially those who.. migrate to this nation at least bring with them their hopes,,,,clream`S and aspirations for a better life for themselvs.and their children..- The poor black woman who has lived in Ameri6il her life often feels that, for her, things are as good as theyare likely to get. - , - In terms of self-apprsici"iition the immigrant woman has grown up in a culture that defines beauty according to her own'IMage, i.e. slanted eyes, straight hair, whatever. In America the black woman has always suffered from negative comparisons. with white women in reference to beauty. While the black woman remained strong in other ways, she was made to feel physically unattractive both within and outside her culture. The Old Time Values Many of the women returning to school would have grown up during the late "40's and eirly'50's. Until the civil rights movement and the-advent_of_integration, black women grew up in very strict, religious, autocratic families. While most black mothers of the period worked, away from home, their word was law whether they.were physically

.present or not. Fewer black girls got pregnant and if one did, she . Was ostracized and isolated by the community. Howevek, the girl was,

expected to have the-baby; if.she was much too young to care for it ' either her mother or one of the church ,"sisters" took the child to raise as her own. Abortion was not then and still is not an accepted,

The author is grateful to the following women for their valuable criticas: Evalina Bestman and Jean. Brant. 15 manner for ending an unwanted pregnancy in the larger black community.

With integrationcame a new kind of freedom. Parents who had held the reins tight began to loosen them a bit.. After all, the world young black children now extended beyond their immediate neighbor- hcods. They were seeing things their parents never haw and adapting liehaviors such as talking back, cursing, staying diat(late, disobeying their parentsidirections and in general they were exercising all of the freedoms they thought white children enjoyed. Parents, not knowing what to expect from integration, were torn between the seeming ob- solescence of the old values and the new needs their children expressed. When they urged caution and restraint their offspring called them "Uncle Toms" and paid only lip service to the values and ideals the parents held dear. The New Realities Today many black women who seek adult education experiences are' so young (15-2p), that one would-expect them to still be in high school. The "babies-c4aying-babies" syndrome is epidemic. Sixty percent of all black chil,dren born today are born to unwed mothers and it seems to be rising atan alarming rate. In the old days when someone in the community would have reared. 'an out-of-wedlock child, young mother could have putsued her education unfettered by the m realities of motherhood. Today the girl is obliged to raise her ow;., child or children with little help from anybody else. The child born to this child is at a distinctodisadvan-- tage socially, economically and educationally. _What can a 'child teach a child about the world? As the adult educator begins the task of teaching black American women, his/her personal motives must be examined. Some questions they should put to themselves are:

1) Do I feel superior to these women? If so, why? What qual- ities do I possess that would remain the same were I to find myself in the same circumstances as these women?

2) Do I know anything about these women? Their history as a people? What books have I read about blacks in general and black women in particular? Suggested books:

a) Tomorrow's Tomorrow - Joyce Lathier b) Hearts & Minds - Harry Ashmore c) Equality - William Ryan d) Beautiful Also Are the Souls of- My- Black Sisters -- Jeanne Noble .e) Black Women in America`- Anthology 3), Do I believe the myths and sterotypes I have heard about these women?, How would I answer a co-worker who repeated any .of the sterotypes-listed2

8. a) "Black women are promiscuous and sometimes they have- 3 and 4 children all with different daddies.

b) " All black women do is lay up and.get babies so they can increase their welfare check."

c) "If black women really wanted to work, they could find a lob."

d). "Everybody knows that bladk women could find someone to take care of their _children if they knew how to plan."

4) Do I respect women?Am I doing well to be noticed or am I doing it just for a c1ieck, or am I doing it because I care about all women?

5) Do I have the patience required to teach those who may not learn as fast as I want them to, or think they should ?. o 6) Do I have the ability to inspire those who are hesitant to try their wings, yet who definitely have the capacity to. fly?

7) If the women I teach evaluated me after the fist month how would they rate me? fair?, firm?, empathetic?, competent ?, inspiring?, arrogant?, distant?, cold?, vindictive?, ruthles etc.

8) Do I make a sufficient effort to relate to women, especially those in crisis?

9) Do I recognize the fact that the values poor women hold may be vastly different from the values middle class women-hold?, about money?, about education?, about children?, about- men?, about Welfare? After the adult educator has taken the time to self-assess her readiness to teach black women she is ready to begin.

'Making It Happen

In The Classroom:

1) Scheduling: The first thing to consider`, in getting black- students to class on a ciptinuing basis is the degree to which they see their attendance as voluntary or mandatory. - Most black women who are poorneed to have classes offered in the early afternoon. - Some black women who-seek additionaleducation do so at their own peril, for some men in their lives may see the educational experience as a threat to their power as "head of the household." 2) Be sure to provide some form of child care while the woman is in class.

3) If the adult educator is white or even a Very fair-skinned black, he/she-should be prepared to receive some measure of hostility. This is due to the long history of racism in our country. In addition,there was a time in the black community when the dark-skinned black woman had to try harder than the fair-skinned black woman.

4) Many black women, who are poor, have such aIOW opinion of themselves and their own beauty that they often come off sullen, haughty, and cynical. If you meet Hostility, cyni- cism and disrespect, do not back down from your position, if it doeth not depersonalize the woman and is a reasonable re- quest or requirement. Do not personalize the initial rejec- tion either. You are not the true, target of their anger.

5) It is better to be silent, than insincere, for black women especially poor black women, seem,to have a'sixth Sense that allows them to recognize A phoney.individual immediately.

6) Be patient. Do not embarrass any membe f he class regardless Of-the provocation; after all you 4e still a role model and they will take "coping" cues from you whether youknow it or not.

7) Make the classroom a.stimulating place to learn with lots of books and magazines. Instead of giving reading \I ssignments- profiles in . from dull "should-be7read-novels",' have them rea Ebony Magazine and fiction in Essence.Also have copies,of Ms. Magazine, Working Women and New Women magazineS.

8) Teach them during the first week relevant elements of time management; be sure to emphasize the' importance of pre-planning and organizing activities like taking the baby to the clinic. and using the waiting time wisely, and determining what they are going to serve for dinner on the days they are in school.

. . . . 9) Make learning-fun and practical. and non-threatening', For example, if a student does not knoW the alphabet:or how to spell, have him/her make aset of letters cut from sandpaper and backed with felt. Have them understand theyare making the letters for their baby or their older children. c 10). At the end of each class period. leave some,"air" time, that is; let them discuss in small groups.the obstacles they en-. countered getting to class or completing an assignment and 1Pt them_aas_ist each other. 'Help theM gain confidence in speaking tout loud in,croups. . 11) Compliment them on each accomplishment. Let them know you depend on their being. there. Their smiles might give you support; their contributionS may be important tothe class;

10 . 18 whatever, find something that each person brings that is important. Urge them to overcome adversity. In other words "take a lemon and make lemonade."

12) Remember you are still a role model, so dress neatly and be clean, but let the model you portray be within their reach. The way you come.to class "speaks so loudly they will not be interested in what:you say"- Dress as though they are people you respect.

13) Don't be afraid to invite guest speakers in - especially black women andblack men. Provide lectures to the degree possible on child care, emotional security, study habits, home"managemeht, human relations, etc,.

14) If they do-nct object,' proVide each Member of the class with each other's phone number; this permits thbm-to. interact with each other away ,from class as well as use.each other-as human resources. OTHER CONSIDERATIONS WHEN- .TEACHING BLACK WOMEN IN ADULT EDUCATION PROGRAMS ---- GLORIA ANDERSON Introduction

Teaching adult women of-'-different cultures is a major challenge -in oue American Education society. Thomas Jefferson once said that, "a democratic society cannot- function properly unless all of its peoples are educated." ,Recogniting and accepting this challenge has been difficult for most adult education planners and developers. Many adult education teachers do not have',the training, knowledge and skills to work effeCtively. with black women.'There is. a realneed for training (pre-service or in-service) in this area. Adult education teachers need to become aware of the available resources that can be used to understand the needs of black fethales. 'Black women return to sthooltecauSe they'see a'need to improve themselves, their family and gain new skills on their jobs. Many enroll because they want to'becomes better parents, learn to readend write their names, or. just to become part of a social 4roup. It is very important for an'adult education teacher to get to know the stu- 'dents. The greater. the understanding of the black' woman, the easier it is'for her to open up and receive help. -Adult black women are people whose lives are overflowing with all-kind-of,problems from daily commitments,. obligations, ,burdens, frtstrations,---success, tragedy,,embarrassment, pride, hate, love, and boredom. Their.eiperiences with childhood; parentingi'marriage, working, schooling and' community living all_combine to make them unique human beings.._A good adult educator will turn these experiences into something very positive mainly concenl-rating.on the uniqueness of each student, thus helping to enrich the learning- experience and the learning process. This information is provided to assist adult educators in understanding the needs of-adult black women in adult education programs.. Included here are practical and realistic approaches to improving, understanding add guiding the learning process of adult.black women. Adult educators and.researchers have listed the following points to remember when teaching adult black women: (1) Adult educators must project positive expectations of adult black women. (2) The adult curriculum many times assume that all adult students come from a middle-class background of experiences. This is not accurate. (3) --The-adult_curriculum_must be changed to fit, the needs Of the black woman's beckground. (4) 'Many adult black women come to class with low-self-esteem and poor self-concept. (5) Many.adult black women speak non-standard English. (6) The black self-concept is damaged by the status of blacks in the American society and the value judgement our society

The author is grateful to the followingwomen for their valuable criticisms: Yvonne R. Bell and Thomasina B. Keith. places on the color'llblack." (7) Adult black females need to be treated with respect. In.plannirig education programs for loWincome adult black women, the following considerations should be considered: '(1) Consult with members of the black community. (2) Adulblack_ women are in need .of raising their self-esteem. Any-setbacks or defeats will bring on a negative attitude to,cover-up fear of failure'. Therefore, the attitude of the teacher should be positive and encouraging. (3) Select materials that are relevant to the lives of black women, (4) Materials used in the class should include articles and pictures of black women to portray cross- cultural experiences, thus 6 providing an' atmosphere relevant to the learner's heritage.

. (5), Many brown - skinned and black,Skinned. women have' difficulty modeling behaviors of white women: To overcome this feeling, it-is, suggested that periodicals, films, books, and other materials por- traying black women beUsed. (6) The contributions of other blacks should be 'considered-an integral part of our system and the learning process, and should not be treated as informationonly'related to blackS. (7) Adult blaCk women may tend to be passive in the classroom presided over by someone they consider an aUthority figure. An adult educator should encourage participation in the learning, activities, thus aidingoin developing' initiative.

ix HAITIAN WOMEN Marie-Jocelyne Levy

For almost every black male, for almost every immigrant, for - almoSt every worker, black; white, or other, ,there is a woman op-. preseed. This is especially true for most Haitian women in the U.S.A. mho are constantly fighting the. battle.f6r survival and human pride. 4 This text is an attempt to present theHaitian woman from her plight in Haiti to her arrival and adjustment in the United States: What are the facts' one needs to knoW,about Haitian women in their home land and here in the states? What are the cultural difference's one needs to be aware of when dealing With this new group of immigrants? The last part of the text will also suggest some practical hints in teaching Haitian women.

OVERVIEW

ECONOMIC CONSIDERATIONS The Republic of Haiti, which.shares with the Dominican Repub- lic the second largest island in the'Carribean, has, an estimated population of nearly 6 million inhabitants. Women constitute slight- ly more than:half of this population. Eighty percent of ,the women .live in rural area's with agriculture being.the first leading sector of as weak economy. ,Many of those women are fighting the battle for life, participating in the production of small' crops'with.obso- lete ,agricultural techniques. However, the most important role, women play in the economy of. the country is at the market place. More than half of all domestic trade transactions.are conducted by women. The woman peasant, after having worked in the fields with her husband or companion, leaves for the market plade with all thecrops to be sold. On her-way back home, she buys for her family or for her small village the goods that are not readily available in the countryside.

A small but growing percentage'of women work in industry, the second leading Sector of., the Haitian. economy. Many women are laborers in assembly factories which require substantial hand labor. With Haiti being the world's largest eXporter.of baseballs, the. popular place of employment for women iswithkn.the base- ball manufacturing industry.-The women also work in theproduction .of such items as brassieres, electrical parts, handbags, hair Piec- es*, beaded articles, ornaments and toys. All.. of these products require the use of some traditional "feminine" skills. Industry is still in the developmental,stages in. Haiti, however,'and many women are unemployed. SOCIAL CONSIDERATIONS

It has often been said that Haiti is a country.of bewildering contrasts. Therefore, one can expect to observe substantial difference in the-life style of women "mon" (from the mountains) and the women living in the cities, epecially those,from the upper and the upper-middle class category. Differences range from small

things'such as dress styles to working and housing conditions. . For instance, the traditional use of the .scarf among most .Haitian women is considered despicable by upper Class women. The real'issue is the difference in the economic status. Peasant women from low and middle peasantry can barely survive with an average income of 52()() per year whileupper -class women live in luxurious villas.

POLITICS AND THE' LAW

Haitian women of all socio-economic categories do riot play an active role in politics. They are second class citizens and even with the recent reform ameliorating the status.. of women, Hai- tian women still do not have the same rights as men. In fadt, in- the old Haitian legal system based on the French.Napoleonic one can find statements such as "All married women become minors". and of course, they needed their-husband's authorization to travel and conduct'business. Since December'of 1982, women nolongerneed this authorization but in practice, discriMination against women still persists. A very small number :of women are representatives (deputes) of their municipalities and there is one woman judge. Participating in politics and the making of lawsrequire certain educational level that the majority of women do -not have. Illiteracy is higher among women farmers than any other group in the country. A few years ago, it was still the custom. of many rural families to facilitate.the education of boys and neglect.. the education of girls. In some cities.and villages, the education of many young girls is limited to the basics (reading and _math) and to some sewing and embroidery lessons. However, in cities like Port -au- Prince, the capital, women tend to attAin higher education. A larger number of girls attends secondary schools now, than in the past, but the number is still inferior to male students.

RELIGION

While the participation of Haitian girls and women in schools is limited, their involvement in religious'activities is encouraged.

In the Carribean islands, the dominant religion has always been . the one brought by the colonizers,- Protestantism in the English and Netherland'islands and Catholicism in the French and Spanish ones. Thus,':the official religion of Haiti is Catholicism, although a growing number of women are entering the protestant Churches. These two religions have left acertain.emptiness\among the people of Haiti( however,.and an affinity for'their.African heritage is. evident. Therefore, from slavery timeuntil now, ;there is a persis- tence of African beliefs and religious customs, currently called Voodoo. 23 Voodoo is the time religion of most Haitian people although it is designated .6y.member of" the upper classes. God is the ulti-. mate power in this religion but he delegates his authority to the "loua" African deitiesrwhich are immune to the desires_and problems of the people. The voodoo participant can become "possessed " .by the.loUa who in'turn influences and controls his/her behavior and language.. The priests and priestesses of voodoo called "ougan". .and "manbo" act as pfficiants in Voodoo ceremonies. They also cure people. Voodoo strongly influences the peasant life and members of other socio-economic groups.

LANGUAGE

Although French is the official language of Haiti, it is only spoken by.7% of the population with the rest of the Haitians being monolingual speakers of Creole.

.Haitian Creole is a distinct Indo-European language whiCh was probably developed in the early years of colonization. Its sound system and its lexicon are quite different from French al- 'though many Cleole words come from very old French. The Creole syntax is 'completely different from French and more closely resem- bles-some African languages.

Although Creole is spoken by one hundred percent of the papule-- tion,.French is still the official and prestigious.language: The small bilingual elite has systematically used the language difference to maintain a barrier between the masses and the upper classes. However, in the last twenty years, Creole has gained some social recognition and Creole advocates are hoping that in years to come, it will be used.in .the_schools.

Most Haitian children, regardless of ,their class status, play' in Creole and feel more comfortable in speaking Creole. However, since French is a language of prestige, middle class Haitian women and even some members of the lower class constantly encourage their children to speak French. The school system, being accord with these preferences, delivers instruction in French and thus creates frustration and ambivalence among children.'

HAITIAN WOMEN IN THE U.S.

It is in the context of these cultural contrasts that we will be able to understand the life and dilemmas of the :Haitian women. living in the United'States. Many of the probleMs will vary depending on the socio-economic status of the individual woman inHaiti. The educated woman fromthebdurgeoisie or. high middle class, who might take some ,English"claSses while she is living in the U.S,.., .does not usually.face.many severe adjustment problems. However, many-middle class women have experienced considetable trauma associated with a status,change;,i.e., no more big houses with numerous servants, no more middleclass status. In fact, it took.years'for many.Haitian women .to..accept the reality of being an immigrant

16 anoPa minority who also does not speak the official or popular language. At the beginning, they had to accept low-paying jobs. as housekeepers, babysitters and the like. Because of this situ- tion, it has been said that these women are more likely to'be fanat- attached to the French language and to the Haitian class stratification. It 2,also true that regardless of prejudices among members of the Haitian community, many of these women will waste precious years of their lives, waiting fora U.S. recertification as a nurse or a teacher.4undreda of qualified women are working at low salary jobs precisely.bcause they do,not have a command of the English language and alsobecause of their immigration status. .HOwever, for many unemployed women who could barely survive in Haiti, the fact of coming here and even getting a.low.paying .job constitutes a financial improvement. From that meager salary, they will send some money tothe children .left behind. They will rent a small place that they will share with some relatives or friends. But, unfortunately many of these women face serious problems such as 'high unemployment, low educatiop,'and high birth rates.

THE REAL PICTURE

Although there are' more Haitian men than women living in. the United States, women usually encounter,more problems than men. In general, unemployment among-Haitians is'.as high' as 60% and most household heads earn lesothan $10,500 annually.

In a survey` conducted in Miami by the. Behavioral Sciences Research Institute (B.S.R.'I.) in September and October 19.82, it was found that Haitian unemployment is eight times higher than' tle.county wide average and about two times higher than unemployment in the blackcommUnity. It is estimated that 50% of. the Haitian population is unemplOyed and nesgly arrived refugees face even more severe problems than the first. Haitians confronted ten or fifteen .years ago.

FAMILY 'ORGANIZATION The Haitian population is believed to have a great capacity of reproduCtions,and growth. The typical household is occupied by an average of four children and two acltAa. Many women live under the system of "plase," a type of comm aw mai-triage. In any Case, it is the woman who is; the head.ot.the household. ,According to the colonial traditioria,' males were not. accountable. for the women ..they .were Marriedto orthe children they fathered since their life was regulated solely by the master. Following these. traditions, one can expect a large number-of.natural (illegitimate children. While the father'is away or living with. another wife, the stable family structure will 'consist. of the mother, her children.and other. relatiVes: In the survey mentioned earlier, one in three women in "Little Haiti" (Miami) was pregnant dt had given birth in the'past year.' One can look for several explanations for this such as lack of, information, irresponsibility of the male,'poverty, religious beliefs and customs. In fact, many Haitian people think Cif children in ter of gifts of God.'. There is. also the realitl-that most of these parents expect to get Some help, from theit children in the future, at retirement 'age or much. earlier. There is no Haitian retirement system for the majority of the people'and the children, can be their only "investment." The relocation in the'United States might have affected these beliefs especially in the early stages of migration.

SEX RQLES In Haiti and abroad, the women usually carry the responsibility of-bringing up childien and, in many cases, are the sole breadwin- ners. Therefore, they are constantly in the middle of the struggle for the survival, of their jobs and their family's welfare,. However!' men may play a dominant role (when they are present) in giving, the final word for important family decisions such, as sending the children to the U.S. or sending them back'to Haiti.

EDUCATIONAL AND LANGUAGE BARRIERS In the early stages of Haitian immigration to the United States, a-largenumber of the' immigrantS were edUcated.-They were lawyerS,teachers,, nurses and secretaries. In the last ten year,. with the influx of refugees.and with the chronic impoverishment- of their country, masses of Haitians.left the country. Many of the recent refugees comefrom poor urban areas or from the working, class. They hav,e left home as illiterates orsemi - illiterates'. Some of them.come without'eXperiencing any transitional periods. They move from^poor villages to Americln's largest cities . with the "transition" being.a stay in Port-au-Prince or in another.- large .city.

Job training and educational programs fOr Haitians areArery heeded.-However,,it is encouraging to know that about, 60% of the Haitians have enrolled in school here and ,are trying hard to.Main- tain a good standing within their programs. The reduction of the language barrier is therefore a very crucial problem.

CLASSROOM SITUATION

,J -. . School. is a very highly regarded by Haitians.. , A claSsroom is usually perceived as. a well-disciplined place where students work individually, usually at their desks. Some students .will show respect for a'. teacher by standing up while he/she enters the class and remain' silent until permission is given to talk.

18 Once the teacher understands the cultural causes of shyness and what might be interpreted as paisiVity, he/she will be able to ge,4-aresponse fromthe student. One positive aspect of thesebehavioral customs is that Haitian students tend'to take.their school work very seriously.

INSTRUCTIONAL METHODS

Haitian schools:tend.to be more dogmatic than American schools. In most 'cases:homework is required

and scrutinous evaluation is expected. Many Haitian- , students, children as well'as adults, are 'plE'rased .Whentheir notebooks are individually, reviewed and edited by the instructor. Personal encouragement from, the teacher is, highly recommended. as

Most Haitian students are riot used to conducting research projects.and finding-,information on their .own. The teachers usually bring the'data to the class and the'students learn the traditional way with heavy rote -memoriz'ati'on. INSTRUCTIONAL MATERIALS AND SCHOOL SUPPLIES

For most schools, instructional material's are usually limited to books. Blackboards, benches, desks and chairs are the basic supplies provided by the principal. Haitian women, especially the older ones who left sChool a long time ago, will need to get used to modern audio-visual materialg.iTeachers_might need to help students understand that learning takes

place in different ways. f"

EVALUATION TECHNIQUES Tests in Haiti are very important. A diploma or a certificate is usually given afteryears of Very hard study-. Haitian students, although very pleased with any form of gertificate of achievement, tend to'think- of American schools as being very easy. Many Haitian students, however, miserably fail American tests because they are not accustomed to these kinds of evaluation. In secondary or vocational schools, or in any given school program, students are expected to express themselves with complete sen- tences, in small,,weli organized paragraphs. In the upper grades, sophisticated essays are expected.

Sortie Haitian women might feel threatened by test situations given the fact that' school tests in Haiti are traumati.for many students. The astute.teacher should properly assess the cause of failure of any of his/her students. The reason may be as simple as confusion over bubbling in a test answer sheet which is-foreign to most Haitian students. On the other hand, the reason may be fairly more complex such as a cultural bias in the test, 0.g. presenting situations unfamiliar to Haitian women.

,SPECIAL HINTS FOR TEACHERS Teachers of Haitian women are expected to: Show respect for the Haitian woman's own cultural constraints on behavior. Most Haitian women do not wear pants.' Some of them might wear a scarf. They shOuld not be criticized for doing so.

'- 'Demonstrate knowledge of and sensitivity to Haitian culture.

- Show ,a positive attitude toward Haitian Cre- ole. - Recognize potential biases of many of the text books toward women in general and black Haitian women in particular. ,- Be willing to obtain relevant cultural information from the adult learners.

- Recognize that many tests used'in the educational programs are not suitable for newly arrived Haitian women refugees since they are culturally biased.

- Be able to modify existing curridulum material to meet the needs of Haitian women. - Undernd basic similarities and differences betwe English, Creole and French. While. one can find some similarities between the sound slmtems and the leXicOn of French and Creole, there exists some wide differences between the syntax of the two languages. Teachers should also understand that no language, French, English, or Creole, is better than any other. language. - Interpret correctly the role of silence and decorum in the Haitian culture, so.as not to label such student attitudes as passive or uncoopercitive. - Be able to encourage Haitian women to parti- cipate fully but gradually in all classroom activities. - Show willingness to utilize Haitian culture and folklore in school activities and. festiv- ities by learning about their holidays and :customs of the people of'Haiti. - Show sensitivity toward specific cultural values such as greetings and proper name calling. (Combined first names like Pierre- Jean or Marie-Rose are very common.) SOCIAL FACTORS THAT MUST BE CONSIDERED IN PLANNING ADULT EDUCATION PROGRAMS FOR HISPANIC WOMEN ANGELA M. RODRIGUEZ

Intrciduction

Puerto Rican, Mexican American, Cuban American, Dominican, . Nicarguan, Salvadorean. and Colombian women, together with their Sisters from other Central and South American countries. and Spain who reside in the United States, are classified by this country's ..general population as Hispanic. The label for this single class- ification may vary,e.g., Hispanic, Latina, Spanish-speaking female, Spanish'rsurnamed'female, but the reality remains the same.. The general population of the United SfateS and everything that it Stands for, including its policies and legislation, for the most: part still'relates to the Hispanic woman and her male counterpart in a culturally and ethnically monolithic fashion. As such, little effort is made to identify the common traits and ,characteristics'that are Shardd by-Hispanics and the ,oftentimes subtle differences.that make each group especially unique. The lack of awareness and sensitivity to.these differences usually results in a very limited understanding of the needs, issues, and concerns_ of different Hispanic women. The purpose of the discus7. zion that follows,'therefore, is to familiarize'planners and im- plementers\of adult education programs for: Hispanic women with the realities of these commonalitieS and differences, and the implications which these have for the development of effective adult education effort's.

Social Factors. that Influence Commonalities and/or Differences for Hispanic Women

Hispa lc\. women, as well as women of all other ethnic, and.: cultural ba kgrouhds, need adult education programs that are

useful and t elevAt. For this tc, be possible,. these programs must alSo b- accessible and culturally sensitive for the particular ethn c.groups! needs and conditions. Cultural sensitivity' reqUires an adequate understanding and acceptance of how a number of factors. ntetact with each other, and.are reflected.in'the values andeha'viOrs'of different HispaniC women. It is when one studies the -e factors in relation to the'different Hispanic groups that certai commonalities and differences .emerge. Thus, -it is critical that adult education program planners be aware.ofthp'mos significant issues regarding'how each of theSe factorsinfI ence the different Hispanic-groups,-in order that, they can incorpor to these in. their educational program objectives and. activities, hereby making these genuinely Useful,,relevant and accessible eperiences,for different Hispanic women.

I The aut or is grateful to the following women for their valuable critic sms: blga Garay-Ahern, Zuzel Fuentes, Beatriz Luciano Machado and adeleine Rodriguez..

22 . f) . age

. language mastery

. social role of.:the woman

. racial and ethnic identification

. historical-and religious background

. socio-economic class

. educational level number of generations of residence in the United States and reasons'for.arrival

. . political considerations

Age The age of Hispanic women is a factor that affects their values and behaviors 'differently. For instance, the-adult education needs of a recently arrived 62 year old Puerto Rican

woman are not the same as those of her 20 year old daughter, . although they may be similar to:those of her Cuban and Dominican middle-aged and older counterparts. For the 62'year old His- panic woman (regardless of her'specific ethnic identification) the critical issues are generally centered on how to acquire the necessary skills for engaging in basic survival transactions, e.g., how to purchase groceries for the family, how to obtain help in time Of an'emergency, where to go for transportation. This need for.-acquisition of basic survival skills, bowever, is further complicated by the need to-effectively attend to.the psychological and emotional stress produced by the feelings of uprootedness, isolation, role and cultural identity confusion which Hispanic women in- this age group commonly confront. Whereas these same needs'probably also hold true for her 20 year old daughter, the latter is in a position, by virtue of .her age, to address and possibly initiate steps'toward long- range vocational involvement and/or career preparation. As such, participation in adult education activities should note only provide her with the opportunity to fulfill the immediate needs which she probably shares with her mother, but also to address long-term educational and/or vocational objectives. Language Mastery Mastery of both the English and Spanish language is related to a variety of other factors that influence Hispanic women. There are, however, several critical issues regarding language

mastery whichadult education planners must consider. These are that Spanish, as spoken'by the different Hispanic groups, is not always the same, as it variesin vocabulary,. idiomatic ex- preSsions,-and intonation. Secondly, not all Hispanic groups have the same level,of mastery 'of Spanish and/or English yet -these are often correlated, with each other across language. Thus, the recently-arrived "Mariel" Cuban female, who in her country lived in a poor, rural area that lacked educational facilities, may, as a result, only speak Spanish, and not read or write it. The likelihood of her experiencing severe difficulty in learning English is greater than in the case of an upper-class, educated Nicaraguan woman, who not only speaks Spanish, but also reads, writes, and is thoroughly proficient in its grammar. The level of Spanish language mastery does not only have critical implications for different Hispanic individual's acquisition of language skills, but, perhaps more importantly, in- fluencesthe development of individual and group self-perceptions and identification as the different groups adapt to life in the United. States. There are some Hispania women, for instance, who still strongly adhere to the practice of. communicating in Spanish, and who only understand English, but .do not speak it, i.e., first generation Cubans, and Colombians. Others can only speak English; and some of-them totally reject the Spanish, i.e., second generation Mexican American and Puerto Rican. For the most part, however, the majority of Hispanic women seek to be bilingual, especially in speech.

Social Role of Women

The role of the Hispanic woman,. both in relation to the family, and society in general, .changes and* is directly influenced by other factors such as age, socio- economic status, level of education and generations of residence in the United States. This role.may be represented by.a wide spectrum of behaviors that range from those demonstrated by the submissive, home-bound wife and mother of numerous children, to those of the unmarried "liberated", employed. professional or business 'executive. The social role that each Hispanic woman identifies-for herself, therefore, must alwayS be assessed and acknowledged:by adult education.plannexi, in Order that they avoid embarrassing and/or offending their particular target population. Ethnic and Racial Identification The area of ethnic and racial identificationvis one in which there exists much diversity among the different Hispanic groups. Racially, Hispanics constitute a complex mix, which reflects extensive intermarriage between Caucasians of Spanish descent and the Indians who originally populated`the Caribbean, Central and South America,_ as well as the. African Blacks who were imported as slaves to those areas by the Spaniards. Thus, height, weight, skin color and tone, hair, facial and other body features vary extensively. These differences are also often reflected in the individual groups' adherence to certain values, customs and/or traditions,particularly in relation to their interpretation of historical events, their religious identification and practices , and their socio-political preferences. A critical element for 'adult educators to remember, however, is that most Hispanics (with very few exceptions) primarily identify themselves,along ethnic rather than racial lines. In other words, a Black Cuban femle or an Indian woman from El Salvador, labels herself as "Cubana" or "Salvadorene. As such, her self definition'does not include a"racial component. Historical and Religious Background

As was mentioned earlier, Hispanics vary in the interpretation of their history depending ontheir country of origin. These differences are also reflected in the- importance assigned to the role. of Colonial Spanish involvement in the different countries' indigenous activities. It is not surprising to realize, therefore, that while Hispanics from some countries,/i.e., Cuba and Puerto Rico, have historically associated with Spanish traditionS and customs, others, such as those from Peru and Mexico, have demonstrated'a greater tendency to reject these. Religious affiliation and influence also varies. However, the majority of Hispanics. are practicing Christians and predom- inantly Roman Catholic in affiliation. "Santeria", "espiritismo", and varying forms of "curanderismou. and other. Indian belief systems are systematically practiced by Cubans, and Puerto Ricans and Mexican Americans. This phenomenon, of course, must also be taken.into consideration when interacting with and planning educational efforts for these different groups. Socio-Economic Class This social factor is another critical diffezential among the different Hispanic groups, 'and even within them, although the majority of Hispanics still tend to occupy the lowest rungs in this country's, socio-economic ladder. Hispanic women, for ,the most part, still occupy the role of homemakers, unskilled factory-workers, and domestics. In the last 'decade, some changes have begun to become visible, 'as more Hispanic women seek an education and proceed to obtain higher level occupations and professions. 'Where they are in the socio-economic configuration of their particular group, however, influences a variety of other aspects of their daily lives. Education Level A major factor which adult educators must incorporate in their _plannin4tOr_prOdraiT6-Carqeted-a--E Hispanic women is -this ;group' different levels of education. Asirithedase .of socio-economic class, education'level varies depending on the Hispanic group in question, and is usually affected by the latter, as well as the age of the individuals in question. For the most part, however, Hispanic women's level of education is limited to high school or less, with only a small minority of"them enjoying opportunities to access higher education. It is important, therefore, for adult educators to incorporate in,their programs activities and tasks that will motivate and support Hispanic women to continue seeking opportunities for learning in areas that will promote vocational and personal growth. Number of Generations of Residence and Reasons for Arrival The number of generations of residence in the United States is a factor which critically interacts with many of the other ones previously discussed. It is usually this factor which most- significantly influences the level of education, mastery of the 33 Spanish and English languages, and socio-economic class of His- panics. This factor also plays an important role in the .self- identification of the different 'Hispanic women. Thus, second and third .generation Hispanic women, i.e., Mexican American and Puerto Rican females, usually'are fully fluent in English,-usu7 ally speak little Spanish, and maybe are more acculturated to the Anglo practices.. On the other hand, Hispanic women who have been here for only one generation, maytendto speak more Spanish than English, and adhere stronglyto.their Hispanic customs and values.

This phenomenon is'also closely related to the reasons for 'rival in the United States. Hispanics who come to the United -.,ates to seek better economic conditions, generally adapt to Its customs and practices more thoroughly and rapidly than those who come for political reasons. The prime example of this some of the older Cubans who still do not see, the United States as a permanent place of residence, and yearn for the time.when they will be able to return to their homeland. The same is, true of many of the other recently arrived political exiles such as the Nicaraguans and Salvadoreans. At any rate, the different,. oftentimes opposing views regarding their presence and permanence in the United States is a factor often reflected in Hispanic women's level of interest in and involvement with adult education programs.

Political Considerations As was stated in the introduction to this paper, it is important to note that there are "oftentimes subtle differences that.make each group (of Hispanic women) especially unique.". For the adult education program to.be useful and relevant it is imperative, that the educators be,aware that nowhere else are these differences so evident as in matters of political ideology.

For instance, the early1 Cuban refugees came to this country as political exiles; for the most part this group has extremely strong anti-communist sentiments. On the other hand, Mexican women often come to this country.primarily.for economic opportunities not found in their homeland. They have varying degrees, of sympathy or antipathy to this nation'S political system. The scenario is even more complicated due to the ever- changing political-climate in Central and South America. It is beyond the scope of this paper to paint an,accurate pictUre of each nationality's socio-pblitical make-up, but it is extremely important that.the adult educator be made cognizant ofthese differences and then learn more about the political characteristics of specific nationalities in the classroom. -Although in many Hispanic cultures the role of women in politics is decidedly in the background (or non-existent), it is not a generalization one can make. There are .many women= highly active in the farmworker movement as well as in other political struggles. It is therefore recommended that the adult educator be careful when introducing materials or dis cussion themes which might have different political implications

26 to different-class members. This is not,,to say that_the_adult _ educator should never hold discussions which are politicallyN, releVant to class members. Instead, the educatOr must have anN already established feeling of trust and respect with the group;-., must be sensitive to class dynamics; and then evaluate the en- suing dialogue and/learning experience before introducing other politically significant materials. Conclusion This brief summary of-some of the major issues and social factors that affect the different Hispanic groups serves to highlight the need for adult educators.to' incorporate in their programs the commonalities shard by Hispanic women, as well as effectively reflect'their diversity.As such, there is no.one'model or approach to:the delivery of successful adult educatl.on to His- panic women: Instead, it4is critically important that adult educators. demonstrate-the.flexibility and creativity in incorporating in the design of their programs,-aMultiplicity. of .Characteristics and/or

elements that will address the different needs of Hispanic wo- . men in the-United States, and Florida in particular. For this to occur, however, adult educators will need to risk learning' from Hispanic women themselves wliat it is that will benefit them

most. - i

Thus, they must be willing toconduct effective needsas 'surveys prior'to designing their programs, and to enlist in this process the assistance. of capable Hispanic females yho:will. provide input, guidance, support and direction to these efforts on an !ongoing permanent basis. They must be ready.t6 kisk bringing into their ranks Hispanic women' who, on .an equal basis; will contribute their knowledge and expertise in a manner that make8 it possiblefor the programs to be conducted, monitored, evaluated and modified by those who most sensitively 'understand the issues and concerns at hand. Only when this 'occurs will ddult.educatdrs be in a position to plan and implement adult education 'programs that will be genuinely useful, relevant and accessible toHispaniC women of all'groups.

1 INDOCHINESE WOMEN JUDY LANGELIER.

Introduction By understanding the cultural backgrounds of.Indochinese refugee women, an adult educator is better able to design and imple- 'ment curriculum to,fit the educational needs of these learners. In

. the paSt, what may have beep perceived as a baffling experience in assisting these learners in the classroom can now become an enrich-. ing, rewarding experience due to cultural awareness. The term "indochinese refugee" includes those people fleeing Vietman, Laos, and Cambodia since 1975. Sixteen.different languages are included in this seemingly homogeneous group.. Thus, this group is composed of ethnically and linguistically diverse peoplee, .which. \share many cultural values. Therefore, some generalizations can be made about them as a group (for furtherYinformation,on ethnic diversity 'see Centex for Applied Linguistics 1981 The Peoples and Cultures of Cambodia, Laos and Vietnam). The. IndOchinese refugee population in this country is substantial, yet, very little information is available on the education needs. of these women. In Florida in particular, the public is generally not .aware of the Indochinese population. Hence, a local newscaster has called them "the forgotten refugees." Indochinese refUgee women arrive in this cOuntrymih-a wide. ariety of edUcatiOnal backgrounds. Although education is regarded

. as important in their countries, the educational opportunities open to women varies considerably. Some of the women. have never gone to school, while others have completed high school and even college. Generally. speaking, those, living in the city are more likely to have attended.school,than thosa.living.in.the'countryside. 'The younger t he.woMan the more likely she is to, have gone to school,and for a

longer period of time. . Since\the 1960's, there have been more educa- tionalAappOrtunities open to. women through the emergence of public schools. However, it must be kept in mind that the educational system in CaMbodia was eradicated and many of the educated, people were killed in the 1970's. Also, political turmoil...in Laos and Vietnam ":as interrupted schooling to varying extents since 1975.

The various educational backgrounds that these =women bring to this country will give rise to .a variety\of educational needs and expectations. Many women are non-literater semi-literate in their first language.. The Laotian, Cambodian and are often not familiar with the Roman alphabet.Many women have had little experience with the acquisition of a second language.'Most have been out of school for many years and are not used to\sitting and concen- trating on school work for considerable periods Of time. One

The author' is grateful to the following women for their valuable criticisms: Thuy Unzicker, My Hop Donq and-EstelitaF\ Reny:' 28 can therefore expect learning to take place very slowly at'first, with the pace .increasing over time. In addition, Indochinese refugee women come from a culture where one seldom studies part -time or returns to study after being out of school for a period of time, as is quite common in the United States.

Certainly,,a married Indochinese woman rarely attends school in her own culture. She has other responsibilities. In prder to persuade these women to !I-turn to school, educators and other members of the refugee commvr.14,y must instill new ideas and encourage initiative and self-confidence.

Indochinese women come from a cultUre where family, religion and: education are of utmost importance. A 'cliscussior'of the.cultural_differ- ences in,these three'areas and. their implications for Indochinese.refugee women in the American educafionalo system is impottant to an adult. educator. .

-Education

The educationa/.systems in Vietnam, Laos, and Cambodia'are'usually -'based on the European model. Classes are highly structured. Students are required to learn what .is-taught-through rote memorization. There - is little encouragement-of independent thinking or formulating opinions. Thus, in the American system, these.students will have trouble express- ing their opini9ps. 'Scholastic achievement bestoWs honor and respedt to the family. Consequently, a lack of scholastic achievement brings shame, not only .to the learner, but to' the entire family, as well. Studentamust take igoroua,competitive/ comprehensive exams to go on to, the .next level

. of study. There is enormous. pressure .placed on the student .to. do well on.the exams to advance and bring prestige to the family.'A failure co-iild lead to. such drastic stens as suicide. This will certainly be viewed as an overreaction .by American

standards. . However, while striving for perfection in American schools, students will' experience frustration and embarrassment, even shed tears over incorrect answers on routine assignments or.teats Whatis needed here is encouragement from the teacher and perhaps a'sedond 'chance to a.itain ."perfection" on an .assignment. lExplainingIthat teachersdb-not '..9.2mect students to give.correct-answers all of the.time has not proven to be an effective strategy in most cases. The all important role of boys in the Indochinese family Is 'evident when accounting for the Inequality.of educational oPportOnities'between the.sexes. It is'generally'believed that the education of boys is far- more important than that of girls. Boys must grovrup and support their :?arents in their later.years. However,, the destiny of the girls include families. Little formal education is necessary for this life. The _-ecesaary necessary skills of cooking,sewing and child-rearing can belearned 7,t home-while helping,their'mothers. Few Indochinese, women work outside some or family-business. Consequently, the educational level for t7omen is lower than that of men. Times are changing for-.Indodhinedewomen in education. The moderh-minded women of today strongly believein the important role of education in the lives of their children/ regardlessof sex. The ermining factor for these fatilies would be basedon their finah- cial situations, notthe.sex of the children.- Religion

Indochinese refugee women are deeply influenced by their religious beliefs and thoughts systems based on Buddhism, Confucianismand Taoism. Confucianism teaches sincere respect for others, particularly for teachers and elders.. Ancestral worship iscommon among many Indochinese refugees' while Taoism emphasizes harmonyabove all. Thus, a student would.not usually contradict a teacher. The women are taught to be content with their place in the world order, and exhibit little or no desire to change. They are also taughtto avoid confrontation at all costs.

ThiS attitude is ,further reflected in the indirecttype of re-:. sponse,such as the inability to say "no"or the inability to express a lack of understanding in the presence ofa teacher. The word "yes" can mean "yes," "no," or "maybe" in their cultures. A "no" or even a "no, thank you" could be interpreted as being impolite. It must be stressed, then, that "no, thank you" is the politeway of refusing'in English and that Americans will expect them to say "yes" when theymean "yes" and "no" when they mean "no." Also, they should, be taught to ask questions, or otherwise inform the teacher when they do not understand. Often they respond to something they do not understand simply by saying -"yes.". / -

. . i Indochinese refugee women may be extremely shy' in the classroom. This is viewed as a commendable trait for women in their cultures. Shyness may be exaggerated if they are part Of a coed class. (Foe the most part, men and womenattend separate schools in the countries.) This shyness may take two forms. Excessive nervous laug ing and gig- . giing may take place especially in the presence of obser ers or strangers in the classroom.. The other result of shynessS interpreted as frivolity or apathy on-the part of.the *Omen. Shynesb-can be overcome with time..In addition, direct eye contact is viewed as disrespectfUl. Thus, eye contact is often avoided in'the classroom.

Family

The IndOchinese woman's greatest responsibility is to her family. An 'important part of her education (fdrmal or otherwise) will include° those skills necessary to become a good wife and mother. When a woman marries, she usually goes to live with her husband and-his family. She plays a crucial Pole in the family unit. She maintains the co- hesiveness o-f family relationships. She is responsible for the education and moral-gtidance of her children. . In addition, he plays a significant role in the decision-Aaking process for the family and usually controls the family finances. In spite of all of this, her role as a woman is usually. viewed as subservient to her husband by Western standards since her husband would not usually aid with the

30 "33 iC domestic responsibilities. In other words, an Indochinese. women is totally responSible for the home and all that it entails, while her husband is responsible for working outside the homo in ov-ipi'ir .provide for the material necessities of the famill. An adult educator should never forget that an Indochinese refugee woman's first responsibility is to her family's well being and that school attendance and homework are secondary. It should t:sr,t% as no surprise to the :Leacher then, if a woman misses class because of a family illness, a religious holiday or even the husband's day off.

Resettlement in the United States_ Mere are many motivational factors for Indochinese refugee --women to return-to-school-in the United States.- Upon arrival here, these women are faced with anew situation. Most lack the langliage skills and cultural awareness to'fulfill their responsibilities to their families in a complex,, English speaking society. Most of them have lost their support system based on the extended family. Many women find themselves isolated at home lacking the language skills nec ssary to perform simple tasks such as answering the telephbne orreeting a visitor.at the door. Often their husbands or 'children to e over some of their responsibilities at home due to a lack of lan- gu ge training or a grasp of .American culture, Because of their di orientation in a new culture, the crucial role Indochinese women pi y in the family may diminish.

Refugee women's ;Initial needs on 'arrival include English as h S cond Language' (ESL) classes and cultural orientation, particular to 'managing a family and a household in the United States. Bringing t ese women together in a classroom situation overcomes isolation a d boredom, friendships are made, support groups are establisped, and, o course, language and coping skills are learned. It may be necessary to arrange child care for pre-schoolers and transportation for these omen initially. Becoming familiar.with the concept of'chiid care n the early stages of resettlement makes Imdrking outside thehome Tore accessible to these women later on.

ESL and culturl orientation classes should be based.S:Yrrfsuccess-

; oriented short-term goals. Long term commitments are haDd-to make and even harder to meet. 'A 12-month continuing program would be unacceptable-. Instead,'an ongoing program presented in increments of three-months would be viewed as a more realistic commitment'to meet and will prove acceptable to most women. _ the-objectiVes.of a course of this nature are to provide the j. language skills-and cultural awareness necessary to maintain a home and family in the American society. The ESL and cultural orientation topics especially usefUi to these women initially include such areas_ as food and nutritiOntk numbers'and money, family. planning and health care, and personal information, as Well as clothing, shopping., bud- geting, hoMe safety and. maintenance, and basic literacy skills. Real life settings should,be used whenever possible, including trips to stores, market's, health centers and homes and vocational_ schools. At least eight hours ofclass per week is.recommencled to accomplish these objectives. (Fgr more ilMrmation on program design 0 see Center for Applied Linguistics 1981 Program Design Considerations

for English as a Second Language.) ;') Once settled.into their new way of life in this countryl_moet women will accept a. job outside the home where little or no English is required. The types of jobs open to these women usually consist of unskilled, entry level positions in industries deemed less desir- able to Americans. There is usually little opportunity for advance-7 ment. A .lack of training in other marketable fields 'ancksometimes' coupled with the absenceof any.desire for change (based on cultural values), means a woman can spend many years in low paying unrewarding jobs.

On-the-job ESL is one way to provide opportunities for advance - ment. In:addition, Indochinese refugee women must be made aware of the part-time vocational classes available to themthrough career counseling by educators and members of their community. Encouragement is the key word-to motivate these women to improve their life in this )country. However,because,ofolow level.English language skills,.it is often difficult to meet the requirements for entry into.. regular vocational educationaclasses. The type of vocational program_best suited to the needs ofthese women should include ESL classes specific to the vocational area in conjuction with training, (i.e. English for, nursing offered during and as part ofithe nurses' aid program).

This represents only the grouhd work for information'in this. area. There is a real need for more advanced-research in the area of the needs of Indochinese'refugee women in education. It is hoped. that more research will follow in the near future to till the .gaps which presently-exist. In:the meantime, understanding and sensitivity.willi'. help fill this gap.

32 7- PEASANT WOMEN -(Dedicated to all the peasant women o have been my'teachers) BEATRIZ LUCIANMACHADO I would likd to-address the significance of peasant women -in the -,United.States. Because th s paper is written. by. a'form6r agricultural worker and a woma of color,. this paper will undoubt- edly be subjective and extrem- y biased. My experiencesas an educator among the oppressed h- been in farmworker camps, community- based organizations and ho es. These.experiences have ledme 'to see how. education is,a p. itical act which is. either domesticatingc, , or liberating, 0 I have alWays/questioned my role ,as a .graSs4roOts 'educator.' "Educator or domesticator?", I've asked. Never. has it beenmy in- tention to domesticate my fellow third world brothers_and sisters./ I have no interest in facilitating the process of dOmesticatiOn. I am not interested in ways of helping.people survive. Peasant women are already great survivort. I have. been interested ,in covering ways of channeling their knoWledge to.-therest of society. It has been a. lonely. and diffiCult task. Yet, I know thatI/am -:not alone. I believe there are other educators thatare one same path. The path of liberation.

I can safely say that the life of a pea; ant ,womanis full of. injustices. Yet, while life leads human beings ontoa path full of injuttices,.it also compensates by;givingus th/e /means of healing ourselves. The peasant woman knows that while theremay be a poison- ous plant in the wilderness, an'antidote also thrives.

I firmly believe that for'any grassroots education movement, . one-to-one contact with the leader-is necessary. Women appreciate home. visits. Although it may seem, slow and tedious, the exchange is usually more powerful. Friendships maintained throughkitchen table conversations may be the most natural path.to low-stress learning. 7/ Voluntary education is a luxury peasant women cannot afford.. Voluntary education is for those who can actually experience.learning.with very loW-stress levels. Adults may feel Socially and/or. economically forced to study a particular subject. Such. situations create high-StresS levels leading to learning difficulties. It is important therefore, that there be"particpatory learning.Such 'participation includes learners.in'the development of material,

. curriculum, etc. Peasants /re usually interested in developing language skills. Adult basic educationor English as a Second Lan- guage is usually the type of class in which you will find Americs,17 peasant women.- Educational needs, .hoWever, must be assessed prior to establishing the learning environment. The assessment must in-' clude the learner.

Few adult educators believe that peasants have signif -icant knowledge to share with the rest of society. Teaching'any group Of adults necessitates acknowledgementin the name of progress andPadvanced technology.

. The author isgratefulto the following women for their val-. table criticisms: Lydia Martinez and Maria Illaraza. 41 znataftviiimmil !The United. States' agricultural workers are a new age peasant. In-this highly advanced technological society the role of the peasant has changed vry. little.Peasant women feed the people of teUnited States and '.,they parts of 'the world: They pick their

fields and giYe bi '(:) future peasants. They have been the back bone of this nation. :'seen before the age of,slavery until the present, women in the fields haYe withstood endless abuse.They have paid dearly for their pdsition. They age quicker, have more babies, are more prone to have mimarriages and retarded children.

Regardless of race, the peasant woman usually begins her "career" as a fieldworker early in her life. She will usually continue. until health or death says no more. Her lifestyle is inherited from her peasant mother.. Health problems are often treated at home. Al- though ther7- has been a growing trend to have babies in hospitals, some babies are still born at home with the aid of a local midwife. Birth control and abortions are usually unacceptable even among the younger women. Wife Abuse is common and considered by many women as "the way it is." Many women are abandoned by their husbands. Husbands often be lieve that welfare will do a better job of providing for their families. Abandoned women must be very careful with their reputations. They are.of ten the subject of much ridicule, especially in labor camps.

Women will work with their husbands or families. They must often be ready to migrate several times a year. Children's school-. ing'is negatively affected by migration. .A woman's decision to stop migrating may end the marital relationship or force the husband to stop micrating. A peasant man can not make enough money by him- self to support his wife and children. Sometimes the man will attempt to migrate alone with intentions of coming back home but often never returns. tarry migrating peasant families have settled in South Flor- ida because it has agricultural work throughout the year. Peasant women havcloser relationships with the. earth than non-peasant women. There is much simplicity to their lifeStyle: simple clothing, language, hairstyle, food, furniture, appliances. Large families are fairly common. Five children is considered the minimum by many women I have met. I have also met Women who have had up to 21 children. Breast feeding is not as common as it was a de cade ago. Difficult economic times have forced many. womep to leave their'babies a few weeks after their birth in day care programs. Peasant women are often up as early as 4:30,a.m. Living quarters are usually overcrowed with children, relatives, or single male peasants renting beds. The woman is responsible for preparing meals and general housework..Her field work may'somedays be very short and other days very'long. Work hours depend on weather condi tiOns, seasons and crops. Some responsibilities are passed down .to older children. The older children become little parents. Often. the oldest'female child isgiven the most responsibilities.Early pregnancy and marriages are common.

34 4=2. New child labor laws have made it difficult for parents to bring their children to work. Although this is a much needed law, it often causes problems because parents may want a youngster who refutet to go to school to go to work in the fields-instead. The children who refuge to continue going to school must be left to _sit idly at home or left to aimlessly wander the streets. The child who does not, Contribute to household income and/or. gets into trouble with the law causes severe problems for the already over-taxed single mother.

It is difficult to say if peasant mothers have high or low educational expectations for their children. It seems thatno peasant mother wants her child to inherit her lifestyle. She seems to want a better life for her child.but may not believe higher education to be a realistic expectation.

The legal status of a worker affects their critical thinking and attitudes toward social change. An illegal worker or refugee' is usually satisfied with the "crumbs" of the pie. This situation poses difficult problems foi the facilitatot. Many peasants live in very isolated areas.,Thefarther away a peasant's home is from town, the less exposed the worker will be to mainstream society.

I strongly recommendthat educators working with peasants a, ume xesponsibility for learning-about their history as workers. Each community has its particular history. Looking through old newspaper clippings in libraries.is helpful. If the local library does not have any, try the one near the biggest city or town. I . have taped indigenous oral histories of women. and have found these very helpful:

If you are going to facilitate culture circles on labor camps, homes, or local organizations; be. simple and innovative. Usea back pack, small cassette tape player, folded pieces of newsprint, masking tape wound around a few colorful magicimarkers, (to pin newsprint to the wall), a few sheets of loose-leaf paper, pencils, a small sharpener, etc. You'should also carry crayons, playing cards, etc., for children'. Children should be included-in the-learning environment if there is 'no child care faCility.available. If folks are opening their' homes to you, open your home to them .(especially if you live nearby)..

Be aware of the agricultUral seasons. Peasantt may migrate, or. have very hatd working seasons and some lighterfgeasons. Some- times it's not practical to hold a culture-circle-regularly. During this period try visiting as many folks as possible. Whenyou work with older peasants, .take into account weak hearing, vision,nervous -reaction to medication, etc. Write big and talk loudly. Writeon newsprint they can pass'around and examine closely. Peasants have a relatively .short life span. When you come across some old timers reach out, be patient, and liSten because they are a gold mine of information.

el3 I am forever grateful for having shared mY experiences with the American peasant woman. 'I have seen her working in the fields, working in her home, and organizing strikes for human rights. She .must be recognized as one of the strdngest forces in the hi-story of. the United States. PEASANT WOMEN

(Definitions of.terms used in this paper).

Culture Circle:, 'A learning environment in which learners are teachers of their cultural reality and teachers are learners.

Domestication: The political act whereby the dominant ideology of society is interjected into the learner who becomes an object be manipulated. Knowledge isA.earned as something to be "Consumed" and not made and remade. It is the passive acceptance of packaged knowledge, -Some educators may refer to it as acculturation and as) a natural phenomenon.

Labor Camp: The farmworker's place of residence while employed.in agricultural work. Some labor camps are. private, others are. government owned and operated.

Liberation: The political act of learning to view oneself and otHer's as subjects capable of actively. analyzingonei.s own'historical reality through dialogue with others. The oppressed, therefore, begins' to create a new ,cultUre-where.oppressiOn is not passively accepted as a natural phenomenon..-

Oppression: Overwhelming control and unjust exercise of political and social power.

Peasant: Any person of the class of small farmers or of farm laborers, as in Europe or Asia. (Webster) BLACK AMERICAN WOMEN Elizabeth M. Cobb June Nall 'Local Contacts Florida'Junior College Pensacola Junior College. 101 West Stare Street 1000'College Boulevard Jacksonville, FL 32202 Pensacola,"FL 32504 Gloria Anderson (904) 633-8303 (904) 644-5283 College of Education Florida A&M University Nancy Dawkins Janet Mansell Tallahassee, FL.32307 Negro Business and Professional Von D. Mizell Branch (904) 599-3066 Economic Council 1409 N.W. Scstrunk Boulevard 1200 N.W.' 6th Avenue Ft. Lauderdale, FL 33311 // Dorothy R. Baker Miami, FL (305) 765 -8729 United Negro College Fund 1515.N.W. 7th Street, Suite 110 Dorothy Fields Phyllis M. Hardaway Miami, FL 33125 Black Archives 1211 East Barrs (305) 541-6696 Caleb Center Pensacola, FL 32503 2200 N.W. 54th Street (904) 434-1101 Saundra Platt Bell Miami, FL 1000 College Boulevard Bea Johnson Hines Pensacola Junior College Bulla Flournoy' Miami Herald Pensacola, FL 32504 Ethnic Culture Center 1 Herald Plaza (904) 476-5410 Florida Junior College. MiaMi, FL 33101 Jacksonville, FL 32202

Evalina Bestman (904) 633-8144 Sam Holman . New Horizons Community Mental CenIer Labor Education Advancement Program Rose Foster .1469 .N.W. 36th Street (LEAPrUrban League Public Health Trust Miami, FL 829 Pearl Street Florida. International University (305) 635-0366 Jacksonville, FL 32202 Bay Vista Campus (904) 356-8336 North Miami Beach,. FL Ernettint 8oclair. Center for Professional Development Regina J. Frazier Jacksonville Urban. League Florida State University LINKS 829 Pearl Street Tallahassee, FL 32306 c/o Miami Times Jacksonville, FL 32202 900 N.W. 54th Street (904) 356-8336 Julia Brown Miami, FL Library in Action Read Rachel R.\Johnson Campaign Cathy Govan c/o Miami 'Times

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"Ain't I a Womon's Issue: By and About Wimmin of Color." Off Our Backs, 9, 6, The Black Female Experience in Ameri- June 1979. ca. Newton,. MA: Educatioh Development Center, 55 Chapel Street, 02160, Allen, Walter R. "Family Roles, Occupa- #20069. tional Statuses, and Achievement Orien- tations Among Black WoMen in the United Black History. "Voices in the Wind States." Signs, 4, Summer1979, 610- Series." (Cassette) Niles, MI: Na- tional PublicRadio, P.O. Box 818, 49120. Allen, .Walter R: "The Social and Economic Statuses of Black Women in the Black Latinos: A Double Minority. UnitedStates." Phylon, 26-40, "Horizon Series." (Cassette) Niles, March 1981. MI: National PublicRadio, P.O.Box 818, 49120. Althquist, E. "Untangling the Effects of Race and Sex:The Disadvantaged Status Black 'Voice. (Periodical) P.O. Box of Black Women." Social Science Quater- 647, Durham, NC 27701. ly, 56, 1975, 129-42. "The BlackWoman."(Special Issues). Aptheker, Bettina. Women's Legacy: The Black Scholar, 3, 4, December Essays on Race, Sex, and Class in 1971, and 6, 6, March .1975. AmericanSociety. Amherst: University of Massachusetts Press, 1982. "Black Women and Education." Round- ups. Women's Educational Equity.. Act Avakian, Arlene Voski. "Women's Studies Program, 1100Donohoe Building, 400 and Racism." New EnglandJournal of Maryland Avenue, S.W., Washingtoh, Black Studies, 1981, 31-36. D.C. 20202.

Barnett, E. "Nannie Burroughs and the "Black Women Image Makers." Black Education of Black Women." In,Harley '.World, 23,' 10, August 1974. S., Ierborg -Penn, R., The Afro-American Woman: Struggles and Images. Port "The BlackWoman in America.", New Washington, NY: Kennikat, 1978. Letters,41, 2,Winter 1974. Kansas City,MO: University of Missouri, New Beale, Francis. "Double Jeopardy: To Be Letters, 64110. Black and Female." In, Cade, Toni, The Black Woman: -An' Anthology. New York: BlackWomen in the Women's Movement. New American Library, 1970. "HorizonSeries." (CasSette.) Niles, MI:National Public' Radio, P.O. .Box Bell, Roseann P.Sturdy Black Bridges: 818, 49120; Visions of Black Women in Literature.' New York: Doubleday, 1979. Bogle, Donald. Toms, Coons, Mulat- toes, Mammies' and Bucks: An Interpre- Bethel, Lorraine, Smith, Barbara. "The tative History of Blacksin American Black 'Women's Issue," Conditions, 5,2, Films. New York: Viking Press, 1973. Autumn, 1979. Boulware-Miller, Kay. "Recent Studies The Black Collegian: The National Maga- of BlackWomen." Harvard Educational zine of Black College Students.. (Spe- Reviem, 49, 4,.1979, 542-545. cial Issue on Black Women) April/May 1981. 1240 South Broad Street, New Butler, -lohnella E."Toward' a Plural Orleans, LA 70125. andEquitable Society," Women's Stu- dies Quarterly, 10, 2, Summer 1982, 10-11. Campbell, Vonzetta. "Making It Despite Conklin, , Nancy Faires, McCallum,

Double Discrimination." Educational , Brenda. The Culture of Southern Black Leadership, 39, 5, February 1982,. Women: 'A leacher.'s Guide. University, 337,38. AL: University of Alabama, P.O.Box 1391, 35486, 19B3. Canaan, Andrea. "Browness." In, Moraga,- Chtrria; Anzaldua Gloria, This Bridge Contibutions of Black. Women to Ameri Called My Back. 1.ittrtown, MA: Persephi; ca. Columbia, SC: enday Press, P.O. one Press, 1981, 232-237. Box 3097, Columbia,.SC 29230.

Carey, 'Emily A., Espin, Olivia . Dandridge, Rita B. "On Novels by Munos, Doris. Women, Ethnicity and Black American Women: A Bibliographi Counseling: A Resource List. Boston, calEssay."Women's Studies Newslet MA: Womanspace, 636 Beacon Street, ' ter, 6,3, 1978, 28. 02215. Daniels,. Gabrielle."Millicent Fred Chioma Steady, Filoqina, ed.The Black ericks.".In,Moraga, Cherrie, Anzal Woman CrossCulturally. Cambridge: dua, Gloria, This Bride CalledMy Schenkman, 1981. Back. Watertown,. MA: Persephone, 198J, 76 -78. Clark, J. "Motherhood." In, Cade, Toni, The Black Woman: An Anthology. New .Davis, Angela. Women, Race, and York: Signet, 1970, 63-72. Class. Ne.w York: Randoth House, 1981.

Clarke, Cheryl. Narratives: Poems in Davis, Lenwood G. The.Black Woman in the Tradition of Black Women. Brooklyn: American Society:A Selected Annota Kitchen Table: Womenof Color Press, ted Bibliography. Boston: G. K. Hall,. 1983. 1975.

Cliff,Michelle. Chiming anIdentity Dill, Bonnie Thornton. "The Dialec ey Tau htMe to hspise. Watertown, ticsof Black Womanhood." Signs, 4, MA. Persephone Press, 11580. 3, 1979, 543-555,

Co lli rArrington, Betty.J., Williams, Dillard, J. L. Black English: Its Louis. "The Myth of Economic Superior History and Usage in the United ity ofthe Black Female.", Urban League States. New York: Random House, 1972. Review, 5,.1, 66-70, Summer,1980. Dougherty, Molly C.Becoming a Woman CollierrThomas, Bettye. "The Impact of in Rural Black Culture. New York: Black Women in "Education: An'Historical Holt, Rinehart and Winston, 1978. Overview." Journal of Negro Education, 51,.3, Summer 1982, 173-80. Doughty, R. "The Black Woman in School-Administration." Integrated Combahee River Coll ctive. "A Black Education, July/August 1977, 34-47.. Feminist Statement." rn, Moraga, Cher rie, Anzuldua, Glori\ This Bridge Eichelberger, Brenda. "Voices on Called My Back, Watertown' MA: Perteph Black Feminism." Quest, 3, 4, 1977. one, 1981,210 -218. Enabulele,Arlene, Jones, Dionne. A Condition5, No. 5, 1979. (Special Issue Resource Guide on nick Women in the on Black Women.) P.O. Box 56,4n Brunt United States. Washington, D.C.: In Station, BrCoklyn, NY 11215. stitute fo the Urban Affairs and Re . search, Ho arid' University, 2900 Van

NLonfrontinuRacial Isolation in. Miami. Ness Stre , N.W. 20008. Commission on Civil Rights, Washingta

. D.C. 1982. ERrC.Doculment ED 217-116." ENACT: Black Women's Identity in Action A Facilitator's Workshop Manual.Chicago, IL: Center for Wo men's Identity Studies, Chicago State University, 95th Street at King rive, 60628. 4 A., _ ------.5-L...... -...... -...... Ergood,Bruce. "TheFemaleProtection Henry-, Charles. "AfroAmerican Stud and the Sun Light: Two Contemporary iesand Women's Studies at Berkeley: Negro Mutual Aid Societies."Florida A Case of COopecation."Women's Stud Historical Quarterly, July 1971. ies Quarterly, 10, 2, Summer, 1972, 14-16. Ford, Beverly 0. "Case Studies of Black Pemale Heads of Households in the Henry, Charles P., Foster, Frances S. welfare System: Socialization and Sur "Black Women's Studies: Threat or vival." Western Journal of Black Stud _ Challenge?" Western Journal of Black Studies, 6,1, SprAng1982, 15-21. ies,_1, 2, June 1977, 114-18. Ctf

Fratoe, Frank A. The Education. of Herman, Alexis M. "Still ... Small Nonnetro'Blacks. Rural Development Changefor Black Women." Ms. Febru Report6o. 21,1980. ERIC'Document ED ary, 1979, 96-98. 193-399. Higginbotham, Elizabeth. Social Mo Gage, Frances' D."Sojourner Truth:On bility and the SingleBlack Woman: Women's Rights. "1 In, Adams, Elsie, Perspective on M- arital Options and Briscoe, Mary Louise,Up Againstthe Limits, 1978. ERIC Document ED 196 Wall, Mother.B verly. Hills,CA: Glen 985. coe, 1971 Hoffdan, Nancy. "White Women, Black Garcia, Jesus, Woodnick, Carol S. "The Women: Inventing an Adequate Peda Treatment of White and NonWhite Women gogy." WOmen's'Studies Newsletter, 5, in U.S. Textbooks." Clearing House, 53, Spring.1977, 21-24. 1, September 1979, 17-22.

Hooks,Bell. Ain't I A Woman? Black

Glassman, C.. "Women and.. the Welfare . Women and Feminism. 8oston: South End System." In, Morgan,,Roin, Sisterhood Press, 1981. is Powerful:An Anthology of. Writings fromthe Women's Liberation .Movement. Hudson, Hosea. Black Worker in the New York: Vintage, 1971,.102-15. Deep South: A Personal Account.New York: International Publih,ing,1972. Gossett, Hattie. "Who 'Told You Anybody Wants '.to Hear. from You ?'! In,Moraga, Hudson Rosen,' Raye."Sex Role/ Atti Cherrie, Anzaldua; Gloria, This Bridge tudes of Black and White Women." Called My Back. Watertown, MA:' Per International Journal of Women's Stu sephone, 1981, 175-176. dies, 1, 6,November/December 1978, 544-554.

Griffy, Ossie. Ossie: The Autobiography L-- of a BlackWoman. Ney_York:Bantam, Hughes,'Langston. "Song'--to a Negro' 1972. WashWoman." In, Cuban, Larry', The BlackMan (sic: Person) in America.

Haas, Adelaide. Sojourner TruthA Woman Glenview, IL: Scott Foresman, 1964. . of Strength and Vision. 1979. ERIC Document ED 170-811. 'Hull, Gloria T., et al., eds.' But '.Some ofUsare Brave: Black' Women's Harley,Sharon, TerborgPenn, Rosalyn, Studies. Old Westbury,NY: \Feminist eds. The AfroAmerican Woman:jStruggles, Press, 1981'. & Images. Washington, New York: Kenni kat, 1978. / Hull, Gloria T. "The 'Bridge' Between Black. Studies and Women's .Studies: Hayden, Robert C., DuBois, Eugene H. "A BlackWomen'.s StUdies." Womed's Stu

Drum Majorfor Black Adult Education: dies Quarterly, 10', 2;Summed', 1982, Alain L. Locke." Western Journal of 12-13. Black Studies,: 1, 4,. DeCember 1977, 293-296. Index to Periodical ArticlesByand a About Blacks. Boston: G.K. Hall, 1973present. Jackson, Jacquelyne. "Blatk Women in a LilWtn Lang'. Randolph, Sheron L. Raci4t Society." In, Willie, C., Kra- ReturnMigrationandStatus Attain- mer, B., and Brown, B., eds., Racism ment AmongSouthern Blacks. A Re- and Mental Health. Pittsburgh: Univer-. search Note. Revised; 1980. ERIC sity of Pittsburgh Press, 1972. Document ED 218-395.

'Jeffers, Trellie. "The Black Black Lopes Maureen. ."Black Women and the

4oman and the Black Middle Class." . Feminist Movement." Brown Sister, 4, Black -Scholar, 12, 6, Nov -Dec 181, 1977. Wellesley,MA {.Schneider Col- 46-49. lege, 02181:

Jones, Faustine C."External Crosscur- Lorde, Audre. "An Open Letter to Mary . rents and Internal Diversity: An Oaly." In, Moraga, Cherrie, Anzaldua, Assessment of Black Progress,' 1960 - Gloria, ThisBridge. Called My Back. 1980." Datdalus, 110, 2, Spring 1981, Watertown, MA: Persephone,1981, 94- 71-102'. 97..

Joseph, Gloria, Lewis, Jill. Common McClain, ahirla R., Spencer, Aorma L. Differences: Conflicts in Black and Strengths Despite Stress: Profile of White Feminist. Perspectives. Garden the Black-Woman in America. 1978. City, NY: Anchor Press, Doubleday, ERIC Document ED 191-964. 1981.. McGee, Leo, Boone, Robert."A* Study Journalof Negro Educaation. (Special of Black .Rural LandOwnership and Issue on Women.) 51, 3, Summer 1982. Control: Problems and Attitudesof 4 4 Black Adults Concerning Rural Land in.

Kennedy, Flo. Color Me Flo: MyHard Tennessee." Tennessee AdultEduca- Life and Good Times. Englewood Cliffs, tion,..11, 12, Winter 1978, 6-13:. NJ: Preritice-Hall, 1976. McGuigan, Dorothy. New Directions for Kling, Martin, Tivenan, Bonnie. "Read- Black Women? Michigan University,

ing Activities of Black Adult Education Center for Continuing Educationfor , Students." Adult Education, 18, 3, Women, 1978. ERIC Document ED .182- Spring 1978. 413.

Klotman,' Phyllis R., Baatz, Wilmer H., Mack, D. "Where the Black Matriarchy eds. TheBlack Family and theBlack Theorists" Went Wrong." Psychology Woman:A Bibliography. New York: Arno, Today, 4, 1971, 86787. 1978. Mapp, Edward. "Black Womenin Films: Ladner, Joyce. Tommorrowl.s Tomorrow:. A' Mixed Bag of Tricks." In, Patter- The,Black Woman. Garden City, NY: son, Lindsay, Black FilmsandFilm Anchor, 1971. Makers. New lork: Dodd, Mead, 1975.

Lee, Mary\Hope. "On Not'Bein.", In, Mayes,Cheryl D. "Black English and Moraga,-.Cherrie, Anzaldua, Glcria, This Adult Basic Education." Lifelong Bridge Called" My Back. Watertown, MA: Learning, 4, 2, ,October 1980, 18-19'. Persephone; 1981, 9711: Miller, Henry. "Social -Work inthe Lerner,- Gtrda. BlackWomen in White Black Community: The New Colonial- .America: A Documentary History. New ism."' Social Work, 14, July 1969, York: Vintage,.1972. 65-76.

Lewis, Diane K. ""A Response to Inequal- Moody, Anne. Coming of Age in Missis- ityi Black Women, Racism, anci-Seiism." siplii:New York: Dell, 1970. Signs; 3, 2, 1977, 339-361. Moody, Ferman. "The History of Blacks in Vocaticnal Education." Vocational

Ed6Cation, 55, 1, January 1980, 30- 34./ 53 Moraga, Cherrie,-Anzaldua, Gloria, eds.. Parrish, O."A Question of Survival: This Bridge Called My Back: Writings by The Predicament of Black Women." Radical Women of Color. Watertown, MA: Integrated Education, May/June 1976, Persephone Press, 1981. 19 -23.

Mullings, Leith., "OnWomen,Work and Pettigrew, L. Eudora. "Women's Lib - Society." Freedomways, 20, 1, 1980, eration and Black Women Journal of Socialand BehavioralS iences, 23, 15424. \ 2, 1977, 146.

Murnane, Richard J. "NewEvidenceon the Relationship Between Mother's Edu\- Prescod-Roberts, Margaret, Steele, ti cation and Children's Cognitive Norma. Black Women:Bringing It All. Skills." Economics of Education Review, Back Home. NewYork:Falling Wall, 1, 2, Spring 1981, 245-52. ,1981,

Murray,Saundra Rice,Scott,' Patricia Profile of the Black Population.' ,8e11, eds. Psychology of Women Quarter- Miami,FL: Metropolitan Dade -County ly. (Special Issue on Black Women) 6, \Office of the',County Manager; Spring, 3, Spring 1982, 261-360. 1979.

Myers, Lena Wright. "Black Women and Re\ctor, Theresa A. "Black Nuns as Self-Esteem." In, Millman,- Marcia, Eduv cators." Journal. 0fi Nnialaii27Educa- Kanter, Rosabeth, edS., Another Voice. tion, 51, 3, Summer, 1982, 238-53.. New York: Anchor, 1975, 240-50. Rich, Adrienne. "An Interview with Myers, LenaWright.BlackWomen: Do' Audre Lorde,", Signs, 15, 4, Summer They Cope Better? Englewood Cliffs, NJ: 1981, 713-736. Prentice-Hall, 19800 Robinson, Pat. Poor Black Women. Nathanson, David E. "Educational Dis- Boston: New England Free. Press, 1970. crimination -1980's.Style: Subtle." Negro Educational Review, 33,2, April Robinson, Pat. "PoorBlackWomen's 1982, 56-58. Study Papersby Poor Black Women of, Mount Vernon, NY." In, Cade, Toni, Natlional Institute ofEducation. Con- TheBlack Woman:An Anthology.. New ference on the Educational and Occupa- York: New American. Library, 1970, tiOnal Needs -of-91ack-Women. -Washing-. 189-197.

tin, D.C.:1NIE, 1978. Robinson, Phil C."The 87.t6 English

"The Need for a Black Wogrenrs Move- Issue."EducationalLeadersoip, 38, Sportswoman, June 1981, 8-9.: 6', March 1981, 474-77. Int."

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ERIC Document ED 190-195. . 1972, 50-80.

Walker, Alice. In Love and Trouble: Wright, Doris."On Black Womanhood." Stories of Black Women. New York: Second Wave 1, 4, 1972, 13-15. Harcourt Brace, 1973. Young, Virginia If.."Family and Child- Walker, Alice. "In 'Search of Our -hood ina Southern Negro Community," Mothers' Gardens: The Creativity of American Anthropologist, 72, 269-288. Black Women in the South." Ms., 'May 1974, 60.

Wallace,Michele."A Black Feminists' Searchfor Sisterhood."TheVillage Voice, 28 July 1975.

Wallace,Michele. Black Macho and the Mythof the Superwoman. New York: The Dial Press, 1979.

Wallace,, 'Phyllis A. Black -Women in the Labor. Forst. CaMbridge, MA:MIT Press, 1980.

Ware;C. TheBlack.Family and Femin-

/ - ism: A Conversation with Eleanor H-O-Irns--NO-Fta-ii'." Is., 1972, 95-96.

Washington, Mary Helen, edl. Black-Eyed Susans:Classic Stories byand About Black Women. Garden City,N.Y.: Dou- bleday, 1975:

Wayson, WilliamW. WhiteRacists in America: We Have Met Them and They. Are Us. 1973. ERIC Document ED 195-607.

WEECNResource Roundup: Black Women and Education. 'SaniFransisco, CA: WoMen's Educational Equity Communica- tions Network, Far,West Laboratory for Educational Research1 and Development, 1855 Folsom Street, 941103,

Wilkie,Jane Riblet J The Declinein Occupational Sureatilon Between Black and White Women.1982. ERIC Document ED 223-767.

/ Williams, Ora. American, Black Women in the Arts and Social,/ ScienCes: A Bibliographic Survey. %Metuchen, NJ: ScareCrow Press, 1978:

1/ Wil/iams, Ora. "A 1BibliOgraphy of Workt Written by AmericanBlack Wo- men." .College Langiiage Association Journal, March 19721 J55: ASIAN AMERICAN WOMEN Berlin Mills he Asia Foundation local Contadts Department of Childhood, Reading 550 Kearny Street and Special 'Education San Francisco, CA 94108 Catholic. Social Services of the Education Building Diocese of Pensacola-Tallahassee Florida State University Asian American Bilingual Center P.O. Box 285 Tallahassee, FL 32306 1414 Walnut St., Room 9 Pensacola, FL 32592 Berkeley, CA 94709 Sandra O'Byan (415) 848-3199 25 West Government Catholic Social Services of the . `St. Petersburg Diocese Panama City, FL 32407 Asian and Pacific Women's Caucus 6412 Central Avenue (904) 785-3457 413 N.E. 57th Street St. Petersburg, FL 33707 Seattle, WA 98103 I Refugee Project (206) 464-6500 Bill Fanning Alachua Board of County Indochinese Refugee Center Commissioners Asian/Pacific American Women .7402 N. 56 Street, Suite 907 P.O. Drawer CC 6720 Sherborne Drive Tampa, FL 33617 Gainesville,' FL 32602 Los Angeles, CA 90058 (313) 985-1999 (213) 295-6571 Refugee Project St. Martha's Church Florida TESOL Asian Sisters in Action (ASIA_) P.O. Box 1706 North Aflea Office c/o Women's Center Sarasota, FL 33478 14027 'N.E. 16 Court 46 Pleasant Str. North Miami, FL 33181 Cambridge, MA 02139 Anne Russell Ruskin 'Migrant and Community Health Gainesville Khmer. Guided Placement Asian Women United Cent.:.r Cambodian Association of Florida 1610 Bush Street P.O. Box 1347 P.O. Box 12413 San Fransisco, CA 94107 Ruskin, FL 33570 Gainesville, FL 32604 (415) 92875910 (813) 645-4681

Francisco Gonzaga Jesse Bunch 236 Neptune Road Thuy Unzicker Indochinese Refugee Action Orange Park, FL 32073 Indochinese Refugee Center Center 7402 N. 56 Street, Suite 907 1424 16 Street NW Human Services Planning Council Tampa, FL 33617 Suite 404 3191 Maguire Boulevard (813) 985-1999 Washington, D.C. 20036 Orlando, FL 32803 (202) 667-7810 USCC Migration and Refugee Services Southern Regional Office Hunt, Myrtle E. Cambodian Women for Progress . Special Adult Education Program 24 Hollywood Blvd. #7, Suite C 1510 Key Boulevard, Room 40 for Inoochinese Refugees Ft. Walton Beach, FL 32548 Arlington, VA 22209 School Board of Pinellas Count; (703) 528-4594 Kathy Winton 1960 East Druid Road . (703) 979-1224 Clearwater, FL 33518 Indochinese Refugee Center 7402 N 56th Street, Suite 907 Laura Chin Indo-Chinese Refugee Service Tampa,. FL 33617 ecutive Director (813) 985-1999. 1090 N.E. 79 Str. Suite 200 Or niation' of Chinese Americans

Miami, FL 33138 ' 2025 ye Street NW, Suite 926 World Relief Washingbp D.C. 200 South Miami Avenue Judy Langelier (202), 223.-55Q0 Suite 261 Indochinese Regugee Center Miami, FL 33101 '7402 N. 56 Street, Suite 907 Chinese Women in Action Tampa,%FL 33617 c/o.A.S.I.A.N. ASIAN AMERICAN WOMEN (813) 585-1999 1610 Bush-Street National Contacts San Francisco, CA 94118 LIRS Immigration Refugee and Migrant (415) 928-5910 American Institutes for Research Ministries P.O. Box 113 1936 West Buffalo Avenue. Esther Chow Palo Alto, CA 94302 Tampa, FL 33607 American University (415) 493-3550 Massachusetts & Nebraska Avenue Washington, D.C. 20016 57 Council of Asian American Women Lutheran Social Services Pauline Tsui

:Three Pelf Street , 2414 Park Avenue Organization of Chinese American New York, NY 10013 Minneapolis, MN 55404 Women . (212) 349-4417 (612) 871-0221 1525 0 Street, N.W. Washington, D.C. 20005 East Asian Research Center Movement for a Free Philippines (202) 32B-3185 Harvard University 6069 Bellevue Drive, Room 30 Cambridge, Massachusetts 02138 Falls Church, VA 22041 Vietnamese Women's Association ,(703) 998-0023 of Santa Clara County Indochina Refugee Action Center 1151 Earrington Court' 1424 16 Str. NW Suite 404 Ed Nakawatase San Jose, CA 95121 Washington, D.C. 20036 Community Relations Division (408) 286-9500 AFSC Indochinese Community Program 1501 Cherry Street Vietnamese Wome0.s Association .609 East Haley Street Philadelphia, PA 19102 of the Washington, D.C. Santa Barbara, CA 93103 Area -(805) 965-7045 National Association of Asian P.O. Box 9327 American Women Washington, D.C. 20005 Indochinese Cultural and 12 Beekman Place (202) 966-0015 Service Center, New York City, NY 10022 3030 SW 2nd Avenue (212) 797-5900 Vocational English Education Portlarid, Oregon 97201 Program Organization of ChineseAmerican 31 Beach'St., 2nd Floor Indochinese Refuge Action Center Women Boston, MA 02111 1424 16th Street, N.W. 1525 0 Street, N.W. (617) 542-2603 Suite 404 Washington, D.C..20005 Washington, D.C. 20036 (202) 328-3185 .Women's Cultural Skills

Tr;T:. .Indochinese Women Alive Support Organization of ChineseAmericans IndochtveSi,.Jitoral and Service Program 2025 I' Street, N.W. Center 1620 Regent Street Suite 926 3030 S.W. 2nd Avenue Missoula, MT 59801 Washington, D.C. 20006 Portland, OR 97201* (406) 524-0331 (202) 223-5500 (503) 241-9393

. . Indochinese Women's Acculturation Organization Pan Asian/American Joanne Yamauchi

Project . Women School of Communication 1628 16th Street, N.W. 2025 I Street, N.W. The American University Washington, D.C. 200L9 Suite 926 Washington, D.C. 20016 Washington, D.C. 20006 (202) 686-2138 Indochinese Women's Program (202) 293-7087 YMCA of Greater Seattle East Madison Branch Estelita Ferrer Reny 1700 23rd Street MeiverrflPizce Seattle, WA 98122 Alexandria, VA 22312 (206) 322-6858 (703) 642-5536

Gloria Kumagi Southeast Asian Cooperative Department of Urban Affairs 104 Princeton Avenue. St. Paul Public Schoolt Providence, RI 02907 360 Colborne Avenue (401).274-.2404 St. Paul, MN.55102

. Vuong.G. Thuy LancasterLebanon IU 13 National Association for Adult Education Project VietnameseAmerican Education P.O. Box 5026 1123 Beverly Road Lancaster, PA 17601 Jenkintown, PA 19046 (717) 569-8561 ASIAN AMERICAN WOMEN Bach, Robert L., Bach, Jennifer B. Resources "Employment Patterns of Southeast Asian Refugees." Monthly Labor Re- Accession List of the Vietnamese Hold- view, 103, 10, October' 980, 31-38. ings, 1971-1974. (6 Volumes) Carbon- dale', IL: SOuthern Illinois University. "Battering in Indochinese. Refugee Families." Response, 5, 5. Washing- Aguino, Belinda A. "The History of ton, D.C.: Center for Women Policy Filipino Women in Hawaii:" Bridge: An Studies, 2000 P Street,N.W., Suite Asian-American Perspective, Spring, .508, 20036.:. 1979. Bergman,Arlene Eisen. Women of Viet Asian. American Women. (Filmstrip. and Nam. San: Francisco,' CA: Peoples

Guide #20094) Nctkt.on, MA: Women's ,"Press, 1974. Educational Equity ct Publishing Cen-

ter, 55 Chapel Street, 02160. 1982. A Brief History of Asians in America. Washington, D.C.. Asian and Pacific "Asian American Women and Education." American Federal Employee Council, Off Our Backs, 11, 5, May 1982. P.O.Box 7809, Ben Franklin Station, 20044. "Asian American Women, Part I." Bridge, Winter 1973-9. New York, NY:P.O. Box Buttinger, Joseph.A Dragon Defiant. 477, Canal Street Station, 10013. New York: Praeger, 1972.

"Asian American Women, Part II." Buttinger, Joseph. The Smaller Dra- Bridge, Spring 1979'. New York, NY: P.O. m'. NeW York: Praeger, 1958.

Box 477, Canal Street Station, 10013. . Center for Applied Linguistics. Back- Asian and Pacific American Federal groundInfomation on-the Ethnic Chi- Employee Council. Brief History of nese Refugees. General Information Asians in America. WashIngton, D.C.: Series #22.Washington, D.C.: Center NIWC, 1712 N Street, N.W. 20036. for. Applied Linguistics.

AsianPacificAmerican Heritage Week Centerfor Applied Linguistics. Cul- Souvenier Program. Potomac, MD: Asian tural Orientation Resource Manual, Pacific American Heritage Council, Volume I. 1982.. ERIC Document ED 221- 1979. 070.

Asian Pacific- American Organizations Centerfor Applied Linguistics. Cul- Resource Oirectory. Olympia, WA:Wash- tural Orientations ResourceManual, ington State Commission on Asian-Ameri- Volume II. 1982. ERIC Oocument 'ED can Affairs, 1981. ERIC Document ED .221-071. 210-410. Centerfor Applied Linguistics. Eng-

'g.ian Pacific Women in America." lish as a Second Language Resource Roundups. Women's Educational Equity Manual,. Volume I. 1982. ERIC Document Act Program, 1100 OonohoeBuilding, 400 ED 221-068.\ Maryland Avenue, S.W., Washington, D.C. \\ 20202. Center for. Applied Linguistics. Eng- \ lish as a Second. Language Resource Asian .Women. Lps Angeles: Asian-Ameri- Manual, VOlume\ II. 1982.ERIC Docu- can Studies, Center, UCLA; 1971. ment ED 221-069.\

."Asian Women as Leaders." In, Asian Center for Applied Linguistics. Eng- Women. Berkeley,-CA: University of lish Pronunciation Exercises for - Speakers of Vietnamese. Washington, California, 1971, 102-103. 0.C.: Center for Applied Linguistics.

51 50 Center for Applied- Linguistics. A Center for. Applied Linguistics. Handbook for Teachers ..of Vietnamese Teaching English to Speakers of Lao. Students: Hints for Dealing with Cross- Washington,D.C.: Center for Applied Cultural Differences in Schools. Wash- Linguistics. ington, D.C.: Centerfor Applied Lin- guistics, 1975. Center. for Applied Linguistics. Teaching English to Speakers of Viet- Center For Applied- Linguistics. The namese. Washington, D.C.: Center for Intensive English as a Second Language. Applied Linguistics. and Cultural Orientation Program in Southeast Asia. Washington, D.C.: Cen- Center for Applied Linguistics. ter for Applied Linguistics, 1982. Teaching English to Vietnamese: Text- ti books. Washington, D.C.: Center for Center for Applied Linguistics. The Applied Linguistics. People. andCulture of Cambodia,Laos and Vietnam. Washington, D.C.:Center Center for Applied Linguistics. for Applied Linguistics. Testing for Reading Ability of Cambo- dians. -Washington, D.C.:Center for _Center for AppliedLinguistics.Per- Applied Linguistkcs.' spectives on a 'Cross- Cultural Prob- lem-Getting to Know the Vietnamese. Centerfor Applied Linguistics. Your GeneralInformation Series #13.Wash- New Life in the United States. ington,D.C.: Centerfor Applied Lin- Washington,D.C.:Center for Applied guistics, 1981. Linguistics.

Center for Applied Linguistics. Recrea- Chan,Kang Ning. "Education -for Chi- tional Reading in Vietnamese. Washing- nese 'and Indochinese." Theory into ton, D.C.: Center for. Applied Linguis- Practice, 20, 1, Winter 1981, 35-44. tics. Chen, John H.M. Vietnam: A Comprehen- Center for Applied Linguistics. Refugee sive Bibliography. New York: The Fact Sheet Series: Ethiopians. Washing- Scarecrow Press, 1973. ton, D.C.: Center for Applied Linguis- tics. Chen, May Ying. "Teaching a Course on Asian American Women." In, Gee, Emma, Center for Applied Linguistics. Refugee Counterpoint: "Perspectives on Asian Orientation Handbook..(Vieinamese, Lao, America. Los Angeles: University of Hmong,and Chinese)Washington,D.C.: California, 1976, 234-239. Center for.Applied Linguistics. Chinese, Japanese, Pacific, Korean

Center for Applied- Linguistics. A and Pilipino Americans. (Special Is:- Selected, Annotated Bibliography of sue.) Ci.l2igtIitsDiest, 9,1, Fall Materials for Teaching .English to 1976. Indo-Chinese Refugee Adults (Revised Version). Adult, Education Series No. 2. Chu', Mary. "A Laundrymanis.Daughter." Indochinese RefugeeEducation Guides, Bridge, 2, 2,. 1979. ERIC Document ED 175-288. Chuong, Tran Nhu. Counseling Vietnam- Center for Applied Linguistics. Teach- ese WomeninTransition.Tampa, FL: ing English to Cambodian. Students. Lutheran Ministriesof Florida, 1936 Washington,D.C.: Center for Applied W. Buffalo, Suite 206, 33607. Linguistics. Cohon,J. Donald. Can TESOL,Teachers Center for Applied Linguistics. Teach- Address the'Mental Health Concerns of ing English to the Lao. General Infor- theIndochinerse Refugee?: 1980. ERIC mation Series, No. 19. Indochinese 'Document ED 204-471. RefugeeEducation Guides. 1979. ERIC Document. ED 177-907. Crawford, Ann C. -Customs and Culture of Vietnam. Rutland, VT: Tuttle, 1966 6O Davison, Lani. "Women Refugees: Special. Fitzgerald, Frances. Fire in the 'Needs and Programs.' Journal of Refugee Lake: the Vietnamese andthe Ameri- Resettlement, 1,3, May 1981, 16-26. cans in Al'ietnam. Boston: Little, Brown C Co.; 1972. Deem, James ., Marshall, W.J. "Teach- ing A Second Language to Indochinese Frankel, Robert, comp., tt. al. The Refugees When No Program Exists." ResettleTemt of Indochinese. Refugees Journal of Reading, 23, April 1980, in ,ted States:' A Selected . . 601 -05. L31:222:2,2 '..- 1980. ERIC Document.1D 215-004. DeFavei, Romayne. Curriculum Guide: ESLInstructionfor Indochinese Refu- Frankel, Robert, Langlois, Joseph E. gees. 1981. ERIC Document ED 215-556. Information Services AssessmentRe- port: Indochinese Refugee Resettle- Developing and Disseminanting A Cur- ment Program. 1981; ERIC Document. ED riculum in English Language. Survival 215-003. Skills for Pre and Non-Literate Speak- ers of Other Languages.Philadelphia, Fujitomig, Irene, Wong, Diane."The PA: The Center for Literacy, 3723 NewAsian-American. Woman." In,Stan- Chestnut Street, 19104, 1983. ley, Sue, Wagner, Nathaniel N., Asian

Amer'icans : Psychological Perspec- Domestic ViolenCe in the Indochinese tives. Palo Alto, CA: Science and Be-

Communit : An Introduction to the Issue havior Books, 1973, 252-263. and Initiatives for Response. Washing-. ton, D.C.: Over Seas Education Fund, Gee, Marguerite. "Asian-Pacific Amer- 2101 L Street, N.W. Suite 916, 20037. ican Families." In, Families and

Work: , Traditions' and Transitions: Echoes from GoldMountain, An Asian Washington, D.C.: American 'Associa- American Journal. Asian American Stud- tion of University Women, 1982. ies, California State University, Long Beach, CA. A Guide to Orientation Materials for Indochinese Refugees. and Their Spon- Educating Indochinese 'Refugees.(Cas- sors.A Selected, Annotated Bibliog- sette)"Options in EducationSeries." rap!)0. 1981. ERIC Document ED 208- Niles, MI: National Public Radio, P.O. 104. Box 818, 49120. , A Guide toTwo Cultures American ... Education Workand Family Aspir-ations [and]. a Guide to Two Cultures Indo- of ContemporaryAsianAmerican Girls' chinese. Social Security Adminis- and Women - Summary Report of the Asian tration , (DHEW), Washington, D.C. American Women's Education and -Job 1979. ERIC Document ED 184-926. Choice Project. San Fransisco, CA: ASIAN, 1670 Oine'Street, 94109: Hanh, Thich Nhat. Vietnam: Lotus in a Sea of Fire. New York: Hill and Wang, Egawa,Janey, Tashima,Nathaniel. Al- 1969. ternative ServiceDenver), Models in Pacific/Asian American Communities. San Haskins, Marilyn W. "Vietnamese Wo- Fransisco, CA: Pacific Asian Mental men: Their Roles and Their Options." Health Research Project, 1981. In, Raphael, Dana, Being Female. Chicago, IL:Beresford Book Service, English Language Testing.GeneralIn- 1975. formationSeries No. 20. Indochinese Refugee Education Guides. ERIC Document Naught, Evelyn L. "A New afe For Ed 183-016. $8.50 Per Credit Hour." 'A.G4 21, 5, September-October Ill% 45,-46,

English on the Job. Level I II. Madison, WI: Wisconsin Board of Voce- Hsu,Cheng Ling, comp. UnW,;t0g.iin' tiOnal, Technical- CAdultEducation, Indochinese Students:A Mlitcr;.aphyl 4802 Sheboygan Avenue, 53702, 1976. of Language MaintenanTt, Adjustment and Ttl-xl's' Y,.41tes.

1.982..- ERIC Document EIS: 2W,-391, '

,:r.i.10060aanginiat*AIIIIMPTUALVMAMMOk Hundley, Norris. TheAsianAmerican.' Kumagai,Glori L. "The Asian Woman Santa Barbara, CA: American Biblio- in America." n, Teacher Training. graphical Center-Clio Press, 1976. Manual for Integrating Cultural Di-. versityIntoNon',- Sex - Biased Curricu- Hunter, Robert J."Spotlight on Indo- lum.' Newton, MA:WEEA Publishing Chinese Refugees." TESLTalk, 11, 4, Center, 55.Chapel\Street, 02160. 'Fall 1980, 43-44. Leonetii, DonnaL ckwood. "The Bio-, Indochinese Monthly Journal. Tampa: culture Pattern Of\ Japanese-American Indo-Chinese Refugee Center, 7402 North Fertility." Social Biology, 25, 56 Street, Suite 907, 33617. Spring 1978, 38-51.

Jen, Lai. "Oppression and Survival." Li, Gertraude Roth. The State of Asian Women. Berkeley: University of HmongResettlement andPossible. Ap- California, 1971, 18-20. proaches toSolve Sone of Its Prob- lems. 1981. ERIC Document ED 219-471: Kelly,' GailP. "Schooling, Gender and

s the Reshaping of Occupational and Liff, Mark. "Indochinese Refugees - Social Expectations: The Caie of Viet- The Newest Americans."\American,Edu- namese 'Immigrants to the .United cation, 16, 3, April 1980, 6-16. States."International Journal of Wo- men's Studies, 1, 4, July/August 1978. Lim, Genny "Wonder Womln."In, Mo- .raga, Cherrie, Anzaldua, Gloria, This Kim,8ok-Lim C. "Asian Wivesof U.S. Bridge Called My Back. Watertown, MA: Servicemen: Women in Shadows." Amerasia Persephone, 1981, 25-26. Journal, 4, 1, 1977, 91-115. Lin, Keh-Ming,Tazuma, LaUrie, Masu- Kim,' Bok-Lim C. "Korean Americans: da, Minory. "Adaptional 14,oblemsof "Civil Rights Digest, 9, 1, .Fall 1976, Vietnamese Refugees." Arc'hives of 30-41. General Psychiatry, 36, 9, .1979, 955-961. Kim, Hyung-chan; ed.The Korean Dia- spora: Santa Barbara, CA: American Lischwe, Deborah. Southeastt Asian Bibliographical Cdriter-Clio Press, Refugee Women in Iowa. Calmer, IO: 1977. Northwest Iowa Technidal Intitute, Box 400, 52132, 1983. Kim, Joyce S. Happy to Meet You. (Korean) 'Harrisburg, PA:Pennsylvania Lott, Juanita Tamayo, Pian, Canta. Department of Education, Box 911, Beyond Stereotypes and Stati4tics: Harrisburg, PA 17126. Emergence of Asian and Pacific Ameri- can Women.Washington, D.C.: Orbani- Kim, S. "Lives of Korean Women in zationof Pan Asian American WOmen, America." In, Sunoo,.Brenda Paik, 1979. Korean American Writings: Selected Material from Insight, Korean American Lymao, Stanford A. The Asian in North Bimonthly. New York: Insight, 1975, America.Santa Barbara,CA: Amtrizim 16 -18.. Bibliographical Center-Clio Pre\ss, 1978. Kleinmann, Howard H. "Exteisnal Influen- ces and Their Neutralization in. Second McGrath, Ellie. "Confu , Work Et Language Acquisition: A Look at Adult --ic." Time, March 28 983, 52. Indochinese Refugees." TESOL Quarterly, 16, 2, June 1982, 239-44. McInnis,Kathleen. "Secondary Migra tion Amongthe Indochinese." Journal. Koschmann, Nancy Lee, Tobin, Joseph of Refugee Resettlement, 1, 3, May Jay. Working with Indochinese Refugees: ..--.1981, 36-42. AHandbook for Mental Health Workers

and Human Service Providers. 1979. ERIC Mark, Diane Mei Lin, Chih, Ginger.A Document ED 202 -923.' Place Called Chinese America. Washington, D.C.: 'Organization of

Chinese Americans, 2025 I Street, N.W., Suite 926, 20006, 1982. Medrud, Mariagnes. "Internment: A Japa- Phan', Lien. The Use 'of Community nese-American Woman's Experience." AFSC Workshops asan Educational Approach Women's Newsletter, 3, 1, 4-5. to Solving Problems of Child Abuse or Domestic Violence. NewOrleans,LA: Meredith, Gerald M.,.Ching, .Donna R. Indochinese Social Servicel, 2929 "Marriage-Role AttitudesAmong' Japan-4 South Carrollton Avenue, 70118.. ese-American and' Caucasian7American College Students:" Psychological Re- Phillips-Jones, Linda, Katz, Patricia &orts, 40, 2, June 1977,.1285 - 1286.. Hawkins, eds. Career Development for Indochinese: .A Curriculum Guide. Miller, Barry. "Indochinese Refugees: A 1982. ERIC Document ED 219-464. National Health Need Assessment:" Mi- lration Today; 9, 2, 1981, 26-31. Piotrowski,Maryann. "Potential Men- tal Health .Problem's ofSouth East

'Minsky, Raphael.Psychological Asses- Asian. Refilgees." TESL Talk, 11.," sment of IndochineseRefugees. 1980. Fall 1980, 45-49. ERIC Document ED,194-638. Planned Parenthood of Portland, Or'e- Montero, Darrel.The, Vietnamese Refu- gon. .A Slide/Tape Program' on Family. gees. in America: Patterns of Socio-Eco- Planning. Washington,. D.C.: ,Overseas nomic Adaptation.1978. ERIC Documerit EducationFund,,. 2101: L Street, NA.,

--ED-179-612.' Suite 91G, 20037. .

Montero, Darrel, Dieppa, Ismael."Re- Ratliff, Bascom W., et al. "Intercul- settling Vietnamese Refugees: The Ser- tural Marriage: The Korean-American vice Agency's Role." Social Work,27, Experience." Social Casework, 59, January 1982, 74-81. April 1978, 221-226.

-Navarro, Jovina. "Immigration of Pi0- Refugee Women's ProgramDevelopment pino Women to America." In, Asian and Coordination Project.- Domestic American Women. Palo Alto,'CA: Stanford Violence in theIndochinese Commun- University, 1976, 18-22. ity:An. Introduction to the Issue and Initiative for Response% Washington, .Nicassio, Perry M. Empirical Dimensions D.C.: Refugee Women's Program Devel- of °Adjustment Among the Indochinese -opment and Coordination Project, Refugees. 1982. ERIC Document ED 222- 1982.. 603.

The Refugeesof Indochina:' U.S. Re-. Nunn, G.Raymond. Asia:A Selected and sponse. Washington,D.C.: CNFMP, 120 Annotated Guide to Reference Works. Maryland Avenue; N.E., 20002, 1982.. Cambridge, MA: MIT, 1971. Robinson, Court. Special Report: Nutrition Education Materials for Physical and EmotionalHealth Care Southeast Asian Refugees. Minneapolis, Needs of Indochinese Refugees., MN: Minneapolis Health Department, WIC Washington, D.C.: IndochinaRefugee Program, 250 South 4th Street, Min- Action Center, 1980. neapolis, MN 55415. Robson, Barbara, Sutherland, Kenton. OCAW Speaks. Washington, D.C.: Organi- A Selected Annotated 8ibliography for zation of Chinese American Momen,1525 Teaching English to Speakers of Viet- 0 Street. N.W., 20005.4,0 namese. Washington,D.C.: Center for Applied Linguietics, 1975. Pennsylvania Coalition Against Domestic Violence. Counseling the Abuse Victim. "Schooling, Gender, and the'Reshaping Washington, D.C.: Overseas Education ,ofOccupational and Social Expecta- Fund, 2101L Street, N.W., Suite 916, tions:The Caseof Vietnamese Immi- 20037. grantsto the United States." Inter- nationalJournalof Women's Studies, 1, 4, July/August 1978. Schultz,. L. Southeast Asian Sunoo, Don H. "Media Use and Learn- Health Beliefs and Pragtices. 1980. ing of English by Immigrants." ERIC Document ED 205-645. Journalism Quarterly,,' 57, 2, Summer 1980, 330-33. Selected Bibliography:,, Asian/Pacific American Women. Washington, D.C.: NIWC, Sunoo, Sonia S. "Korean WomenPio-. 1712 N Streftt, N.W., 20036. neers of the Pacific Northwest." Oregon Historical Quarterly, 79, "Selected Statistics onthe Status of Spring 1978, 51-63. Asian-American Women."Amerasia Jour- nal, 4, 1, 1977, 133-140. Tacoma Community House. Homebound . English for Refugee Women. Washing-, Skinner, Kenneth A.,Hendricks,Glenn ton, D.C.: Overseas Education Fund, L. IndochineseRefugees: An Emerging 2101 L Street,. N.W., Suite 916, Ethnic Mfifority. 1978. ERIC ,ocument ED 20037, 1982. 177-255. Teaching 4efugee 'Women:A Curriculum Skinner, Kenneth A., Hendricks, 'Glenn Guide. Portland, OR: Indochinese Cul- L. "The Shaping of Ethnic Self- Identity tural and Service Center, 3030 S.W. 2 Among Indochinese Refugees.\ Journal of Ave., 97201. Ethnic Studies, 7, 3, Fall 11979,.25 -42., Thoap,GailAnn. AsianRefugee.Stu- Smither, Robrt, Rodriguez7Giegling, dents: Innovative Programming for Marta. "Marginality, Modernity, and America's Newest Immigrants. 1982. Anxiety in Indochinese Refugees." Jour- ERICDocument ED 219-010. nalof Cross-Cultural Psychology, 10, 4, December 1979, 469-78. Thong,Huynh--Sanh. A Tale 'of Kieu.- New York: Random House, 1973. Social/Cultural Customs: Similarities and Differences Between Vietnamese- - Thuy, Vuong Via. Gettingto Know the Cambodian-H'Mong. Philadelphia, PA: Vietnamese and Their Culture. New Indochinese Mental Health Project, York: Praeger, 1976..` Bureau of Research and Training, Penn- .sylvania Office of Mental Health. Thuy,Vuong Gia. The Indochinese. in America: Who Are Theyand HowAre Southeast Asia ResoUrce Center. Chang- They Doing? 1979. ERIC Document ED ing Role of Southeast Asian Women. 211-649. Berkeley,: CA:Southeast Asia Resource Center, P.O. Box. 40000, 94704. Thuy, Vuong Gia. The Needs and Expec- tationsof the Indochinese in Ameri- Starr., Paul, -Roberts, Alden. "Attitudes ca. 1980. ERIC Document ED 191-966.. Toward Indochinese-Refugees: An Empiri- cal Study." Journal. of Refugee Reset- Tobin, JosephJay, Koschmann, Nancy tlement, 1, 4, August 1981, 51-61. Lee. Handbook'. for Sponsors of Indo- chinese Refugees.1978. ERIC Document Stein, Barry N. "Understanding the ED 198-220. Refugee Experience:. Foundations of a Better Resettlement System." Journal of Tregonning, Kenneth G. Southeast Refugee Resettlement, '1, 4, August Asia: A Critical Bibliography. Tus..7

1981, 62, -71. con: University of Arizona, 1969.

Sue, Derald-Wing. "Ethnic Identity; The 'Tri 8uu, et al. Happyto Meet You. Impact of Two Cultures onthe Psycho- (Vietnamese)Harrisburg, PA: Depart- logical Development of Asians in Ameri- ment of Education, Bureau of Curricu- ca." In, Sue, Stanley, Wagner, Nathani- lum Services, Box 911, Harrisburg, PA el. N.,. Asian-Americans: Psychological 17126: Perspectives. Palo Alta, CA: Science and Behavior Books, 1973, 140-149. Tsutakawa, Mayumi. "The Asian Women's Movement: Superficial Rebellion." Asian 'Resources,- 1974. Available from: ..Karl .Lo, East. AsiaLibrary, :64 Gowen. Hall, University of Washington, . \ Unbound Feet: A Collective of Chinese Yoshioka, Robert B."Asian American American Writer's. San ,Francisco': Is.=\ Women: StereoVping . Asian Women." Ahumus, 1931. Civil Rights Digest, 6, 3, Spring 1974, 45. Vinh,.Ha Ton. "Indochinese Mutual AssistanceAssociations." Journalof

Refugee Resettlement, 1, 1, 1980, 49-52.

Watanabe,Colin. ,"Self-Expression and ' the Asian-American Experience." Per sonnel and Guidance Journal, 51, 6, ^ February 1973, 390-396.

Wong, Nellie."In Searchof' the Self asHero: Confettiof VoicesonNew Year's Night." In, Moraga, Cherrie, Anzaldua,Gloria,This Bridge Called MyBack. Watertown, MA: Persephone, 1981, 177-181.

Wong, Nellie.- "When I Was Growing Up." In, Moraga, Cherrie,. Anzaldua, :Gloria.This BridgeI_CalledMy Back. --Wate-ftliim, MA: Persephone, 1981,

Wong, Nellie, Woo; Merle, and Yamada,/ Mitsuye. "Three. Asian American WritersOpeak Outon .,Feminism." San Franciso, CA: Radical Women, 2661 21st Street, 94110.

Woo Merle. --"Letter to Ma." In, -Moraga, Cherrie, Anzaldua, Gloria, This Bridge Called My Back. Water-.,

town, MA: Persephone; 1981, 140 -147. '3c,

Yamada, Mitsilye. "Asian Pacific American Women and Feminism." In, Moraga, Cherrie, Anzaldua, Gloria, This Bridge Called My Back. 'Water- town, MA: Persephone, 1981, 71-75.

Yamada,Xitsuye. "Invisibility, is a`n' Unnatural.Disaster: RefleCtions of an Asian American Woman.." In, Moraga, Cherrie, Anzaldua, Gloria, This Bridge Called My Back. Watertown," MA:

Persephone, 1981, 35-40. .

Yanagida, Evelyn, Marsella, Anthony J."The: Relationship between Depres-

. 'sion and Self- Concept Discrepancy among Different Generations of Japan- ese-American Women.' Journal, of Clin- icalPsychology, 34,/July1978, .654- 658..

65 G DISPLACED HOMEMAKERS Orlando Displaced'Hatemakers Program

;Local Contacts 106 West Central Boulevard . Orlando, FL 32801 Aid, to Displaced Homemakers (305) 422-7534 2400 N.W. 54th Street Miami, FL Virginia Sehifeilr (305) 633-4070 Displaced Homem ers, Pinellas Comy / gaols Cath'y, Brewster St. Ptersbul,g,Vo-Tech Institute

Centrl Florida Community College 904 3th Street South ' P.O. 8 \1 1388, Building 11 St. Ptersburg, FL 23711 Ocala, 32673. (813)895-3671 (904) 23,7 -2111 Women in Transition Challenge: The Displaced Homemaker 511 S utheast 3rd Street .Florida.) nior College at Ocala, FL Jacksonville (904) 622-5429 '101 West State Street jacksonville, rL 32202 DISPLACED HOMEMAKERS (964.) 633-8316 National Contacts

-Martha-Franklin American Association of Community Di'splaced Homemakers Study andsidnior Colleges Committee "\ Center for Women's Opportunities

League of Womeri Voters '\ ,one Duiloont Circle, N.W. 2120 Carolina Avenue Suitt 10 Lakeland, FL 33803 Washin ton, D.C. 20036 (813) 688 -1323 \ (202) /93-7050

June Gordon Displaced Homemakers Netwo^k ,Central Florida Education Consor- c/o,B11-iness and PrPrnal 'tium for Women Women's Foundatit-! P.O. Box 814 2012 Massachusetts A,2h. N.W. Orlando, FL 32802 Washington.: D.C. 2003b

League of Women Voters Carol Goertzel 2120 Carolina Avenue Lutheran, Settlement House Lakeland, FL 33803 1546 Frirford Avenue (813) 688-1323 Philadelphia, PA 19125 (215) 426-8610 Metro Dade Elderly Services -140 West Flagler Street Georgie Klevar Miami, FL 33130 Northwest Iowa Technical. Institute 4305).579-5336 P.O. Box 400 Calmar, IA 52132 Elaine.Metzger (319) 562L3263 310 -1 Pennell. Circle I. Tallahassee, FL 32304 SherryRoYce (904) 5.758484 Lancaster - Lebanon I.U. #13

Box-5026' 1 Ruth Mulholland Lan, ester,', PA 17601 Boy Scouts of America (71i). 569-6561 Gulf Ridge Council, Exploring Division Women's Outreach Project P:.0." Box 24077 Technical Education Research Centers 'Tampa, FL 33623 8 Eliot Sti'eet (813) 872-2691 Cambridge, 1A 02138 / . DISPLACED HOMEMAKERS Hunt, Margaret. Life Skills for Women Resources in Transition... 1982. ERIC Document ED 220 -774. Arkansas University-Fayetteville. De-

. veloping Programs for (Displaced) Home- Illinois State()Hite of Education.

.. makers in Transition. 1980. ERIC Docu- . Proceedings of the DisplacedHome- ment ED 195-675. makers Conference. 1979. ERICDocu- ment ED 185-314. Arnold, Carolyn,Marzone, Jean. Needs

of Displaced Homemakers. 1981. ERIC Knapp, ti. '"Response to a Neglected Document ED 209-438. Need: Resocializing Dependent Womeh." Lifelong Learning, 4, October1981, . Austin Independent School District. 12-13, 25. SerivCe to Displaced Homemakers.1981. ERIC Document ED 211-705. Musickant, Claire. Displaced Home- makers Project-Leader's Guide. 1982. BellevueCommunity, ,College-Washington. ERIC Document ED 222-777. Vocational Orientation Course for Dis-

placed Homemakers.Instructor's Manual- Newman, Judith, -et al. A College. and Final Report.1979. ERIC Document Curriculumfor Displaced Homemakers: 185-360. Women's Crisis Counseling. 1981. ERIC. Document ED 206- 3. Blai, 8oris. Midlife Women: Their Problems and Prospects. 1981. ERIC Oregon Sex Equity Projects: 1980. Document ED 204 -659. ERIC Documents ED 208-458.

Burnside, Nancy, et al. New Beginnings. Paisley, WilliamJ., et al. Assess- A Manual for Facilitating' Growth for ment of Programs and Services for Displaced Homemakers. 1980. ERIC Docu- Displaced Homemakers in California. ment ED 189-449. 1981. ERIC Document ED 209 -437.

Eastes, Meg Williams. An ,Orientation Palm,Kathleen, Shepela, Sharon Tof- Workshop forDisplaced "omemakers: A fey. DisplaCed Homemakersin Connec- 'How-To Handbook foil Ser! -.Providers. ticut. Surveys and Evaluation of 1980. ERIC Document ED 2)) Services. 1979. ERIC Document ED 195-653. Eliason, C. Neglected Women: The Educa- tional Needs of Displaced Homemakers, Peltier,,Wanda Jo. DisplacedHome- Single Mothers and Older Women. 1978. makers: Vo-Tech Workshop Guide. 1981. ERIC Document. ED 163-138. ERIC Document ED 206-872.

\ Fleming, Jacqueline, Milone, Linda. Towns, Kathr'yn,et al. Guidelines for Heir Displaced Homemakers. Florida Establishing; 'Programs and Services Voci. jA;:i: Journal, 5, 7, 16-19, April. for Displaced Homemakers.1980. ERIC \1980. Document ED 201-808.

Fort WayneWomen's Bureau. Displaced Vinick, Barbara H., Jacob, .Ruth.The Homemakers Research Project. 1981. ERIC Displaced Homemaker: A State ofthe

. , DoCrent ED 209-560. ArtReviek. .1979. ERIC -Document, ED. 194-727. Hill; Carol L., comp.VocationalIn- structional Materials for Special Needs White, Carol R.A Model for an Urban Groups:' Handicapped, Disadvantaged, Displaced Homemakers Center. 1979. Older Americans, 'Youth Employment,. ERIC Document ED 178-720. Displaced,: Homemakers; Available from

Federal Agencies :'ERIC Document ED WomerOs' Educational Equity Act. Re-, 190-915. source Guide for Vocational Educators and Planners. Helping Displaced Hoe,e-

I makers Move From Housework to Paid Work Through "Vocational Training. ERIC Document ED 194-726.

. 59: Women's Educational Equity Act.Voca- tional. Counselingfor Displaced Home- makers: A Manual. ERIC Document ED 194-725.

Zawada, Mary Ann.. "Displaced Home- makers: Unresolved Issues." Personnel and GuidanceJournal,59, 2, October 1980, 110-12.

6 63 ENGLISH AS A SECOND LANGUAGE (ESL) Barbara Humak Jeffrey P. Bright Local Contacts _Broi:iard County Schools Adult Education Special Interest Vocational,. Technical and Adult .Group Bilingual Education Service Center Education (TESOL) Service Center University of Florida 701 S. Andrews Ave. 500 S. DwyerAve.

Norman Hall 343 . Ft. Lauder:ale, FL 33316 Arlington Heights, IL 60005 Gainesville, Florida 32611. (305) 524-600C. Center for Bilingual Education Pat Bird Judy'Langelier 414 Farmer English Language Institute Indochinese Refugee Center College of Education . University of Florida 7402 N. 56 Street, Suite 907 Arizona Statc University Gainesville, Florida 32611 Tampa, FL 33617 Tempe AZ ,65287 (813) 985-1999 Anne,E. Campbell Lynm3tt Courts Bililngual Education Service Center Amalia Lehman American Public Welfare Association (BESC) -Bilingual Education Alachua County 1125 15 Street, N.W. University of Florida 1817 East University Washington, D.C. 20005 'Norman Hall, Room 343' Gainesville, FL 32601 (2C2) 293-7550 Gainesville, Florida, 32611 SUNCOM 651-1554 (904) 392-6451 Jodi Crandell Mayra Menendez Canter for Applied Linguistics .Quan, Anh Coa 8roward County School Board 3520 Prospect' Street, N.W. NODAC "LAU" Center 6650 Griffin Road Washington, D.C. 20007 3220 Baldwin Drive West Davie, FL 33314_ (202) 298-9292; (800) 424-3701 ...TIssee, Florida 32308 (305)'765-6901.- Ann Critelli Louise Damen Ann Mock Graduate School of Education 162 Puritan Circle. Adult Education Center of Palm ,University of California Tampa, Florida 32617 Beach County Santa Barbara, CA 93106 1235 15th Street (805) 961-2502 English Language Institute West Palm Beach, FL 33401 Norman Hall (305) 684 -5200 Holda Dorsey University of Florida. ABE /ESL. Coordinator. Gaineiville, FL 32611 Anne More La Puente Valley Adult Schools 1127 South Patrick Drive 1110 Fickewirth Street Bulla Flournoy Satellite Beadh, FL 32927 La Puente, CA 91744 Ethnic Culture Center (305) 259-7839 (h) Florida Junior College Ronald Gibbs C Jacksonville, FL 32202 Sue Sandine . National Association for Counties (904) 633-8144 Adult Education Center 7735 New York Ave., N.W. 3000 E. University Ave. '4teshington, D.C. 20006 Marisa), Reyes Gavilan Gainesville, FL43260.1. (702) 783-5115 Multi-Lingual Multi-Cultural School of Education DM 483 :ENGLISH AST SECOND LANGUAGE (ESL) Willie Harrison Florida International University National Contacts National:League. of Cities Tamami Trail 1301 Pennsylvania Ave, N.W. Miami, FL 33199 Adult Education Resource Centei- Washington, D.C. 20004 (305) 554-2524 \ Jersey City, NJ 07305. (202) 626-3000 (201) t47-3101 Clem Hallman Institute of Modern Languages Bilingual Education Service Center American Language Institute 2622 Pittman 191r;ie University of Florida 1 Washington Square P.O. Box 1087 Gainesville, FL 32611 Naw York, NY 10003 Silver Springs, Marylenr.! 20910 -0087 (212) 598-3937 (301) 565-2580 Marthl I. Hardman ProfesSor of Anthropology Bilinpai Vocational Programs Andrea Klein

GRI 384 . and Minority Language Coalition for Refugee Resettlement University of Florida Affairs' 1424-16 Street, N.W., Suite 203 . Gainesville, FL 32641 Office of- Bilingual Education Washington, O.C. 20006 400 Maryland Ave, S.W. (202) 667-781Q Washington, D.C. 20202 (202) 447=9227 61 69 Norman burie National Coalition for Refugee Resettlement, Room 911 1730 M Street, N.W. Washington, D.C. 20036 (202) 758-0817 ms) National Associatioli for Bilingual, Education'

IV-13 BESL Center /- 100 Franklin Street New Holland, PA 47557

National Association of Counties Research 440 1st Street N.W. Washington, D.C. 20001 (202) 393-6226

Niti-pnal Clearinghouse for 6ilingual Education 1300 Wilson Blvd. 82:11 Rosslyn, Virgina 22209 (800) 336-4560

Thomas Parkin, ACTION 806 Connecticut Avenue, N.W. Washington, D.C. 20525, (202) 254-3120

Lilia Reyes United St4esl,nonference of ,Mayors 1620 Eye Strel;N.W. Washington, D.C. D006 (20) 293-7650

San Diegn CommunitY ':11ege District Adult and Conti.,- i.ducation 535g University San Diego, CA 92105-2296 (714) 230-2144

Teachers of Eoglish to Speakers of Other Languages " D.C. Transit 8:1ilding rgetown /linve;,sity shington, 1110. 20057 (202) 625-464

United States Catholic Conference 1312 MaPachusitts Avenue, NA-. Washingto'h, D.C. 20005 (202) 6$9-6825

Vocatir-Inal English Education Center 31 Bei/c-h Street, 2nd Floor 6ostv06 MA D2141

(6140 .;.'_14,2-2603

62 ENGLISH AS .A SECOND LANGUAGE (ESL) Meyerson, Wayne W., Haynes, Judith L. Resourcei ESL/Literacy for Adult Learners.

Washington, D.C. .: Center for Applied Brislin, Richard W., Pederson, Paul. LinguiStics, 1982. Crass- Cultural Orientation Programs. Huntington, NY: Krieger, 1976. Inter AmericanResearch Associates. Improving Techniques in Teaching Eng- Center fo\. Applied Linguistics. ESL lishforthe Job. Rosslyn, VA:flCBE, Reading Matrials for Adults. Washing- 1555 Wilson Blvd. 22209,.1982. ton,D.C.: Center 'for Applied Linguis- tics. Johnson, Florence, etal; "Teacher's Attitudes Affect Their Work With Center for Applied Linguistics. Learn- Minorities." Educational Leadership, ing English a Different Way. (English, 3, 3, December 1976, 193-8. Vietnamese, E Cambodian) Washington, D.C.: tenter for Applied Linguistics. Keltner, Autumn. English for Adult. Competency. Englewood Cliffs, NJ: Crandell, Jo Ann. Adult Vocational ESL. Prentice Hall, 1980. Washington, D.C.: Center for Applied Linguistics, 1979: Language and Literacy.. Silver Spring, MD: Institute of Modern Languages, Design for a 1 to 2} Hour Racism P.O. Box 1087, 20910, 1982. Awareness Event. Dunedin, FL: Lutherean

Church rlomen, 1071 McFarlandStreet, Mantle,Arlene, et al. ESL and Com- 33528. munity Groups Create Learning Mater- ials: Four Case Studies, 1982. Toron- English for Adult Living. Silver . to:1 Participatory Research Group, 29 Spring, .MD: instituteof Modern Lan- Prince Arthor Avenue,Ontario,MSR, guages, P.O. Box 1087, 20910, 1979. 18Z, Canada.

ERIC Document Reproduction Service, Passage to ESLLiteracy. Arlington P.O. Box 190, Arlington, VA 22210, Heights, IL: DeltaSystems, 215 M. (703) 841-1212 Arlington Heights Road, 60004.

ESL for the 21stCentury. Arlington Politzer,RobertL., Politzer, Frie- Heights, IL: Delta Systems, 215 North da. Teaching English as a Second Arlington Heights Road, 60004. Language. Huntington, NY: Krieger, 1972. ESL Made Easy.Lancaster-Lebanon: In- --terthediate Unit, Box5026, Lancaster, Prevocational English. Silver Spring, PA 17601. MD: Institut.: forModernLanguages, P.O. Box 1087, 20910, 1978. Fact Sheets on Institutional Racism.

New York, NY:Council on Interracial Racismin theEnglish Language. New Books for Children, 1841 Broadwale:s. York, NY: Council on Interri%.;31, 10023. Books, 1841 BroadWiy, 10023.

Finocchiaro, Mary. English asa Second Schneck, Eleanor. Reading America. Language,from Theory to Practice. New Englewood Cliffs,NJ: Prentice Hall,

York: Regents Publishing, 1974. . 1978.

Glover:- Smith, Alma J., Bell, Berna- Self-Audit Manual .for. Race/National dette, S. Survival English Learning Orgin Equity in Educational Programs. ExperienceProgram for Fcreign Born Tallahassee,-FL: Department of EducaL Adults. DaytonaBeach, FL: Daytona tion, 32301, 1982. Beach Community College, 32014. Speak English: Six-Level Course for Adults.Silver Spring, MD :\ Institute of Modern Language's,P.O. Box 1087, 20910, 1982. 7 ---62...... watimalwageohameeffesamearescitaionM Terry Robert.For Whites On11. Grand. Rapid's, MI: Eirdmans, 1970.

Vaut, Ellen .0. ESL/Coping-Skills for Adult Learners, Washington, D.C.: Cen. ter for Applied Linguistics, 1982.

nina. ,Language and Culture in Conflict. Reading, MA: Addison-

Wesley, 1983. \

7 04 9 HAITIAN WOMEN Julieta de la Torre James Gigante Local Contacts Coalition for Progress Cuban/Haitian Task Force

. 633 S.W..Flagler 330 Biscayne Blvd: Lucille Bates and Phil Bus!-i, Miami, FL 33128 Miami, FL 33101 AfSC's Southeast Regional (305) ?25-0707 (305) 350-4095 (SERO) 1205 Sunset Drive Ana de Valle Silvia Gonzalez 'iami, FL City of'Sweetwater Careco (305) 566-5236 500 S.W. 109 Avenue 335 Poinciana Island Drive Miami, FL 33174 Miami, FL 33160 Tyrone Bryant (305) 551-5282 (305) 940-0131 Von D. Mizell Multipurpose Center 1409 Sistrunk Boulevard Alfreda Ellis Diana Grubenhoff Social Services Division County Biscayne College Project Golden Door Ft. Lauderdale, FL 33301 16400 N.W. 32 Ave. 635 Collins Ave. (305) 765-8729 Miami, FL 33054 Miami Beach, FL 33139 (305) 625-6000 (305) 674-8111 Catholic Communal vServicei 9365 N.E. 6 Ave. Entrant Women Transition Haitian Adult Development Educa-. Miami, FL .Program .tion Program (305) 758-0024 210 N.E. 18 Street 15800 N.W. 42 Av'enue Miami., FL 33132 Miami, FL. Christian Community Services (305) 377-8161 (305) 625-4141, Ext. 140 Haitian Entrants Unit 1090 N.E. 79 Street Florida Coalition Against Haitian American Community Miami, FL Hunger Association of Dade- County

(305) 753-3071' P.O. Box 1612 5909 N.W. 2nd Avenue . ImmokaTee, FL 33934 Miami, FL City of Hialeah Project Hayes (813) 657-6165 ;.:03) 751-3429 II 550 N.E.1 Avenue Florida Coalition Against Haitian Ameritan Voters Edu- HialeSh, FL Hunger cation Center (305) 883-6925 1200 Central Avenue 7545 Biscayne Blvd. Kissimmee; FL 32741 FL City of Miami Entrants Training (305) 846-6423 (305) 756-9180 Programs 1145 N.W. 11 Street Florida'Coalition Against Haitian Baptist Refugee Center Miami, FL 33136 Hunger- 6985 N.W. 2nd Avenue- (305).579-6627 P.O.'Box 903 , Miami, FL Moore Haven, FL 33741 (305) 757-3598 for Progress Project (813) 946-0729 Base Haitian Consulate .General 35 N.E. 17 Street Florida IMPACT 25 S.E. 2nd Avenue Miami, FL 222 West Pensacola Street Miathi, FL (305) 374-7422 Tallahassee, FL 32301 (305) 377-3547

Community Action, Agency Sandra Fradd Haitian Impact Program Project Entrant Outreach University of Florida 8ilin- 395 N.W. First Street, Room South Beach Center gual Service Center 204 833 6th Street Norman Hall, Room 343. Miami,FL 33128 C (305) 532-4081 Miami 3eaeh, FL Gainesville, FL .

(904) 392-645.1' , Dade County Coordinated-Approach , Haitian Mission. to Realistic Employment Zuzel Fuentes, 333 Hammondville Rcad .q40 West:Flagler Street National Clearinghouse for Pompano, FL 33060 Miami, FL 33130 Bilingual Education (305) 782-4447 (305) 579-5304. Florida International Univer- sity North Miami, FL 33181 (305)` 940-5582 Haitian Refugee Center Marie Levy Marie M. St. Cyr . 7610 Biscayne Blvd. Natioanl Materials Development Belle Glade Haitian Health Center P.O. Box 381257 Center 1024 M.W. Avenue D Miami, FL 33138 15410 N.W. 31 Ave: Belle Glade, FL 33430 .(305) 756 -0353 Opa Locka, FL 33054 (305) 996-5659 (305), 6854146

Haitian Refugee Center er. SER Jobs for Progress 32 Mortheast 54 Street Violet Milton SER-Entrant Training Miami, FL Catholic'Community Services 888 N.W. 27 Avenue (305) 757-8538 9345 M.E. 6 Ave. Miami, FL 33125 Miami, FL 33138 (305) 649-7500

Haitian Royal Christian . (305)756-0024 ---176-Tirnational Organization South Florida Economic Opportunity 6219 Northeast-ist Ave. Eula Morris Development Council Miami, FL Florida Coalition Against 1901 S.W.'1 Street (305; 751-0424 Hunger Miami, FL 1200 North Central (305)64975211. Marie Carol Hurley Suite 206 Adult and Continuing Education Xissimmee,FL 32741 South Florida Employment and Division (305) 846-6423 Training Consortium Barry University 5400 N.W. 22 Ave. ' 11300 M.E. 2nd Ave. Phelps-Stokes Fund Miami; FL Miami Shores, FL 33161 Florida Memorial College (305) 579-3519 d 15800 N.W. 42 Ave; . James E.Scott Community' Miami, FL 33054 Special Urban Ministries AssolCiation 50 East Las Olas 81vd. Haitian Entrant Program Phelps Stokes Fund Ft. Lauderdale, FL 33301

/ 2400 N.W. 54 Street 149 W. Plaza, Suite 232.° (305) 463-2823 Miami, FL 33142 Miami, FL 33147' (305).638-4070 (305) 634-5201 Carole Ann Taylor Florida-CaribbeanCoalition of 1 Honer Joseph, Pierre Toussaint Haitian 100 BlacksWomen 344 N.I.97. Street Catholic Center Miamai, FL .iami, FL 33150 110 4.E...62Street (305) 579-6010 (305) 573-4710 Miami, FLt3'3138 (305) 7544289 Charles Taylor Venante Joseph CHESS Project Miami-Dade Community College Marie Poi'tier WeTt-Tampa-Neighborhood-Ser- 7-c-iiite-r for Continuing Education Hlitian.COnnections vice Center

- for Women 2300 N.W. 62 Street 2103 N. Rome Road 300 N.E. 2nd Ave. Miami, FL 33142 Tampa, FL 33607 1 Miami, FL 33132 (813)247 -1121 (305) 577 -6714 Toni Powell, Barry University School of Adult and Continuing Tri=City Community Association

/ G. Jean Juste Education Haitian 'Vocational Work 'Experi-. Haitian Pefugee Center .11300 N.E. 2nd Ave. ence Program

32 r, 54 Street Miami Shores, FL 33161 . 133 N.E. 54 St. Miami, FL 33137 (305) 754-1764 Miami, FL '(305) 754-8328 Marie Lambert Project Mainstream Haitian Development Project ESL Vocational Program for United Way. of Dade County Biscayne College Haitians '955 S.W. 2 Ave. 2980 N.W. 174 Street Miami, FL Miami,.FL 33130 Opa Locka, FL13056 (305),573-4710 (305) 541 -1295

. . . ,Ginette Leger Ramon 1.. - Raiford Angela Vazquez ICenter forlatino Education PhelpS SOikes Fund S.W. Social Services rvlor::,'a International University 149, W: Plaza, Suite232 7329 W. Flagler St. THMOB - Tamiami Trai4 Miami;' ft 33147 Miami, FL 33126 Mir,oi, FL 33199 (305) 634 -5201 (305) 261-6202 (305) 554-2647 Jam Wenski.. Women's Task Force on Haitian Haitian Catholic Center Political Prisoners

110. L.E. 62 St. P.O. Box 2293 Miami, FL 33136 Washington, D.C. 20013 (305) 751-6289 (202) 544-7475

Don Williams York C011egeCUNY1 . the English.Center 150-14 Jamaica Avenue 3501 LW: 28.St. Jamaica, NY 11451 Miami, Fl 33133 .(305 445-7731

HAITIAN WOMEN , National Contacts

Carrefour rnternational 4258, Deltrimier Montreal, Quebec H2H 281 (514) 527-661'1

Center for Human Services Haitian American Training Institutt 872A Flatbush Ave. ,Brooklyn, NY.11226

Roz Dickson Women's Task Force on Haitian Political Pisoners f 'P.O. Box 2293 Washington, D.C. 20013 (202) 54477475

The Haitian Refugee Project 110 MarylandAve. N.E. Washington, D.C. 20002

Raison d'Haiti 7714 Lajeunesse Montreal, Quebec H2R 254 (515).274-3487

MarieAnne Thomas. .American.Friends Service',Committee 15 Rutherford Place ... \ New York, NY 10d03 ,

(212) 598-0g65 \`.

New Jersey HaitianAmerican Cultural Foundation 24 Branford Place 'Newark, NJ 07102 4201) 64374971

'Riverside Adult Learning Center 4.90 Riverside Orive New York, NY 10027 '(212) 222-5900 HAITIAN WOMEN Cuban-Haitian :FactSheet. Migration Resources Today, .1980, 9.

Allman, James,"Haitian Migration: 30 Cuban-Haitian Refugees. Department Years Assessed." Migration. Today, 10, State Bulletin, 80, Aug 1980, 79-82. 1, 1982, 6-12.. Enders, T.O. Cuban and Haitian Migra- 'Jentolila, Alain, Gani, Leon. "Lan- tion[statement,JuIy 13, 1981] De- guages and Educational Problems in partment State Bulletin, 81, October Haiti". Languages, 61; March 1981, 1981, 78-9. 117-27. Foster, Charles. R. Creole, in Con- Berry, Paul. "Literacy and the. Question flict. Migration Today, 8, 5, 1980,

of. Creole." In,Rubin, Vera, Schaedel, . 8-13. Richard P., eds., The Haitian Poten- tial. New Yark: Teachers College Press, Haiti Alert (Periodical). P.O.Box 1975. 943, Miami Beach, FL 33139.

Buchanan, Susan Huelsebusch. "'Haitian Haitian American CommunityAssocia- Women in New York City." Migration tionof Dade County (HACAD). Histori- Today, 7, 1979, 1945,39. cal Overview of the HACAD. Miami, FL: HACAD, 5909 NW 2 Ave, 1982. Buchanan,Susan Huelsebusch. "Language and Identity: Haitians in New York Haitian Homeless. Commonweal, 107, City." International Migration Review, June 6, 1980, 324 -5. 13, 1979, 298-313. "Haitian Refugeesin the U.S.".Minor- Buchanan, Susan Huelsebusch. "Profile ity Rights Group Report, No. 52. New of a Haitian Migrant Woman." In, Female Yorqc, NY: Minority Rights Group, Apt. Immigrants to the United States: Carib- 45, 35 Claremont Ave. 10027. bean, Latin gMerioan, and African Experiences. Washington,'D.C.: Research "Haitian Refugees". Prepare, March Institute on Immigration and Ethnic' 1981.: Tallahassee, FL: Florida Im- Studies, Smithsonian Institution, 1981: pact,222W. Pensacola St., Tallahas-

see, Florida 32301.- . Carosso, Juan. Cuban/Haitian Entrant .ProgramOperating Manual. 1181. ERIC ."Haitians: America's Boat People."

Document ED 205-652. Migration Today (Special,Issue) 7,4, , 1979. Center for AppliedLinguistics. "The \. 'People and Culture of Haiti." 1982. Haiti's Black- Boat People."Horizon ERIC Document '219-956. Series." (Cassette) Niles, MI: Na- .tional Public Radio, P.O. 818,149120. Center forApplied Linguistics. Jea- Ogling English to Haitians. Refugee. Harris,ROxy. Caribbean English and Education Guide. ERIC Document ED Adult. Literacy. 1979. ERIC Document 214 -406. 177-611.

Chisolm, Shirley. Statement of 'the King, .Kendall.-"Nutrition Research in Congressional Black-Caucus, .Task Force Haiti." In, Rubin, Vera, Schaedel, on Haitian-Refugees, Congressional. Richard .P., eds. The Haitian 'Poten- Record, E5264, October 25, 1979. tial. New York: Teacher's College Press: New York, 1975. Colbert, Lois. Haitian' Aliens-A People in Limbo. Crisis, 87,7, Aug-Sep1980, Latin Americaand Caribbean Center. 235-38. Immigrants andRefugees: TheCarib 'bean and SouthFlorida. Miami,FL: Copeland, Ronald. "The 19E0 Cuban International University, 1981. Crisis.Scime Observations. Journal of

Refugee Settlement, 1, 4, Aug 1981, 'La Vi Nob o Zetazini/Your New Life In

the United States. Washington, D.C.: . 76 .Center for 'Applied Linguishics, 3520 68 Legerman, Caroline J. "Observations on Savian, Yves. An Overview of the Family and Kinship Organization in Haitian Adult DevelopmentEducation Haiti." In, Rubin, Vera, Schaedel, Program at the End of Its First Richard P., eds., TheHaitian Poten- ,Five-Month Cycle.Miami; FL:Phelps- tial. New York: Teacher's College Stokes .Fund, 15800 N.W. 42 .AvenUe, Press, 1975. -33054. 1981.

Leyburn, James..The Haitian People New Schack, Ruth. "Dade County: Paradise Haven: Yale UniversityPress, 1966.. Lost?" Journal of Intergroo Rela- tions, 8, 4, Winter 1980-81, 23 -31. Lundahl, Mats. Peasants and Poverty. New York: St. Martin Press, 1979. Schey,Peter A."BlackBoat People: Founder on the Shoals of U.S. Mc1orrow, T. "Haitians Try to Adopt Policy." .Migration Today, 9, 4-5, U.S.--With Three Stikes on Them." Daily 1981i 6-10. News, November 15, 1970,.,81, 898. It Smalley,Carol. Faceto Face: Learn- Mangum, Margaret. Faceto Face: Intro- ing English. LIRS Manual for Sponsors duction to the Peopleand Hiito'ry of of Refugees. ERIC Document ED 202 - Haiti. LIRS Manual for Sponsors of 930. Refugees. ERIC Document ED 202 -929: . . Social and Economic ProblemsAmong Migdail, C. "In Haiti Desperation is a Cuban and Haitian Groups in Dade Wayof Life." U.S. News, 91, Nov. 3D, County, Florida: Miami, FL: Office of 1981,.3940. the Manager, Metropolitan Dade Coun- ty, 1981. Migration Today. (Special -issue on Haitians) September, 1979. Tenhula, John D. "Seeking. Asylum: Who GetsIn?"Refugeesand Human .Rights "New Community Role." Change, 13, 29, Newsletter, 5,2, Spring 1981. July/August 1981. Thompson, Janis. Haitian Refugees: Off Our Backs. (1982 issues.) 1724 20th What in the World is Going. On? Street, N.W. Washington, D.C. '20009. (Filmstrip and discuss'ion materials.)Winter Park, FL: Church of Palmieri, Victor H. "Cuban-Haitian Fact Christ, 222 East Welbourne Ave. Sheet." Migration Today, 8, 3, 1980, 9. 32789. I

The People of Culture of Haiti. Wash- United Department of State, Bureau of . ington, D.C. : Centerfor Applied Lin- Public Affairs. "Haiti."..Background guistics,3520Protpect Street, N.W., Notes, February 1981. Washington, , 20007, U.S. Government Printing Office. Powers, T. "The Scandal of U.S.Immi- gration: The Haitian Example." Ms, Valdman, Albert. "The Language Situa- February, 1974, 62-66, 8183. tion in Haiti." In, Rubin, Vera, Schaedel, Richard P.,eds.,The Hai- A Preliminary Assessmentof the Needs tian Potential. New York: Teachers and Resources of Haitian Entrant Woman. College Press, 1975.. in Little Haiti. 'Washington, Overseas Education Fund, 2101L Strbet, Weidman,Hazel., Miami, Health Ecology N.W., Suitt 916, 20037, 1981. Project Report:A Statement on .Ethics

. and. Health. Miami: University of . Rey, K.H. The Haitian Family.. New York: Miami, School of Medicine, 1978. Community Service Society, 1970. Wortham,J. Black Boat People. Black Enterprise, 10, April 1980, 32.

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77 tr.0 HISPANIC WOMEN Bertha Cassais Entrant Women Transition Program:' Local Contacts Cuban National Planning 210 N.E. 18 Si. Council Miami, FL 33132 Adult Cuban Immigrant Project 300 S.W. 12 Ave. (305) 377-8161 8434 Avenue, Building C Miami, FL 33138 12G Room 215 (305) 642-2435 Rosa Castro Feinberg Orlando, FL 32812. Univrsithy of Miami Mary Garcia Castro P.O. Box 8065 D1ga M. Garay Ahern University of Florida', Coral Gables, FL 33124 Community Media Network Gainesville, FL 32611 (305) 284-6501 P.O. Box 151 Miami, FL 33153 Catholic Co'mmunity Services Florida IMPACT- -.(305) 947-4618 9345 N.E. 6 Ave. 222 W. Pensacola. Miami, FL 33138 Tallahassee, FL 32301 Ondina Arrondo (305) 758-0024 (904) 222-3470 v Hispanic Branch Library/RAMA HISPAMICA .City of Miami Beach Sandra Fradd 2190 West Flagler Street Cuban Entrant Training Program University of. Florida Bilingual Miami, FL 33153 1700 Convention Center Dr. Education Service Center (305) 5411-9444 Miami .Beach, FL 33139 Norman Hall, Roam 343 (305) 673-7260 Gainesville, FL 32611 - (904) 392 -6451 Jo'se Aybar Commission on Hispanic Affairs Coalition of Hispanic American Women, Channel '23 Cipriano (Cip) Garza. 900 S.W. 1st .- Miami, FL 33130 2525 S. 3 Avenue Mirant Education Program, ;305).325-2926 Suite 408 Dade County Schools Miami, FL 33129 (Florida City Betty Lou Barbieri 364 N.W. 6. Ave. Community Action Agency Cuban Refugee-Assistance Miami, FL 33034 395 N.W. 1st St. Program (305) 248-1650 Miami, FL 33123 747 Ponce de Leon Blvd. .(305) 579-5600 Coral Gables, FL 33134 James Gigante

(305) 445-6500 Cubail/Haitiah Task Force .

Alina Becker , 330Biscayne Blvd . Spanish-American Leagde Against Cuban Refugee Emergency Miami, _FL 31101 Discrimination (SALAD) Center (305) 350-4095 2260 S.W. 8 Se.,'SUite 203 701 S.W. 27 Ave. Miami, FL 33135 Miami, FL Gustavo Goday (305) 541-6395 (305) 350 -5851. Spanish International Network (SIN) Alejandro.8rano Cubana 'Women's Club 2525 S.W. 3 Ave. Catholic Social Services 970 S. 1st Street Miami, FL 2909 Bay to Bay Blvd., Suite Miami, FLT\ (305) 856-2414 .501 (305) 32475201' Silvia Gonzalez ' Tampa, FL 33609 (813) 837 -3497 Elvira Dopico, Associate .Careco Superintendent 335 Poinciana Island Rosa Brown Dade County Schools Ilia mirFL 33160 1090 N.E. 79 Street 1410 N.E. 2nd Ave. (305) 940-0131 Miami, FL 33138 Miami, FL 3132 (305) 758 -3071 (305) 350-3498 Cathy Gorman Sojourner Truth Learning Institute JOsephine Carbonell English VoCational Employabil- Little Havana Aciiyity Center . ity Skills Training 1703 S. Central Ave. 819 S.W. 12 Ave. 335 Alton Rd. Apopka, FL 32703 MiaThi, FL 33130 Miami Beach, FL (305) 886 -5151 (305) 858-0887 (305) 531-0960. Gayle Grimes Sojourner rruth Learning Institute 1703 5. Central Avenue Apopka', FL 32703 70 Diana Grube hoff, Maria E. irabal .Saber Project :.t tempt

Project G den Door Department. of Health andRehabili- 955 S.W. 1 Street, #201 635 Colli Avenue tative Services.. Miami, FL 3130 Miami Beach, FL 33139 District XI (305) 545-6059 (305) 674 -8111 401 N.W. 2nd Ave. Miami, FL .33128 Helen Safa 'Hispanic American Educational Latin American Studies Center

Material National Conference of Puerto University of Florida 4 39.1 Madrid St. Rican Women Gainesville, FL. 32611 ' C6ral Gables, FL 9700 S.W. 115 Jerraci (305) 440-3533 Miami, FL 33176 Delia Sanchez (305) 25579700 1108 Coral St. Ann Kendricks Tampa, FL 33602 Sojourner Truth Institute National League of Cuban American (313) 272-4461 1703 S. Central Ave. B'ased Centers Apopka, FL 32703 1430 S.W. '1st St. Helen Sara (3C5) 88575151 Miami, FL Latin American Studies

. 4.

. GRI 319- : Latin Chamber of Commerce Ena Naunton lUniiiersity of Florida Project Trabajo Miami'MerSld GAinesville, FL 32611 1417 'Jest Flagler St. N6. l'Her'ald Plaza Miami, FL 33135 Miami, FL 33101 Soto, SALAD

( 305) 642-3870 ° (305) 350-2394 2260 S.W. 8 St., Suite 203 Miami, FL 33135: Amalia Lehman Eduardo .Padron (305) 541-6395 Bilingual Education in Alachua Miami -Dade Community College

County Net: World Center Campus Spanish American League.Against , 1317 East University 300 N.E.:2 Ave. Discrimination ProjectSALAD

Gainesville, FL .32601 . Miami, FL 33132 Community Services Center Suncom 651 -1554 -(305) 577-6730 2260 S.W. 8th St. Miami, FL Little Havana Activity Center Rama Hispahica (305) 541-6395 819 S.W.-12 Avenue Miami-Dade Public Library-His- Miami, FL 13130 panic Branch Spanish International. Books ,0305) +858 -0887 2190 W. FlaglerSt. 9546 Bird Road., Miami, FL 33135 Miami, FL. 1.Beatriz Luciano (305) 541- 9444. (305) 552-5084 Liberacion-Learning Center p,p. Box 4146 Randy Reid _Special Urban Ministries 'Princeton:FL 33022 Division of Consumer Services 50 East Las Olas Blvd. -(305) 248-9515 Mayo Building Fort Lauderdale, FL 33301 Tallahassee, FL 32301 (305) 463-2823 Carolina MacNaupton Adult Cuban Immigration Project Angela Rodriquez Charles,Taylor P.O: Box 27 T Urban Studies Institute CHESS Project Orange County 'Schools Barry University West Tampa Neighborhood Service Orlando,. FL 32.801 P.O. Box 88 Center

(305) 857-2553 ,.. Miami Shores, FL 33161 2103 N. Rome Rd. (305) 758-3392, Ext. 236 Tampa, FL 33607 Margarita Mendez (813) 247-1121 ALPI AgriCultural.Labor Program Madeleine Rodriquez P.O. Bo4 3126 National Origin Assistance Leroy Thompsqp anter; Haven. FL 33880 Center Program Plus' (813) 956-3491 School" of Education Miami Dade Public Library, University of Miami System Viole.t.Milton P.O. Box 248065 1154 N.W. South River Drive Catholic Community Services. .Miami, 'FL Miami; FL - 9345 N.W. 6 Ave. (305) 284-6501 (305) 547-5028 *lull, FL 33138 (305) 758-0024' ormentimmisimimMINENSIIIMIIIIME11111111.111;111111111111.MIMMLIMMEM United Way of Dade County Roberta Cardenas Elvira Crocker 955'S.W. 2 Ave. Reza Center for Alternative M ican Womenls.National Assoc. Miami, FL 33130 Education 44 i9 Elm St. 305) 541-6940 425-S. Boy1,6 Ave. evy Chase, MD 20815 Los Angeles, CA 90033 01) 654-5631 An ela.Vazouez - (213) 264-6210 Southwest Social Services Alicia Cuaron 1 732' W:,Flagler St. Irene Campos Carr Hispanic Access toServices Miam' FL 33125 145 Terrace Community College of 'Denver- -Auraria (305) 2B1-6202 DeKalb,, IL 60115 1111 W. tColfax Ave. Denver, tO 80204 JOez Sylvia Castillo (303) 629-3421. 10840 S W.129 St. Assistant Deanlof Miami, L 33176 Students Cuba Resource Center InterCambiosFemeniles 11 John St., Rm 506 Don Willi ms Stanford Un'ivesity New York, NY'10038 The Engli h Center Stanford, CA 94305 3501 S.A. 8 St.- Sue Davenport Niemi, FL 133 Center for Bilingual Education Chicago Northern Service Center (305) '445-7 37 414 Farmer for ABE/GED' Teachers

College of Education ' 2434 Northern Spaulding HISPANIC WON Arizona State-University Chicago, IL 60647. National-Cont cts Tempe, AZ 85287, Caren J.:Deming ACCESS Center. for. Chicana Studies Broadcast Communications Art 4340 East-West ighway, Suite University of California Department 906 Santa Barbara, CA 93106 San Francisco State University Bethesda, Maryla d 20814 1600 Holloway Ave. Center for WomaTr-erIdentity Studies San Francisco, CA 94132 Alfalit Internaci nal Chicago State Univer;sity Apartado292 95 St. at King Dr. Myra Dinnerstein Alajuela, Costa Riga Chicago, IL 60628 Southeast Institute for Research

, --- (312) 995-2021, on Women Alternative Solutions University of Arizona P.O.Box 2904 \ Chicana.Coalition Tuscan, AZ 85724 4eston, VA 22090 394 Willow St. (602) 626-4477 (809)760-6860 San Jose, CA 95110 O. El Congreso Nacional de Asuntos anthropology Resource enter'

Chicago Forum . Colegiales. 59 Temple Place, Site 4.44 287 G Street, N.W. 2717 Ontario Road, N.W. 3oston, NA 02111 . Washington', D.C.. 20024 Washington, D.C. 20'669 (202) 484-9193 (202) 387-3300 )anna M. Avery

1 iomen!s Identity Studies Chicana Rights, Project MALDEF Viviana Erazo :hicego State Uniensuty Petroleum Commerce Bldg. Unidad de' comunicacion an.d King Dr. / San Antonio, TX 78205 I Alternativa de la Mujer :hieago, IL 60623 .(512) 224-5476 Insti'tyto LatiMoamericano ,312)\ 995 -2021 de EstudioS Trans-

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hutha Cotera: America Facundo he Black and Latin Women's Project Information Sytems Development Puerto Rican Center for LifelpMg omen, Inc. 1100 E. 8th St., Suite Studies 70 Warren St\ Austin, TX 78702 P.O. Box 6783 orchester, MA\02121 Santurce, PR 00914 .(809) 726-3192 I80 72 J. 41anco Facundo satinAmerican Task Force Mexican American Women Curriculum' Aliernativas .P.0.5ox 32214, Projezt P.O. Sox 424 ;-!etroit, MI.48216 1100 E. 8 St. _Senorial Mall Station (3:3) 397 -6653 Austin, TX 78702 Rio Piedras, PR 0092 Unidas Para Acction. Mexican American Women's Nationdj

Ileana Harrell ' Segur Ave. AssociatiOn National ConferenceofPuerto Toledo, OH 43609 4408 Elm St. Rican Women. (419) 243-3228 Chevy Chase, MD 20815 8717 Belmart Road (301) 654-5631 Potamac, MD 20354 ii Latino Institute (301) 279-1361 53 W. Jackson Blvd. Mexican American Women's National Chicago, IL 60604 Association (MANA) Hispanic American Career Educational. P.O. Box 23656 Resources of United Latin American L'Enfant Plaza Station 115 W. 30 St. Citizens (LULAC) Washington, D.CI 20024 ;le'w York, NY 10001 'National Office (202) 331-7667 (212) 868-0623 400 1 St. N.W.,Suite 716 Washington, D.0 20001 .Cherrie Moraga Hispanic Women in HigherEducation c/o Persephone Press Stanford University Cathy Loeb P.O. Box 7222 Old Union 323 Women's Studies Librarian Watertown, MA 02172 Stanford, CA 94305 112 A Memorial Library 4s' (415) 497-2733 University of Wisconsin Mujerds Latinas en,Accion Madison', WI 53706 1823 West 17 Si. Hispanic Women's Center (608) 263-5754 Chicago, IL 60608 115 I. Str. Room 900 (312) 226 - 1544,. ,New York, NY 10001 Marguerite Lopes American Enterprise Institute National Association of.Cuban The Hispanic Project 1150 17 St., N.W. American Women of the USA Hood College- Washington, D.C. 20036 3900 Connecticut Avenue, N.W. %Frederick, MD 21701 (202) 862-5800 Apartment'202-G Washington, D.C. 20008 Caridadinda Norebn Lopez (202) 245 -2181 Spanish Education Education Specialist Development Center (SED) 205,Washington Blvd. National Chicani Foundation 1840 Kal,orama Road, N.W. Hoffman Estates, L 60194 507 East Ellingbrook Drive tiaShington, D.C. 20009 ,$) Montebello,ICA d0604 (202) 462-8848 Lupe Anguiano (2 -11) 723-5949 Twenty-Third Pu lications Information,Systems Development P.O. Box 180 National Chican Foundation 1100 E..8 St. Mystic, CN 06355 1005 S. AlaMo Austin; TX 78702 San Antonio', -..T 78210

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71 National Conference of Puerto Roza Center for Alternative Educa- Purisima.K. Tan and Eleanor J. Rican Women tion. Dila Belmart Rd. 425 S. Boyle Ave. 'National Council of La Raza. Potomac, MD 20854 Los Angeles, CA 90033 1725 Eye Street N.W: 20.FIcir

(301) 279-1381 (215) 264.16210 Washington, D.C. 20006 r (202) 293-46801 NationalC4tncilof La Raza Kathy Rockhill .1725 Eye St. N.W., Suite 210 Ontario Institute For Studies Univers!dad Popular Washington, D.C. 20006 in Education. 1041 W. Belmont 252' Bloor.St. W. hicago, IL National Institute For Hispanic Toronto, Ontario Canada 1l53 1/6 and Families/Rosemont, Washington Office on Latin America. % t:eq:er Carolina Pena. Rodriquez (WOLA)

2000 Rosemont Ave. N.W. : Barrio:Education Project 110 Maryland Avenue, N.E., 'Washington, 0.C:'20010 363 West Marding-',\ Wasington; D.C. 20002 -(202) 265-9885 Sari Antonio, TX 78221 (202) 54478045 .(512) 432-4941 Phyllisloble Women's Identity Studies Institute Del Progreso Latino Mary Rom "ro Chicago State University -1831 S. Racine University of 4isconsinParkside 95 St. at King Dr. ,Chicago, IL 60606 Box #2000 Chicago, IL 60628 Kenosha, Wisconsin 53141 (312) 995-2021 :Abdin Noboa (414) 553-2658 Alternative Solut:ons Jan Calderon Yocum ..P.O.Box 2904 Fulvia Rosenberg National Institute for Hispanic Reston, IA 22090 Mulherio Children and Families Av. Prof. Francisci Morato1555 2000 Rosemount Ave., N.W. Julia Perez SaoPaulo 05513-Brasir. Washington, Q,C..20010 47 Lopez St. (202) 265-9885 Cambridge, MA02138 -Atiana Santa Cruz Instituto LatinoameriCao de Magaly Pineda, CIPAF, (-Estudios Trapsnacionales Calle Benigno.Filomeno de Rojas Women's Media Vnit

305 , Casino' 16637 Santo Domingo-Republica Dominicana Correo 9 Santiago, Chile Project RACER--Hispana 'omen's Center Southwest Institute for Research 115 W. 30 St., Rm. 900 on Women New York, NY 1001 -Women's Studies The University of Arizona Puerto Rican Center for Lifelong Tucson, AZ 85721 Studies (602) .626-4477 i P.O. Box 6783 :,,Loiza'Station Spanish Education Development,: Santurce, PR 00914 Center (SED)

(809) 726-3192 , 1840 Kaloramo Road, N.W. Washington, D.C. 20009 Puerto Rican Legal Defense and (202) 462-8848 Education Fund 956 11-ad?Son Ave., Suite 1304 Norma Stanon, New York,.NY 10157 Hispanic Women's Center RACER 115 W. 30 St., Rm. 900 The puerto Rican Woman's Project New York, NY looqi Aquadilla Regional College University of Puerto Rico Taller.Salud Boi 160 Ramey Apartudo2472 O 'Aquadilla, PR 00504 Estacion,Hato Rey, P.R. 00919 HISPANIC WOMEN Ayala-Vazquez, Nancy. "In the Guidance Resources andCounseling of: Hispanic Females." -Journal of Non-White Concerns in Per- Aces:ta-Belen, Edna."The Litertture of sonnel and Guidance; 7, 3, 1979, 114ff. the Puerto Rican National Minority in thelinted States."Bilingual Review, Aztlar3. International Journal of Chica- 5, 1-2,.1978, 107. no. Studi,es Research. 405 Hilgard Ave.,, Los Angeles, CA 90024.

Acosta-Belen, Edna. The Puerto Rican Woman. New 'Ork:.Praeger, 1979. Baca Zinn, Maxine. "Chicanas: Power and Control in the Domestic Sphere.". De

Agenda: A Journalof HiSpanic Issues. Colores, 3, No. 3, 1975, Albuquerque, National Councilof La ,Raza,1725 Eye NM: Oajaritos Publications, 2633 Street, N.W. Washington, D.C. 20006i. Granite TIW, 87104. --

Aguilar, Linda Peralta. "Unequal Oppor- Baca Zinn, Muine. "Employment and tunity and the Chcana," civil Rights Education of Mexican-Am-erican Women: Digest, 5, 4, Spring 1973, 30-33. The Interplayof ,Modernity and Ethni- city in Eight Families." Harvard tdu.ca-

Alternatives.' (Periodical) P.O. 'Box .tional Review, 50, 1, February 1980, 424,, Senorial Mall Station,' Rio OieL. 47-62.' dras, PR 00926 Baca Zinn,Maxine."Gender and Ethnic, Alvirez, 0., Bean, F.D.The Mexican - Identity Among Chicanos." Frontiers, 5, American Family: In, Mindel, H., Haben- 2, 18=21. . stein, R.W., eds., Ethnic Families-in America. New York: Elsevier, 1976. Bach, Robert L."The New CubanTull- gr*ants: Their Background and Pro- AModeo, Luiza B., et al.A Potpourri of spects." Monthly Labor Review, 103, 10, Issues Relevant. toRural and Minority OctoberA1980, 39 -46./ Women in the Southwest. 1981/ ERIC Document 220-258. 8arragan, Polly Baca. "The. Lack of Political involvement of Hispanic Women

Anzaldua, Gloria. "La Prieta." In,. as it Relates to Their Educational Moraga, Cherrie, Anzaldua, Gloria, This Backgroundand Occupational Opportuni- Bridge Called My Back. Watertown, MA: ties." In, Conference on the Education- Persephone Press, 1981, 198-209. al and Occupational Needs of Hispanic Women.Washington,D.C.: U.S.Depart-

Apodaca, 7Maria L. "The Chicana Woman: ment of Education,NationalInstitute An Historical Materialist.Perspectiye." of Education, 1980. Latin American!Ispectives, 4, 1/2, 1 . 1977,70. Battle, Ana,et al.;The Puerto Ricans: A ResourceUnit for Teachers, 1974. AriujO, Jose'Emilio. "Adult Education, ERIC Document 'Ed 091-463. Food, .andDevelopment." Covergence, 13, 4, 1980, 41=54: Bean;Frank D.;et al. "Familism and Marital ,Satisfaction among Mexican Arciniega, Tomas A. "Bilingual-kducaT Americans: The Effects of Family Size, tion in the Eighties:OneHispanic's Wife's Labor Force Participation, and Perspective."-----E-dueafifonal Pesearch Conjugz.1 Power." Journal of Marriage Quarterly, 6, 3, Fall 19814-31. and the Family,. 39, 4, 'November 1977.

Arron Marina,. "Teaching the Benitez, Jose Spielberg. "The 'Little' History of Hispanic-AmericanWomen." Cultural Tradition of Hispanics." Agen- History Teacher., 13,4, 493-507. da, 10, 3, May-June 1980, 30-3753.

Benitez,MarioA., Villat.real, Lupita G. The Education of the Mexican Art i can: A SelectedBibliography. 197. ERIC Document ED 191-642.

AD CI Billick, David J. "Theses and Disserta- Calhoun, Lilii\an, Arias, Ron. "The tions on Women in/Hispanic Literature: Coming Black/Hispanic COilition. A A Supplement For'1976-77," Womed Stud- Black View and an Hispanic View." The

ies Abstracts,: 7, 2-3\, Summer-Fall CivilRights 4uarterly, 12, 1, Spring- 1978, 1-3. 1980, 12-18.

Billick, David J. "Women in Hispanit Cardenas, De bwyer,\Carlota. "Literary Literature: ,A, Checklist of Doctoral Imagesof Mexican American Women.'' La Dissertations and Masters' Theses, Luz, 6, November 1977\ 11-12. 1405-19/5." Women Studies Abs. 6, 2, SuMmer. 1977, 1-7. Cardozo, Yvette. "Why. Nobody Really Feels at HoMe in M'ami." Nuestro, Bithorn, Maria Angelica. "Hispanic January 1978, 32-64. 'amen ove Forward--70ut. of a- Marginal Status." In-, Conference on the Educa- Carosso; Juan. Cuban/Hai\tian Entrant Itiunal and Occupational Needs ofHi- am Opera!ting Manual.\ 1381. ProgrProgram ERIC

spanic Women, Washington, D.C. :, U.S. . ED 205-52. , \ Department of Education, National In, stitute OF Education, 1980. Carillo-Beron, Carmen. Traditional Fam- ily Ideology in Relationto\ Locus of Blac,k' Latinos: A' Double Minority. Congrol: A Comparison of Chicanoand

(Cassette) "Horiszon Series." Niles, MI: Anglo' Women. San Fransisco:\ R E E

NationalPublic Radio,P.O.Box 818, - Research, 1974. 49120. 1

Casal, Lourdes,_ Hernandez, Andres R. Bonilla, Frank Campos,- Ricardo. "A "Cubanas in., the U.S.:A Survey of the Wealthof Poor,Puerto Ricans in the Literature." Cuban Studies, 4110975. New Economic-Order." Daedalus, 110, 2, 25ff. Spring 181, 113-176. Cebotarv, Eleonora."A Non - Oppressive .8onnett, Kendra R.,Edmonson, Gloria, Framework for Adult Education Programs ! comps. WEECN Resource Roundup: Hispanic for Rural Women in. Latin America." ,Womenin America.1980, ERIC Document Convergence, 13,1 -2, 34-49, 1980. \ ED 193-003. Center for Applied Linguistics. Teach- IBoyer;, Mary Ellen, et al. Cultural ing Linguistics to the Cubans. Washing-

' Vignette: Mexican Americans.1981 ERIC ton, D.C.:_Center for Applied Linguis- Document ED 219-109: tics. e.

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tion." Women:A Journal of Liberation, Weaver, Marleen E.. Mexican- American . 3, 4, 1974. Baltimore, M.D.: Women, Women: Diver.sity In Depth. ERIC Docu- 3028 Greenmount Avenue, 21218. ment ED 103-900.

Varisco de Garcia, Norma. "Educationi Wheat, Valerie. ,Hispanic Women and and theSpanish. Speaking Womdn:A Sad% Annot4ted Selected Referen- Reality."' NABE: The Journal of the ces and Resources. San Francisco: National Association for Bili-gua Educ.Womep's. Educational Equity Communica- cation, 1, May 1976 ',.55 -60. tions Network, 1978.

' . Vidal, Mipta.Women: .NewVoiceof La Women of Puerto Rican Origin. Washing- Reza: New York:: Pathfinder Press, 1'971. ton, D.C.: U.S. Department of Lab y., - .Women's Bureau,..January 1977 Vier a,Silvia, "The Need for an Anthro- polcgical. and Cognitive_Approach to the Women of Spanish Origin in the United

Education of , Hispanic- Women.". In, States. U.S. Department of Labor, Conference on the Education and Occupa- Women's Bureau.. Austin, .TX: Information

'Needt of Hispanic. Women. Was$7 Systems Development, 1100 E Street,

: U.S. Department of Educe: 78702., Institute on Education,

9°- 84 . LITERACY 'Pat McIntosh LITERACY Local Contacts Learn to Read Volunteers of National Contacts Miami Sara Applebaum P.O. Box 61-1414 Adult Literacy Program Tampa-Hillsborough County Public Miami, FL 33261-1414 National Institute of Education Library (305) 883-0016 1200 19 Street N.W. 900 N. Ashley Street Washington, D.C.,20208 Tampa, FL 33602 Linda Miedke ( 2) 254-5766 (813) 223-8947 Clearwater Public Library 100 North Osceola Ave. -. Center for Literacy Susan Diehl CleaFiiater, FL 33515. 3723 Chestnut Street Lutheran Church Women Philadelphia, PA 16104 2507 La Salle Drive Phyllis Myers (2151 382-3700 Orlando, FL 32810 Manatee County Literacy Council 4501 3 Ave. HumRRO'Human Resources Organiza- Emily Sue,Fairbanks Holmes Beach, FL 33510 tion. Manatee County Literacy Council (813) 778-7789 300 N. Washington /Street 6432 Georgia Ave. Aleiandria, VA 22314 Bradenton, FL 33507 Flo Nelson (703) 549-3611 (813) 755-5708 Adult Literacy League Valencia CommCnity College International Reading Associa: Jean Gear P.O. Box 90 tion. Lutheran Church Women Literacy Orlando, FL 32802 800 Barksdale Road, Program (305) 425-6983 P.O. Box 86 4506 Leslyn Court Newark, DE 19'11 Orlando, FL 32806 Eric Rawlins Von D. Mizell Branch Library Martha A. Lane Florence Grant Post Office Box 5463 Emergency English for Refugees Lutheran Church Ft. Lauderdale, FL 33310 Autheran Church6Women Florida Social Cohcerns (305) 765-4269 c 2900 Ch:,.,;.zrson Philadelphia, PA 19129 A071 :icFarland Street /lefty Ann Scott Dunedin, FL 33528. State Library of Florida Lutheran Church Worien R.A. Gray Building '2900 Queen Lane Delmar Gusdll Tallahassee, FL 32301 Philadelphia, PA.19129 Lutheran Ministries of Florida (904) 487-2651 (215) 438-2200 '3314 Henderson Blvd - Suite 203 Tanya Simons Lutheran Settlement House Tampa, FL 33609. Von 0..Mizell Branch 1546 FrankfOrd Ave.

° 1409 N. W. Sistrunk Blvd. Philadelphia, PA 19125 °Sarah Johnson Ft. Lauderdale, FL 33311 (215) 426-8610 Leon County Public Library (305) 765-8729 System Lutheran Settlement House. 1940 North Monroe, St..eet Edwin Smith_ Women's Program 'Suite 81 College of Education 10 E. Oxford Street Tallahassee., FL 32303 Florida State University Philadelphia, PA 19125 (904) 487-2665. Tallahassee, FL 32306 (215) 426-8610.

(904) 644-5044 r Linda G. Jones National Assault on Illiteracy Dallas Graham Branch Library Helen Strader Program 2304 Myrtle Avenue Manatee County Public Library 507 5 Avenue, Suite 1101 ':'Jacksonville, FL System New York, NY 10017 (904) 633-5974 1301.8arcarrota Blvd. (212) 8677,0898 West Bradenton,'FL'33505 Learn to Read Volunteers of (813) 748 -5555 Unesco Miami Co- operatic Action P.rogramme:,, P.G. Box 61-1414 OPI, P4ade.de Fo.ntenoy Kiami, 'FL 33261-1414 75700 Pdl!is (305) 883-0016

. LITERACY Brown,Barbara, E.Identifying Topics Resources for Volunteer Literacy Tutors. 1981. / ERIC Document ED 209-506. Aduit. Illiteracy and Undereducation: The Costs toAFioridals Citizens of Brown,. Rexford.tontributions of the j/Was,fed Human Resources. Tallahassee, NationalAssessment toUnderstanding FL: Departmeht of Education, Adult and:- the Problems of Literacy and ,Eicluity. Community Education, 1977. 1980. ERIC Document ED 192i294!

1 / Afflerbach,Peter P., et al. A Basic Cohen, Judy', et al. A Reading and

Vocabulary of f deral Social Program Writin Program Using i Language- Applications and corms., 1979. ERIC Experience Methodology .Among Adult Doc ent ED 177-538. ESL Studenti in a BaSicliEducation Program. Administraters/Iilstructors Anonowitz,Stanley. "Toward Redefining Manual. ERIC.DocumentEd' 213-914. Literacy." SocialPolicy, 12, 2, Sep- tember/October 1981, 53-55. Cook, WandaDauksza. Adult Literacy Educationin the United States. New- Ashton-Warner, Sylvia. Teacher. New ark, DE: International Reading Asso- York, NY: Bantam, '1963. ciation, 1977.

y . Bennett, Adrian T. "Discourses of. Cooperman, paul. "The Decline" of Power, the Dialectics of Understanding, Literacy." JOurrial of Communication, the Power of Literacy." Journal Of 30, 1, Winter1980, 113-22. Education, 165, 1, Winter 1983,.53-74. \ "Dealing With Adult:Illiteracy:" USA Bhola, Harbans S. "Why Literacy\ Can't Today, 108, 2415, December 1979, 8-9.

Wait: Issues for the1980s." Conver- . . gence,14, 3,198?, 6-23. Dobson,JohnR.A. Life-Long Learning in Voluntry Association.ERIC DocuL'

Blau, Sheridan D. "Commentary: Literacy met ED 222-657.. .

as a Form of Courage." Journal \of Reading, 25,, 2, November 1981, 101-051, Eberle,Anne, Robinson, Sandra. The Adult Illiterate Speaks Out: Personal

Blumenfeld, Samuel. The Victims of\ Perspectiveson Learning to Read and Dick andJane."Reason, October 1982, Write. 1980. ERIC Document 'ED195- 21-28. 771.

Boraks,Nancy. Ethnography and Adult \\ Educational Broadcasting Corporation: Literacy Programs: Meeting Information Adult -Illiteracy.' New York: MacNeil- \ Lehrer Report, Box 345, 10101. Tran- Needs and ConteZt Complexity. 1979 ERIC _ Document 182-732. Ascript 1705, April 9, 1982. , . / \ . Boraks, Nancy, Schumacher, Sally. Eth- Giroux, Henry A. "Mass. Cultureand nographic Research on Word Recognition the Rise of the New Illiteracy: Strategies of Adult 6eginningeReaders: ImOlications for Reading." Inter- Summary Report. 1981. ERIC Document ED change on Educational Policy,10, .4, 213-990. 1979780, 89-98.

Bowles, Samuel. Second' Thoughts on the Grant;, Grace E.,ed. Humanistic Lit- Capitalism-Enlightmert'Connection: 'Area eracy \andthe.; Community College Stu- Americans Over Educated orre Our Jobs dent. 1978. ERIC Document ED 207-630. 'Cumb? 1979. ERIC Document ED 178-858. 7 \() Grede, Jhn, Friedlander, Jack. Adult

Bright,'Jeffrey .P., et al.. 'An 'TESL Basic Education in 'Community Col- - Literacy Resource' Guide. 1982. ERIC leges. 1981.. ERIC Document ED 207- Document ED 223;7.671:. 649. Gregor, Alexander."Humanism: A Defi- Lutheran Women. Program Resources nition of Literacy." Journalof Edu- Collection. Philadelphia, PA: For- cational, fhought, '15,3, December 1981, tress,\2900 Queen Lane, 19129. 202-08.

Luttrell,Wendy. Curriculum Issues in Hartoonian, H. Michael. "The Courage to Community-Based Feminist Studies. be Literate and Free." Social Studies,, Philadelphia, PA:I Lutheran Social 73, 1,January-February 1982, 37-40. Mission Society, 1'546 Frankland Ave- nue, 19125, 1981. Health,Shirley Grice. "The Functions and Uses,. of. Literacy." Journal of MacKenzie, Donald, Crider, Laura. Communications, 30, 1, Winter 1980, AdultLiteracy and easic Education ; 123 -33. 4,1, Spring 1980,

.1irseh, EA.. "Cultureand Literacy." Muttran,Kenneth J.'`From Illiteracy . Journalof Basic Writing, 3, 1, 1980, to. Literacy: A Case ttudy.".Readingt 27-47. Psychology, 2,3, July 1981, 165-72.

Hovey, Sheryl. FunctionalIlliteracy. Meyers, . Lewis. The Argument for va 1982. ERIC Document ED 224-030. Culture of Literacy in\ the Writing Classroom. 1981: ERIC Documentgo Hunte,', Carmen St. Jahn. Adult Illit- 213-005.

eracy . the United 'States. New York, ,t: McGraw, 1979. Montez, Andres R., ed. Adult/Literacy Program. Handbook: A Compilation of Iriternatkonal Council for Adult Educa- Reading Academy Program Ex,eriences. tion. The Worldofl Literacy: Policy, ERIC1Document ED 186-774. research, and Actior,1979. ERIC Docu-

ment ED ,d4-051. Ong, Walter J. "Literacy and Ocality it Our Times." Journal of. C6mmunica- Kozol, Jonathan. ;`Prfisoners or Silente: tion; 30, 1,.Winter 1980, 197 204. Breaking the Bonds of AdUlt Illiteracy in the United Sta6e.r,;- -New'. Con- Patterson, Orlando. "Langua e, Eth- tinuum Publishing, 1980.. nicity,and Change." Journal of Basic Writing, 3, 1, Fall-Winter 1980, 62- Kraetsch, Gayle A "What's New in 73. Literacy Legislatio."Change, 12, 3, April 1980, 44-45. Rao, D.S. "Farmers' Functional'Lit- eracy Project.' Indian Jodrnal of Lane, Martha A..Han back for Volunteer Adult Education, 40, 5, May 1979', Reading Aides. Philadelphia, PA: Lu- 36-40.. lheran Church Women,2600 Queen ;Lane,

'19129, 1975. . Roueche,Suanne D., Roueche,11 John E. "Literacy Development: FoLndations Literacy and Basic Education: -'A Selec- . for General Education." 'NemDirec- '.ted,. Annotated Biblfography./East Lan- tins for CommunityCollideS,

' sing, MI:-Non -FormalEducatian Informa- Deceiber 19812; .31-37. tion, Michigan StateUniverity, 48824, 1981. Sharkey, Jeff. FourteenICauntyNorth Florida Literacy Prbgrani Survey: Im- "Literacy and Dever° ment.." The NFE Ex- plications for Social Change. Talla change, No. 17, 1980East Lansing, MI: hassee,FL: /Department of ELcation, Non-formal Educatio Center, Michigan Development/ and Foundations,1 Florida State University, 48 24. State'University, 32306, 1980.

of Literacy Volunteers Bibliography Shor, Ira. Critical Teachingi and Reading Materials, fo.basic Reading and 14eryday' Life. 1 980: ERIC DoCument ED- English as a Secor61 Langieage. 1977. 183494. ERIC Document-188-465. Troyka, Lynn Q.,"Perspectives on Lega- cies and Literacy in the 110s." College Cemposit,ca and Communication, 33, 3, October 252 -62.; " / UNESCO. Contribution to Studyof .the Rural EnvironmentAithin the Framework of Functional Literacy Operations. 1979. ERIC Dolcument.ED 194-224.

Voboril, Mary. "The Illiterates' Strug- gle: Reading,. Writi6g, Respect." Miami Herald, 24 February; 1982, Section C.

Wagschal, Harry. Redefining Literacy for the 21st Century. 1982. ERIC Document ED 219-833.

Weiqtraub, Herbert. "Dedicated Compu,) tP-s: A Promising Solutionfor AdultL mic Literacy. Technological Hori- Edtucation, 10, 2, November

0 Tar-ingto'r4;IRoger, et al. Literacy in 1982. ERIC Document :J 217-:946.'

n00 MIGRANT WOMEN Cipriano (Cip) Garza Anne Russell Local Contacts Migrant Education Program Ruskin Migrant and Community Dade County Schools Health Center Adult Migrant and Seasonal Farm- Florida City P.O. Box 1347 worker Project 364 N.W. 6 Ave. Ruskin, FL 33570 Seminole Community College Miami, FL 33034 (813) 645-4681 Sanford, FL 32771 (305) 248-1650 (305) 323-1450 Sojourner Truth Learning Pat Hall Institute Agriculture and Labor Program, Inc. Adult Migrant Education 1703 South Central Avenue. P.O. Box 3126 715 East Bird Apopka, FL 32703 Winter Haven, FL 33880 Pan American Bank Bldg. #306 (305) 886-5151 (813) 956-3491 Tampa, FL 33604 South County Coordinating Olga M. Garay Ahern Lois Hill Council Community Media Network Primary Health Care (PDHEHP) P.O. Box 1139 P.O. Box 151 1317 Winewood Blvd. Boynton Beach, FL 33437 Miami, FL 33153 Tallahassee, FL 32301 (305) 947-4613 (904) 487-2044 West Orange Farmworker Health Association Carol Baker Lake Community Development 225 E.7 Street Office of Compensatory Education P.O. Box 4 Apopka, FL 6880 Lake Ellenor Drive Tavares, FL 32778 (305) 886-5061 Suite 131 (904) 343-0171 Orlando, FL 32809 MIGRANT WOMEN (305) 855-6830 Beatriz Luciano National Contacts Liberacion Learning Center Susanne Clawson P.O. Box 4146 Coalition Rights Farmworkers Association of Migrant Organizations Princeton, FL 33032 176 West State Street P.O. Box 1566 (305) 248-9515 Trenton, NJ 08608 Tallahassee, FL 32301 (904) 224-6817 Muriel Medina East Coast Migrant Health 4729 Grenoble Blvd. Project Bettye Burnette Cooper Tallahassee, FL 1234 Massachusetts Ave. N.W. Migrant Education Section (904) 575-2109 #623 Bureau of Compensatory Education Washington, D.C. 20005 2880 West Oakland Park Blvd. Migrant Health Services Oakland Park, FL 33311 1742 27 Street Farmworker Corporation (305) 735-6110 Sarasota, FL 1400 West Landis Avenue (813) 365-3966 Vineland, NJ 08360 El Centro Service Center P.O. Box 613 Jim Moffett Migrant and Seasonal Indiantown, FL 33456 Office Of Compensatory Education Farmworker's Association 3135 N. Wash Boulevard 15 Peachtree N.E. Suite 805 Farmworker Ministry Sarasota, FL 33580 Atlanta, GA 30303 P.O. Box 3201 (813) 355-8854 (404) 577-6134 Winter Haven, FL 33880 Eula Morris Migrant Education Program Farmworker Rights Organization Florida Coalition Against Hunger Office of Migrant Education P.O. Box 1102 1200 North Central-Suite 206 Room 1100 Donohoe Building Immokalee, FL 33934 Kissimmee, FL 32741 400 Maryland Ave. S.W. (305) 846-6423 Washington, D.C. 20202 Farmworkers Self Help (202) 245-2222 708 Lock Street National Farmworker Ministry Dade City, FL 33525 1511 E. Fowler Avenue, R-174 Migrant Legal Action Program Tampa, FL 33612 806 15 Str. N.W. Suite 600 Florida Farmworkers Council, Washington, D.C. 20005 Inc. Office for Farmworker Ministry Polk County, FL 1703 South Central Avenue (813) 533-2200 Apopka, FL 32703 97 Magaly Rodriguez Mossman The American Luthe'ran Church 422 S.5 Street Minneapolis, MN 55415 (612) 330-3511

National Coalition on Migrant Education 725 Eye Street N.W. Washington, D.C. 20006 (202) 293-4688

National Farmworker Clearing- house 3001 South Congress Avenue Austin, TX 78704

Southern Regional Council 75 Marietta Street N.W. Atlanta, GA 30303

Texas Migrant Council National Resource Center P.O. Box 917 Laredo, TX 78040 (512) 722-5174

United Migrant Opportunity Services 809 West Greenfield Avenue Milwaukee, WI 53204 (414) 671-5700

90 MIGRANT WOMEN Garay,Olga M., Mossman, Ragaly Rod- Resources riguez, Dowis, James. Anatomy of Migrant Education Isolation. Miami, Barry, D. Marshall, Kinnirey, Ann. The FL: Center for Rural Education, Flo- Acid in Florida's Citrus." Southern rida International University, 1981. Exposure, Spring 1974. Gecas, Viktor. "Self Conceptions of Blubaugh, R. E. "Teachers in the Migrant and SettledMexican 4meri- Fields." American Education, 8, May cans."SocialScience Quarterly, 54, 1972, 24-9. 3, December 1973, 579-95.

Bronstein, Audrey. The Tripple Strugg- Goyette, Cherie A., et al. Farmworker

le: Latin American Peasant Women. Needs - Agency Services: A Study of London, England: WOW Campalgns Limited, MigrantandSeasonal Farmworkers and 467a Caledonian Road, N7 98E. Service Agencies in a Four-County Central Florida Area. 1979. ERIC Cheyney, A. 8., ed. The Ripe Harvest. Document ED 175-609. Coral Gables,FL:University of Miami Press, 1972. Greenfield, Wilma L. Natural Helpers: A Studyof Primary Caregivers Among Colorado Migrant Education Resource Migrant Women. 1981. ERIC 'Document Center. Assorted Processesand Models 220-224. Developed for Use by Local *.Migrant Projects 1979-1982. ERIC Document 222- Halsell, Grace. The Illegals. New 301. York: Stein E Day, 1978.

Colorado Migrant Education Resource The Harvester. (Special issue on Center. MigrantEducation: New Direc- Women.) 4, 2, March/April 1982. tions for Continuing Challenges. 1982. Tallahassee: Asociation of Migrant ERIC Document 222-300. Organizations, P.0 Box 1566, 32301.

Colorado Migrant Education Resource Hawkes, Glenn R., et al. Patterns of Center. TheReality Game. 1980. ERIC Livingin California's Migrant Labor Document 222-297. Families. ERIC Document ED 107-359.

' Corbett, James Mack. Purposes and Help on Wheels: The Story of Colora- Activities of Advisory Councils in do's Mobile UnitsServing theNeeds Selected Community Schools. Unpublished of Migrant Education. 1976. ERIC Ed.D. dissertation, University of Flo- Document ED 147-084. rida, 1975. Laughlin, Margaret A. An Invisible Cortes, MichaelE. Handicapped Migrant Minority: An Examination of Migrant Farm Workers:Characteristics of Dis- Education. 1980. ERIC Document ED abled Migratory andSeasonal Agricul- 191-611. tural Workers and Their Families. 1974. ERIC Document ED 133-128. Lieber, James. "Migrant Farm. Workers: A Caste of Despair." New York Times - D.A. Lewis Associates. Migrant Admini- Book World, March 7, 1982, 4-5. strator's Management Guide. 1976.ERIC Document ED 129-525. Lindborg, Kristina, Ovando, Carlos Julio. Five Mexican-American Women in Day, J. F. Migrant Education. New York: Transition:A Case Study of Migrants Philosophical Library, 1976. in the Midwest. San Francisco, CA: RCE Research,1977. Dunbar, T., Kravitz, L. Hard Traveling. Cambridge, MA: Ballinger Publishing McWilliams, Carey. Ill Fares the Company, 1976. Land: Migrants and Migratory Labor in the U.S. New York: Arno, 1976.

91 Melville, Margarita B."Mexican Women U.S. GeneralAccounting Office. Im- Adapt to Migration." International pact ofFederalPrograms toImprove Migration Review, 12, 2, 1978, 225ff. theLiving Conditions of Migrant and Other SeasonalFarmwokers. Washing- Migrant Education Administrative Guide. ton, D.C.: U.S. Government Printing 1977. ERIC Document ED 138-389. Office, 1973.

Migration Today. (Periodical) Center "Women and Production."The NFE Ex- for Migration Studies, 209 Flagg Place, change, No. 22, 1981. East Lansing, Stanton Island, NY 10304. MI: Non-FormalEducation Center, Mi- chigan State University, 48824. Muench, Carol, et al. Migrant Education Fact Sheets and Mini Reviews. 1980. Zimmerman, Diana. "America's Nomads." ERIC Document ED 191-628. Migration Today, 9, 4-5, 1981, 34-38.

Ogletree, Earl J., Janick, Joanne. A Survey of the Status of Migrant Educa- tion in Fifty States. 1982. ERIC Document ED 222-302.

"Orange County Hispanic Information PreliminaryReport." Farmworker Jour- nal,_1, 3, 9-16, Summer 1979.

Parenting Education:for Rural/Migrant Youth and Adults. Miami: Department of Education, Home Economics Education, Florida International University, 1982.

Petrow, Steven,"Lost in the Stream. Southern Exposure, 8, 4, Winter 1980.

Resources in MigrantEducation. 1977. ERIC Document ED 137-047.

Refugee and Undocumented Women from Latin America. Philadelphia, PA: Ameri- can Friends Service Committee, 1501 Cherry Street, 19102, 1983.

Rytina,Nancy F. "The Economic Status of Migrant Wives: An Application of 'DiscriminantAnalysis." Sociology and Social Research, 65, 2, January 1981, 142-52.

Saavedra-Vela, Pilar."Getting an Edu- cation on the Road." Agenda, 8, 3, May-JUne 1978, 9-14.

Salcido, Ramon M. "Undocumented Aliens: A Study ofMexican Families." Social Work, 24, 4, 1979, 306-11.

1 0 92 NATIVE AMERICAN WOMEN Patricia S. Freeman Frances Wells Local Contacts 80 Sky Lane Miccosukee Community Library Titusville, FL 32780 Miccosukee Tribe of Indian of Minnie Bert (305) 269-5500 Florida Miccosukee Tribe of Florida P.O. Box 440021 P.O. Box 440021 Tamiami Station Edwina Hoffman Tamiami Station Miami, FL 33144 107 Mayaca Drive Miami, FL 33144 (305) 223 -9380 Indian Harbor Beach, FL 32937 (305) 223-8380 (305) 773-1558 Nancy Billie NATIVE AMERICAN WOMEN Seminole Adult Education Betty Mae Jumper National Contacts 3611 NW 63 Ave 3701 N.W. 63 Ave. Hollywood, FL 33024 Hollywood, FL 33024 Adult Indian Education Program (305) 763-7501 (305) 583-7112 ext. 346 Office of Indian Education Room 2161 - FOB - 6 Carolyn Broadent Carol Kruse Washington, D.C. 20202 Governor's Commission on Native Miccosukee Tribal Community (202) 245-8840 American Affairs Action Agency 521 East College Ave. Box 440021 Tamiami Station Akwesasne Notes Tallahassee, FL 32301 Miami, FL 33144 Mohawk Nation

(904) 488-0730 . (305) 223-8380 via Rooseveltown, NY 13683 (518) 358-4697 Vivian Crooks Northwest Florida Creek Indian Adult Education Program Council Americans for Indian Opportunity Seminole Tribe of Florida 9670 Huckleberry Lane 1140 Connecticut Ave. N.W. Big Cypress, FL Pensacola, FL 32504 Suite 301 (813) 983-6659 (904) 432-9639 Washington, D.C. 20036 (202) 463-8635 Carol Cypress Marie Osceola Seminole Tribe Miccosukee Tribe Americans for Indian Opportunity- 6075 Sterling Road Box 440021 Indian Women Hollywood, FL 33024 Tamiami Station Plaza del Sol Building Miami, FL 33144 600 Second Street, N.W. Carolyn Parker Davis (305) 223-8380 Suite 808 Northwest Florida Creek Indian Albuquerque, NM 87102 Council Virginia Poole (505) 842-0962 9670 Huckleberry Lane Miccosukee Tribe Pensacola, FL 32504 Box 440021 Association on American Indian (904) 432-9639 Tamiami Station Affairs Miami, FL 33144 The American Indian Fund Lorene Sanders Farris (305) 223-8380 432 Park Avenue South 900 N.E. 89 Street New York, NY 10016 Miami, FL 33138 Joe Quetone (305) 757-6343 Florida Governor's Council Cante Ohitika Win on Indian Affairs P.O. Box 474 Larry Frank 521 East College Ave. Pine Ridge, SD 57770 Seminole Tribal Office Tallahassee, FL 32301 3611 N.W. 63 Ave. (904) 488-0730 Contemporary American Indian Women Hollywood, FL 33024 Project (305) 583-7112 ext. 351 Winifred Tiger Minnesota Chippewa Tribe Seminole Adult Education P.O. Box 217 Virginia Frank 3611 N.W. 63 Ave Cass Lake, MN 56633 Miccosukee Tribal Headquarters Hollywood, FL 33024 P.O. Box 440021 (305) 583-7112 ext. 317 Council Navajo Women Tamiami Station P.O. Box 1921 Miami, FL 33144 Window Rock, AZ 86515 (305) 223-8380 Reva Crawford Joann Morris Office of Indian Educational Adult Education Program .North American Indian Women's Programs C.P.O. Drawer F Association Bureau of Indian Affairs Pine Hill, NM 87321 5208 S.11 Street United States Department of (505) 783-5054 Arlington, VA 22204 the Interior (703) 379-8465 Washington, D.C. 20245 Vine Deloria, Jr. University of Arizona National Advisory Council on Ohoyo Resource Center Tucson, AZ 85721 Indian Education 2301 Midwestern Parkway (602) 626-5055 425 13 Street Suite 326 Suite 214 Washington, D.C. 20004 Wichita, Falls, TX 76308 Gloria Emerson (817) 692-3841 Southwest Resource Center for National Center for Research Phyllis Old Dog Cross . Science & Engineering in Vocational Education Onate Hall 118 Ohio State University Route 9 Box 539 University of New Mexico 1960 Kenny Road Rapid City, SD 57701 Albuquerque, NM 87131 Columbus, OH 43210 Irene Poeltzer Rayna Green National Educational Laboratory Department of Educational Foun Dartmouth College Publishers Inc. dations Native American Science Resource 813 Airport Boulevard University of Saskatchewan Center Austin, TX 78702 Saskatoon, Canada S7N OWO 305 Bartlett Hall Hanover, NH. 03755 Native American Educational Dana Russell Services Navajo Community College La Donna Harris 4550 N. Hermitage Street Tsaile, Navajo Nation, AZ 86556 IAmericans for Indian Opportunity Chicago, IL 60640 (602) 724-3311 1140 Connecticut Ave., N.W. (312) 728-1662 Suite 301 Gwendolyn Shunatona Washington, D.C. 20036 Native American Information Native American Research Insti (202) 463-8635 Center tute 1 Bacome College 6708C Lee Highway Indian Education Training Muskogee, OK 74401 Arlington, VA 22205 I1110 Pennsylvania N.E. (703) 533-3140 Albuquerque, NM 87110 Native American Research Insti tute Faith Smith Indian Resource Development and 6708 C Lee Highway Native American Educational Internship Program Arlington, VA 22205 Services I New Mexico State University (703) 533-3140 4550 N. Hermitage St.

BOx 3 1 RD Chicago, IL 60640 rLas Cruces, NM 88003 Native American Science Resource (312) 728-1662 (505) 646-5273 Center American Association for the Kathryn Harris Tijerina IIndian Woman Visibility Project Advancement of Science Indian Resource Development National Women's Program Development Dartmouth College and Internship Program 2304 Midwestern Parkway Hanover, NH 03755 New Mexico Store University Suite 202 Box 3, IRD Las Cruces, NM 88003 I Wichita Falls, TX 76308 Newberry Library Center for the History of the American (505) 646-1347 Interagency Task Force on American Indian Indian Women 60 West Walton Street Veronica Tiller / U.S. Department of Labor Chicago, IL 60610 315 5 St. N.E. 200 Constitution Ave., N.W. Washington, D.C. 20002 IRoom S-3319 North American Indian Women's Washington, D.C. 20510 Association Turtle Grandmother Books (202) 523-6633 U.S. Department of Labor, Women's P.O. Box 33964 Bureau Detroit, MI 48232 200 Constitution Ave. N.W. Washington, D.C. 20210

10f; Vocational Education Program for Indian Tribes and Indian Organi- zations Office of Vocational and Adult Education Room 5056 ROB 3 400 Maryland Ave S.W. Washington, D.C. 20202 (202) 245-2774

Women of All Red Nations P.O. Box 2508 Rapid City, SD 57709 (605) 867-5451

Women's Educational Resources 610 Langdon St. 428 Lowell Hall Madison, WI 53706

103 95 NATIVE AMERICAN WOMEN Batille, Gretchen. "Bibliography on Resources Native American Women." Concerns, 10, 2, May 1980. 405 Elmside Blvd., "Accessing Indian Education." In, Words Madison, WI, 53704. of Today's American Indian Women. Witrilita Falls, TX: Ohoyo Resource Bauman, James J. A Guide to Issues in Center, 2301 Midwestern Parkway 76308. Indian Language Retention. 1980. ERIC Document ED 193-970. Adult Career Education Series. The GED; Choosing the Right School for Your Bergstrom, Rosemary, Goldenstein, Er Needs; Financial Aid;HereI AmWhere winH. "Developing Authentic Curricu DoI Want to Go? ACE Program, P.O. Box lum on Native American Life." Educa 99253, Seattle, WA 98199. tional Leadership, 39, 7, April 1982, 549. Alligator Times. Seminole Tribal Head quarters, 6073 Stirling Road, Holly Brant, Beth.A Gathering of Spirit. wood, FL 33024. 1it, Ml: Turtle Grandmother atom s, Box 33964, 48232, 1983. American Indian Women (Filmstrip and guide) Newton, MA: Women's Educational Brandt, Elizabeth A. "Native American Equity Act Publishing Center, 55 Chapel Attitudes Toward Literacy and Record St., 02160. 1982 ing in the Southwest." Journal orthe Linguistic Association of the South Anderson,Owanah, P., Verble, Sedelta west, 4, 2, July 1981, 185-95. D., comps. Resource Guide of American Indianand Alaska lative Women, 1980. Bransford, Jim."To Be or Not to Be: 1981. ERIC Document ED 213-559. Counseling With American Indian Cli ents." Journal of American Indian Antell, Lee. Indian Education: Guide Education, 21, 3, May 1982, 18-21. lines for Evaluating Textbooks from an American Indian Perspective. 1981. ERIC A Brief History of Adult Basic Educa Document ED 209-051. tion for Indian Adultsas Adminis tered by the Indian Education Sec Banathy, Bela W., etal.Implementing tion. MinnesotaState Department of CareerEducation for Native American Education. 1979. ERIC Document ED Students. A Guide. Native American 173-009. Career Education Demonstration Project. 1979. ERIC Document ED 186-618. Brod, Rodney L.,McQuiston,John M. Literacy and Educational Needs of Banathy, Bela H., Studebaker, Diana P. American Indian Adults: Some Initial A Demonstration Project in Native ResultsandObservations on Conduc American Career Education.Final Per tingthe First National Study,1981. formance Report, 1979. ERIC Document ED ERIC Document 204-090. 186-619. Brown,Anthony D. "Research Roleof Barrington, John M."From Assimilation American IndianSocial Scientists." to Cultural Pluralism: A Comparative Journal of Education Equity and Lead Analysis." Comparative Education, 17, ership, 1,1, Fall 1980, 47-59. 1, March 1981, 57-69. Brown, Eddie F., Shaughnessy, Timothy Basic Call to Consciousness. Roose F., eds.Instructor's Manual: Educa veltown, NY: Akwesasne Notes, 1978. tion for SocialWorkPracticewith American Indians. 1979. ERIC Document 187-494.

Butterfield, Nancy. "Squaw Image Ste reotyping." In, Words of Today's American Indian Women. Witchita Falls, TX: Ohoyo Resource Center, 2301 Midwestern Parkway, 76308.

96 0 California State University, Evalua- Crawford, Reva A. "Inverted Para-. tion, Dissemination and Assessment chutes." SecondThoughts, 4, 2, May Center. Bilingual Resources. 1981.. ERIC 1982. Basic Choices, 1121 University Document ED 218-015. Avenue, Madison WI 53715.

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Cameron, Barbara. "Gee, You Don't Seem Dauphinais, Paul, et al. "Effects of Like an Indian From the Reservation." Race and CommunicationStyle on In- In, Moraga, Cherrie. Anzaldua, Gloria, dian Perceptionsof Counselor Effec- This Bridge Called My Back. Watertown, tiveness." Counselor Education and MA: Perspective Press, 1981, 46-52. Supervision, 21, 1, September 1981, 72-80. Center forApplied Linguistics.Hand- book for Staff.Workshops in Indian Deloria, Vine, Jr. The 80's-Return to Education. Washington, D.C.: Center for Traditions. 1980. ERIC. Document ED Applied Linguistics, 1976. 196-853.

Chavers, Dean. Equitable Distribution Deloria, Vine, Jr. "Identity and of EducationalInformation for Native Culture." Daedalus, 110, 2, Spring Americans. 1978. ERIC Document ED 1981, 13-28. 191-617.

Doran, Christopher M. "Attitudes of Chavers, Dean. The Revolution in Indian 30 American Indians Toward Birth Education. 1979. ERIC Document ED Control." Health Service Reports, 87, 191-618. 7, 1972, 658-64.

Chiago, Robert K. "Making Education Dorris,Michael A. "TheGrassStill Work for the American Indian." Theory Grows, The Rivers Still Flow: Contem- Into Practice, 20, 1, Winter 1981, porary Native Americans." Daedalus, 20-25. 110, 2, Spring 1981.

Christensen, Rosemary. "Indian Women A Dorris, Michael A. "Native American Historical andPersonal Perspective." Literature in an Ethnohistorical Con- Pupil and Personnel Services Journal text." College English, 41,2, Octo- (Minnesota Department of Education), 4, ber 1979, 147-62. 5,1975, 13-22.

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103 ----...--- NON- FORMAL EDUCATION Mattie Cool and Carol Stevens In Our Own Way Contacts Malcolm-King: Harlem College Exten- 2437 15th Street, NW sion Suite 400 The AAAA Contact Center 2090 Adam Clayton Powell Jr. Blvd. Washington, D.C. 20009 P.O. Box 81326 New York, NY 10027 (202) 483-0710 Lincoln, NE 68501 (212) 578-5800 (402) 464-0602 Caridad Inda Council for Basic Education Spanish Education Development Association For Comnunity Based 725 15 St. NW Center (SED) Education Washington, D.C. 20005 1840 Kalorama Road, NW 1806 Vernon Street, N.W. (202) 347-4171 Washington, D.C. 20009 Washington, D.C. 20009 (202) 462-8848 (202) 462-6333 Council of Community Based Organi- zations of Central Florida Institute for Community Educa- Barrio Education Project P.O. Box 2486 tion and Training 353 W. Harding Orlando, FL 32802 P.O. Box 1937 San Antonio, TX 78221 Hilton Head Island, SC 29925 (512) 432-4941 CREA Clearinghouse (803) 842-5095 Resources for Education of Adults Joann La Perla Berg Syracuse University Instituto Del Progresso Latino Adult Education Resource Center 224 Hunington Hall 1831 South Racine Montclair State College Syracuse, NY 13210 Chicago, IL 60606 Upper Montclair, NJ 07043 (312) 421-5429 East Harlem Black Schools Suzanne Blanc 94 East 111th Street International Center for Re- Community Education New York, NY 10029 search on Women Lutheran Social Mission Society (212) 722-6350 1010 16 Street N.W. Philadelphia, PA 19125 Washington, D.C. 20036 (215) 426-8610 Gathering TAP Kathleen Kolhoff Bread for the World Educational 342 Shawmut Ave. Flaming Rainbow University Fund Boston, MA 02118 Rt. 5, Box 240 6411 Chillum Place N.W. Tahlequah, OK 74464 Washington, D.C. 20012 Budd Hall (914) 456-5662 International Council for Adult Roberto Cardenas Education The Midwest Academy Raza Center for Alternative Educa- 29 Prince Arthur Avenue 600 West Fullerton Avenue tion Toronto, Ontario, M5R 182 Canada Chicago, IL 60614 425 South Boyle Ave. (312) 953-6525 Los Angeles, CA 90033 Wes Hare (213) 264-6210. 14in Streams Educational Center Movement for a New Society 243 Flemington Street 4722 Baltimore Avenue Citizens Policy Center Chapel Hill, NC 27514 Philadelphia, PA 19143 617 Olive Street, Suite 711 (919) 929-3316 (215) 724-1464 Los Angeles, CA 90014 Carl Hedman NAC Adult Learning Center Clergy and Laity Concerned Multicultural Community High School 1630 W. Wilson, 3rd Floor 198 Broadway 430 East Garfield Chicago, IL 60640 New York, NY 10038 Milwaukee, WI 53212 (312) 561-8183 (212) 964-6730 Myles Horton National Congress of Neighbor- Coalition of Grass Roots Women Highlander Research and Education hood Women 1133 Broadway Center 249 Manhatten Ave. New York, NY 10010 Route 3, Box 370 Brooklyn, NY 1211 (212) 243-7300 New Market, TN 37820 (212) 388-6666 (615) 933-3443 The Community School: An Alternative Learning Center 207 W.25 St. Baltimore, MD 21211 (301) 467-4920 1 1 9 104 Non-formal Education Information Centre Institute For International Studies in Education Michigan State University East Lansing, MI 48824 (517) 355-5522

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Gardenia White Institute for Community Education and Training P.O. Box 1937 Hilton Head Island, SC 29925 (803) 842-5095

Carol Zippert Miles College-Eutaw P.O. Box 31 Eutaw, AL 35462 (205) 372-9305

r. NON-FORMAL EDUCATION La Belle, Thomas. Nonformal Education Resources and Social Change in Latin America. LosAngeles: UCLA Latin America Cen- Brandon, Joan M. Networking: A Train... ter Publications, 1976. er's Manual. Amherst, MA: Citizen involvement Training Project, Universi- Loughran,, Elizabeth, Reed, Horace. ty of Massachusetts, 01003, 1982. Nonformal Educational Methods and Materials and Their Application to Building Multi-Cultural Awareness: A Community Education. 1980. ERIC Docu- Teaching Approach for Learner Centered ment ED 186-195. Education. Philadelphia, PA: Lutheran Settlement House Women's Program, 10 E. Michigan State University. Non-Formal Oxford St., 19125. Education and Health: A Selected, Annotated Bibliography. 1981. ERIC Collins, Michael. Phenomenological Per- Document ED 209-123. spectives in AdultContinuing Educa- tion. 1981. ERIC Document 202-993. "Non-Formal Education and Develop- ment." Convergence,12,3, 1979. Comings, John. Participatory Communica- tion in Nonformal Education. 1982. ERIC Off-Campus Experimential Learning for Document ED 223-897. Women: A Model Program.Newton, MA: WEER Publishing Center, 55 Chapel St. Derryck, Vivian Lowery. The Comparative 02160. Functionality of Formal and Non-Formal Education for Women: Final Report. Paulston, Rolland. "Education as 1979. ERIC Document ED 189-355. Anti-Structure: Son- Formal Education in Social and Ethnic Movements." Desmonde, S. S., Harms, D. External Comparative Education, 16, March Degree Programs: An Educational Al- 1980, 55-56. ternative forWomen. 1978. ERIC Docu- ment ED 163-326. Radical Teacher (Periodical) Cam- bridge, MA: P.O. Box 102, 02142. Etherington, A. "No EducationIs Neu- tral." Indian Journalof Adult Educa- Reed, Horace B. Lifelong Learning in tion, 40, 9, Sept. 1979, 1-7. the Community:An Annotated Bibliog- raphy. Amherst,MA: Citizen Involve- Ewert, D. Merrill. "Involving Adult ment Training Project, University of Learners in Program Planning." New Massachusetts, 01003, 1982. Directions for Continuing Education, 15, Sept. 1982, 29-38. Salinger,Terry S.A Brief Background and Two Applications in Reading. Gross, Ron, et al. Independent, Self- 1978. ERIC Document ED 182-702. Directed Learners in American Life: The Other 80 Percent of Learning. 1977. Spaulding,Seth. Evaluation of Adult ERIC Document ED 187-240. Non-formal Education Programs: An International Perspective.1982. ERIC Jayaweera, Swarna. "Programmes of Non- Document ED 222-658. Formal Education for Women." Conver- gence: An International Journal of Von Hahmann, Gail. Collaborative Pro- Adult Education, 12, 3, 1979, 42-54. gramming in Nonformal Education. 1978. ERIC Document ED 177-060. Jenkins, Janet. "Film for Non-Formal Education." Educational Broadcasting International, 12, 2, June 1979, 63-66.

Jenkins, Janet. "Non-Formal Education for Women: What Use Is It?" Educational Broadcasting International, 12, 4, December 1979, 158-61.

14-,t

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395 C.n. 1 St. Tampa, FL 33614 Refugee Resettlement Program Miami, FL 33128 (813) 272-254C 1107 Sistrunk Blvd. (335) 57-5600 Ft. Lauderdale, FL 33311 Delmar Gusdal (305) 765-8774 Norman Brammer Lutheran Ministries of Florida Miami Dade Community. .College 3314 Henderson Blvd. Refugee Services of Lutheran ?rojec: HELP Suite 203 Social Services 10303 Sunset Drive, Suite 222 Tampa, FL 33609 1236 S. McDuff Ave. Miami, FL 33193 P.O. Box 41514 (305) -274-5120 Lowell Holstein Jacksonville, FL 32303 Lutheran immigration and Refugee (904) 387-6001 Broward County Refugee Resettlement Service Program 1936 Buffalo Ave. Ellen Rodriguez 1107 Sistrunk 31vd. Tampa, FL 33607 Broward County Refugee Reset-- Lauderdale, FL 33311 (813) 877-3500 tlement Program (305) 765-8774 1107 Sistrunk Blvd. Toni Jimenez Ft. Lauderdale, FL 33311 Castel' Bryant SER Jobs for Progress (305) 765-4568 Miami-Dade Community College 888 NW 27 Ave., 2nd Floor New World Center Campus Miami, FL 33125 Lynda Sommers 300 NE 2nd Ave. (305) 649-7500 HRS District 8 Miami, FL 33132 P.O.Box 06085 Grace McCleary Ft. Myers, FL 33902 Cenral Florida Refugee Assistance Refugee Program Specialist (813) 936-2211 Inc. HRS District 6 1700 W. Colonial Dr. 4000 W. Buffalo Ave. REFUGEE WOMEN Orlando, FL 32804 Tampa, FL 33614 National Contacts (813) 272-2540 Marcia Cummings Anita Anand Learning Support Phillip Mann Board of Church. & Society Miami-Dade Community College-South University of Miami 100 Maryland Ave. N.E. Campus Koubek Center Washington, D.C. 20002 11011 S.W. 104 St. 2705 S.W. 3St. (202) 488-5647 Miami, FL 33176 Miami, FL 33125 (305) 541-4516 Suanne Brooks Julieta de la Torre Office of Refugee Resettlement Coalition for Progress Metro Dade Elderly Services Atlanta, GA 633 SW Flagler 140 W. Flagler St. (404) 221-2475 Miami, FL 33128 Miami, FL 33130 (305) 325-0707 (305) 579-5335 Jodi Crandall Center for Applied Linguistics Ana de Valle Maria E. Mirabal 3520 Prospect St. NW City of Sweetwater Department of Health and Rehabil- Washington, D.C. 20007 500 SW 109 Ave. itative Services (202) 298-9292 Miami,FL 33174 401 N.W. 2nd Ave. (800) 424-3701 (305) 551-5282 Miami, FL 33128

Peter O'Donnell Refugee Programs Administration (HRS) 1323 Winewood Blvd. Tallahassee, FL 32301 (813) 985 -1999 Andrea Klein Refugee Materials Center Coaliation for Refugee Resettlement U.S. Department of Education 1424-16 Street NW, Suite 203 324 E.11 St. 9th Floor Washington, D.C. 20006 Kansas City, MO 64106 (202) 667-7810 (816) 374-3976

Martha A. Lane Refugee. Resource Center of the Emergency English for Refugees Committee on Migration and Lutherean Church Women Refugee Affairs 2900 Quee'n Lane 200 Park Ave. South R.:,1703 Philadelphia, PA 19129 New York, NY 10003 (212) 674-6844 Norman Lourie National Coalition for Refugee Refugee Women in Development Resettlement Project 1730 M St. N.W. Rm 911 Overseas Education Fund Washington, D.C. 20036 2101 LSt. NW, Suite 916 (202) 758-0817 Washington, D.C. 20037 (202) 466-3430 Deborah McGlauflin IRAC Refugee Women's Program Develop- 1424 16 St. NW Suite 404 ment and Coordination Project Washington, D.C. 20036 1424 16 St. NW, Suite 404 Washington, D.C. 20036 Minneapolis Health Department (202) 667-7810 WIC Program 250 South 4 St. Marilyn Richards Minneapolis, MN 55415 New Transcentury Foundation 1789 Columbia Road NW Ann Morgan Washington, D.C. 20009 Bureau of Refugee Programs Dep't of State SHARE 2201 C St., NW 400-8 South Main Washington, D.C. 20520 Austin, MN 55912 (202) 632-8569 (507) 433-8332

National Council of the Churches Tacoma Community House of Christ in the United States 1311 South M Immigration and Refugee Program Tacoma, WA 98405 475 Riverside Dr. (206) 383-3951 New York, NY 10115 United Nations High Commissioner Network for Refugees 806 Rhode Island Ave., N.E. United Nations Washington, D.C. 20018 Grand Central P.O. 20 (202) 526-4070 New York, NY 10017

Office of Women and Development Simi Wali AID Overseas Education Fund State Department Refugee Women in Development Washington, D.C. Project 2101 L St. NW, Suite 916 Overseas Development Office Washington, D.C. 20037 1717 Massachusetts Ave. NW (202) 466-3430 Washington, D.C. 20036 (202) 234-8701 REFUGEE WOMEN International Migration Review. Resources (Periodical) Staten Island, NY: Cen ter for Migration Studies of New Aikman, Carol C. "Problems Beyond the York, 209 Flagg Place, 10304. Golden Door:Refugee andthe Commuter Campus." Lifelong Learning: TheAdult International Refugee Integration Re

Years, 5,8, 30 April 1982, 4-5. source Centre.Refugee Abstracts, 1,

1, March 1982. IRIRC, 13 rue Gautier, Borton, David. In Their Shoes. Tampa, 1201 Geneva, Switzerland. FL: Lutheran Ministries of Florida, 3314 Henderson Blvd, Suite 203, 33609. Journal of Refugee Resettlement. Refugee Settlement Information Ex Carpenter, Margaret. "Helping Refugees: change Project,1125 15 St. NW, Suite Addressing Needs of WomenRefugees." 300, Washington, D.C. 20005. World Refugee Survey. New York, NY: UnitedStatesCommittee for Refugees, Migration Today.(Periodical) Stanton 20 West 40 St. 10018, 1981. Island, NY: Center for Migration Studies, 209 Flagg Place, 10304. Centerfor Applied Lingustics. Helping Refugees Adjust to TheirNewLife in Monthly Labor Review. Washington,

the UnitedStates. Washington, D.C.: . D.C.: Superintendent of Documents, Center for Applied Linguistics. Government Printing Office, 20402.

Center for Applied Linguistics. Social Reck, Debora L. The HER Project: Adaptation of Refugees. Washington, Homebound Englishfor Refugee Women. D.C.: Centerfor Applied Linguistics, Tacoma, WA: Tacoma CommunityHouse, 1982. 1311 South M, 98405.

Centerfor Applied Linguistics. Teach Refugee Reports. (Periodical) Wash ing English to Refugee Adults--A Guide ington, D.C.: AmericanCouncil for for Volunteers, Volunteer Coordinators Nationalities Service, 815 15 St., and Tutors. Washington, D.C.: Center NW, Suite 610, 20005. for Applied Linguistics. Refugee Women. Washington, D.C.: Crandall, Jo Ann et al. Survey of UNHCR, 1785 MassachusettsAve. NW, Existing Programs for Orientation of 20036. Women Refugees and Migrants in the United States. Washington, D.C.: Center Refugees and Human Rights Newsletter. for Applied Linguistics. New York, NY: National Council of the Churches of Christ in the USA, Church "Documentary Note: Refugee Research World Service, 475 Riverside Dr., Bibliography." International Migration 10115. Review, 15, 1-2, 1981, 331-93.

Vettickal, Joseph T. Indochinese, Economic Development for Refugee Women. Cuban/Haitian RefugeesandImmigrant Washington, D.C.: Overseas Education Program: Agency Resources and Infor Fund, 2101 L St. N.W. Suite 916, 20037, mation Guide. Washington, D.C.: Na 1982. tionalAdult Education Programs, De partment of Education, 20202. Friedmann,Joan, Koschman,Nancylee, Tobin, Joseph Jay. Working With Refu Viviano, Frank."The New Immigrants." gees: A Manualfor Paraprofessionals. Mother Jones, January 1983, 26-33, Chigago, IL: Travelers Aid/Immigrants 45-46. Services, Refugee Resettlement Service, 1981.

A Future for Us All. Washington, D.C.: Center for Applied Linguistics, 1980. 117

a RURAL WOMEN Yancey 8 Walters National Community Action Local Contacts EFNEP Coordinator Task Force on American Building 87 Women' in Poverty Olga M. Garay Ahern University of Florida 824 N. 'Cooper Center for Rural Education Gainesville, FL 32611 Peoria, IL 61606 FIU (309) 673-5403 famiami Campus Tomasa Vurnes Miami, FL 33199 P.O. Box 884 Suzanne Pharr (305) 947-4618 Tavares, FL 32778 Arkansas Women's Training (904) 343-0171 Project Dennis Coleman 15 Hale St. Florida Cooperative Extension Service RURAL WOMEN Uerika Springs, AZ 76232 310 Alachua St. National Contacts Immokalee, FL 33934 Rural American Women (813) 657-3306 Roger Augspurger "In Our Own Way" Platte Campus of Central Techni- 2437 15 St. NW, Suite 400 Cathy Gorman cal Community College Washington, D.C. 20009 Sojouner Truth Learning Institute Columbus, NE 68601 1703 S. Apopka Ave. (402) 564-7132 Rural Development Center Apopka; FL 32703 Cooperative Extension Service (305) 886-5151 The Center for the Study of P.O. Box 1209 Contemporary Rural Women Tifton, GA 31793 Gayle Grimes Box 3645 Sojourner Truth Institute University, MS 38677 Southern Rural Development 1703 S. Central Ave. Center Apopka, FL 32703 Marian E. Colette Box 5406 (305) 986 -5151 Mountain Women's Exchange Mississippi State, MS 39762 P.O. Box 204 Lake Community Development Jellico, TN 37762 P.O. Box 884 (615) 784-8780 Tavares, FL 32778 (904)' 343-0171 LaVonnette Cromartie Southern Rural Women's Network Jo Shuford Law 4795 McWillie Dr., Suite 210 Florida Cooperative Extension Service Jackson, MS 39206 615 Paul Russell Rd. (601) 362-2260 Tallahassee, FL 32611 (904) 487-3003 John P. David Southern Appalachian Labor School Muriel Medina West Virginia Institute of Tech- 4729 Grenoble Blvd. nology Tallahassse, FL Montgomery, WV 25136 (904) 644-2440 (304) 442-3157

Eula Morris ERIC Network Florida Coalition Against Hunger Rural Education 1200 N Central - Suite 206 New Mexico State University Kissimmee, FL 32741 Box 3 AP (305) 846-6423 Las Cruces, NM 88003 (505) 646-2623 Ruby Morrison Leon County Extension Eskenosen-A Rural Conference 615 Paul Russell Rd. and Learning Center Tallahassee, FL 32611 P.O. Box 647 (904) 487-3003 Roberta, GA 31078 (912) 836-3314

118 al. Aspects of RURAL WOMEN Carlin, Thomas A., et Resources Welfare and Poverty in Rural America: Iwo Issue .Briefs. 1979. ERIC Document ED 187-510. Ainodeo, Luiza B. "The Triple Bias: Rural, Minority and Female." Rural Educator, 3, 3, Spring 1982, 1-6. Chu, Lily. Education for Rural Women: A Global Perspective. 1980. ERIC

"Are You a Rural Woman Looking for Document ED 186-185. Work?" Roundups. Washington, D.C.: Wo- men's Educational EquityActProgram, Clawson, Susanne. Housing andCBOs: 1100 Donahoe Bldg, 400 Maryland Ave. SW An Integrated Approach to Rural Edu- 20202. cation. Tallahassee, FL: Association of Migrant Organizations, 1982. Baranowski, Tom, Carlton, Bill. "Issues

in the Development of Community Health Clinton, Charles A. Local Success and Education for Rural Areas." Health Federal Failure:A Study of Community Education, 13, 2, Mar-Apr 1982, 9-12. Development and Educational Change in the Rural South. ERIC Document ED Barber, Elinor G. "General Eoucation 191-651. Versus Special Education for Rural Development." Comparative Education Coles, Robert, Coles, Jane. Women in Review, 25, 21, June 1981, 216-31. Crisis. New York: Dell, 1979.

Barron, Daniel, Curran, Charles. Infor- Coles, Robert, Coles, Jane. Women of mation Needs Assessment of Rural Groups CrisisTwo: Livesof Work E Dreams. For Library Program Development. 1979. New York: Delacorte, 1980. ERIC Document ED 176-790. Colle, Royal D., Fernandez de Colle, "Reaching Rural Women: Case Stud- Berry, Dale. "Longitudinal Study of S. ies and Strategies." ERIC Document ED Effect of Selected Employment and Training Services on Migrants and Other 182 -033. Seasonal Farmworkers." Farmworker Jour- Colle, Royal D. "Some Methods for nal, 1, 4 Fall 1979, 20-35. Communicating with Rural Women." Edu- International, Bhola,H.S. "Planning Rural Vocational cational Broadcasting and AdultEducation: A Multiframework 12, 4, December 1979, 153-57. Mega Model." Viewpoints in Teaching and Learning, 57, 3, Summer 1981, 91-101. Colman, Gould P. "Notes on Methods for Studying Farm. Women." Rural So-

Blakely, Edward J., Bradshaw, Ted K. ciologist, 1, 6, November 1981, 394- "Implications of Social and Economical 95. Changes on Rural Areas." Human Services in the Rural Environment, 6, 2, 1981, A CommonWorld: Courses in Women's 11-21. Studiesfor Rural and Urban Communi- ties. Newton, MA: WEEA Publishing Business Management Training for Rural Center, 55 Chapel Street, 02160. Women. Newton, MA: WEEA Publishing Center, 55 Chapel St., 02160. Contribution to Study of the Rural Environment within the Frameworkof Campbell, Paul. "Rural Resources Devel- Functional Literacy Operations.Uni- opmont." HumanServices in theRural ted Nations Educational,Scientific, Environment, 1, 2, Nov-Dec 1979, 3-9. and Cultural Organization. 1979. ERIC Document ED 194-244.

"Can Participation Enhance Develop- ment?" The NFE Exchange, No. 20, 1981. Cottage Industry Laborers: Women Who East Lansing,MI: Non Formal Educa- Work in Their Homes. "Ho"rizon Se- tion Center, Michigan State University, ries." Niles, MI: National Public 48824. Radio, P.O. Box 818, 49120. 119 Cowman, Sylvia Cavalier. "The Rural Flora, Cornelia Butler. "Farm Women, Poor and Mental Health." Human Services Farming Systems, and Agricultural

in the Rural Environment, 1, 2, Novem- Structure: Suggestions for Scholar- ber-December 1979, 10-18. ship." Rural Sociologist, 1, 6, November 1981, 383-86. Craig, Wayne. "Six Vital Relationships

in Rural Education." Small School Fowler, Becky. Rural Women: An Anno- Forum, 3,1, Fall 1981, 1-2. tated Bibliography 1976-1979. 1979. ERIC Document ED 187-498.

Development as if Women Mattered. Washington, D. C.: Overseas Education Fraser, Colin. "Promoting People's

Fund, 2101 L Street, N.W., Suite 916, Participation." Ceres, 14, 1, Janu- 20037, 1978. ary-February 1981, 37-40.

De leaver, Norman. Rural Development Fratoe, Frank A. Rural Women and

Programs. A Citizen's Action Guide, Education. 1979. ERIC Document ED 1979. ERIC Document ED 191-603. 175-604.

Dunne, Faith. "Occupational Sex- Gianni, Paul C. Community Based Stereotyping Among Rural Young Women Education: A Team Approach.'. 1979. and Men." Rural Sociology, 45, 3, Fall ERIC Document ED 178-134. 1980, 396-415. Gober, Lydia A., Wiseman, T. Jan, Eaton, John M. "A VitalComponent of comps. Outcomes, Output, and Out- the Delivery System." Community and looks: A Report and Evaluation of Junior College Journal, 52,2, October Project CALL, a Project in Rural 1981, 15-16. Community Education. 1979. ERIC Docu- ment ED 175-501. Edington,Everett D. Rural Education- Key Policy issues.1979. ERIC Document Granger, Ben 0., Nooe, Roger M. Rural ED 178-235. Responsiveness in Social Work Educa- tion. 1981. ERIC Document ED 218-052. Edwards, Richard L., Malecki, Maryanne. "Migrant Tutorial Programs." Human Grebner, Marythea, Mahaney, Bud, eds. Services in the Rural Environment, 6, Business Management Training for 3-4, 5-53, Summer-Fall 1981. Rural Women. 1981. ERIC Document ED 213-560. Eggers, Judi 0., Dunkelberger, John E. "Race-SexDifferences in Job Quality Hacker, Sally. "Farming Out the Home: Returns Attributed to Education Among Women and Agribusiness." Science for Young RuralAdults."ERIC Document Ed the People, 10, March-April 1978, 220-253. 15-28.

Elbert, Sarah. "The Challenge ofRe- Hay, Gloria A., Apps, Jerold W.The search onFarm Women." Rural Sociolo- Role of the Adult Educator in Promo- gist,1, 6, November 1981, 387-90. ting Growth in Rural Community Prob- lem-Solvir4 Groups.1981. ERIC Docu- Embers, Pat, et al. The Rural and Small ment ED 210-135. Town' Community Education Manual. 1980. ERIC Document ED 196-578. Hearn, Norman E. The Roots of Rural

. Education Inequity or How Country Fear, Franklin, Carter, Keith. "Re- Folks Get Whipsawed and Bushwacked. sponding to Local Decision Makers' 1981. ERIC Document ED 209-009. ResearchNeeds: The Neglected Topic of Research Utilization."Rural Develop- Hershey, Dale R. Community Develop- ment Research and Education, 3,3 Fall. ment: TheRole ofthe Rural Libra- 1979, 10-16. rian. 1978. ERIC Document ED 184-746.

Fest, Johannes. "The Migrants." Library Trends, 29, 2, Fall 1980, 191-206.

112 Hickey, Anthony A. "The Network of Lichtman, Marilyn, Rothschild, Susan Assistance: A Vertical Pattern ofthe J. S. Career and Education Patterns Community." Journal of the Community ofRural Women. 1982. ERIC Document Development Society, 13, 1, 1982, ED 214-725. 57-67. Loomis, Ralph,et al. "Priorities for Hill, Frances. "Farm Women:Challenge Rural Improvement: Report of a Part- to Scholarship." Rural Sociologist, 1, nership for RuralImprovement Spon- 6, November 1981, 370-82. sored Needs Assessment Study Group." 1981. ERIC Document ED 219-197. Hooyman, Nancy R."Mutual Help Organi- zationsfor Rural Older Women." Educa- Lord,Sharon B., Patton-Crowder, Ca- tional Gerontology, 5, October 1980, rolyn. Appalachian Women: A Learning- 429-47. Teaching Guide. 1979. ERIC Document ED 186-206. Hope, Kempe R. "Social Change and Rural Regional Community Development in the Loutfi, Martha F. Rural Women: Un- United States."Community Development equal Partnersin Development. Wash- Journal, 15, 2, April 1980,'110-16. ington, D. C.: International Labor Office, 1750NewYorkAvenue, N.W., Hudder, Jean Anne W., Lammonds-Harwood, 20006, 1982. Pamela. Rural Services Directory. 1981. ERIC Document ED 202-628. McBain,SusanL., Hamilton, Jack A. "Career Education for the Forgotten." Jackson, Verdell. Alternative Strate- Journal of Career Education, 7, 3, giesfor Deliveryof. Vocational Educa- March 1981, 243-52. tion to Rural Schools. 1978. ERIC Document ED 201-765. McGee, Leo,Boone,Robert. "A Study of Black Rural Land Ownership and

Jankovic,Joanne,Edwards,Richard L. Control: Problems andAttitudes of "UnderstandingPeople Through Music." Black Adults Concerning Rural Land in Lifelong Learning, 4, 3, November 1980, Tennessee." Tennessee Adult Educator, 4-7, 31. 11,1, Winter 1978, 6-13.

Jenkins,Lowell, Cook, Alicia S."The Martinez, Robert. "The Migrant Action Rural Hospice:Integrating Formal and Program atthe University of Colorado Informal Helping Systems." Social Work, at Boulder." Farmworker Journal, 1, 26,5, September 1981, 414-16. 3, Summer 1979, 28-30.

Kay, Steve. Rural Education and Alter- Massey, Sara. Rural Education: An native Communities. 1982. ERIC Document Annotated Bibliography. ERIC Document ED 219-225. ED 218-030.

King, Kenneth J."Research on Literacy Molnar, Joseph J., Smith, John P. and Work Among the Rural Poor." Conver- "Satisfaction with Rural Services: gence, 12,3, /979, 42-54, The Policy Preferences of Leaders and CommunityResidents." RuralSociolo- Klees, Sue, Jess, James D., comps. gy, 47, 3, Fall, 1982, 496-511. Survival in the 80's. People United for Rural Education Conference Report 1980. Morris, Judson H., Hilbert, Judith ERIC Document ED 192-967. Cicero. Training Social Worker, Clients, and Students in the Use of Library Trends, 28, 4, Spring 1980. Rural Natural Helping Networks. 1982. (Special Issue on Rural Libraries.) ERIC Document ED 219-200.

Munson,Carlton E. "Urban-Rural Dif- ferences: Implications for Education andTraining." Journal ofEducation

for Social Work, 16, 1, Winter 1980, 95-103. 121 Murray, M. Eloise. "Factors Guiding Rytina, Nancy F. "The Economic Status Research on Farm Women." Rural Sociolo- of Migrant Wives: An Application of gist,1, 6, November 1981. 391-93.. Discriminate Analysis." Sociology and Social Research, 65, 2, January 1981, New Directions for Rural Women: A 142-52. Workshop Leader's Manual.Newton, MA: WEEA Publishing Center,55Chapel-. St., Salber,Eva J. "Three Interviews from 02160. Rural North Carolina." Gerontologist, 20, 4, August 1980, 427-31. Noble, A. Candace. Some New Perspec-

tives on Rural Education." Rural Educa- Seager, D. D., et al. Important tor, 3,1, Fall 1981, 10-14. Issues in Rural Education:A Collec- tion of ERIC/CRESSFact Sheetsand O'Leary, Jeanne M. The Changing Role of MiniReviews.ERIC Document ED 191- Women inthe Rural Economy. 1979. ERIC 648. Document ED 186-176. Smith, Joyce L.,Jenkins, Quentin A. Paris, Alice Somerville, Woolridge, L. Cotton Chopping to Administrative Schadell. Placing Rural Minority Women Chairpe.son: The Changing Role of in Training Situations for Non- Women on Small Farms. 1979. ERIC Traditional Jobs. 1979. ERIC Document Document ED 175-602. ED 186-203. Southern Rural Development Center, Parks,GailArmstrong. RuralMinority Misissippi State. Directory of Rural Education and the "Rural Education Development Researchers in the South. Movement":WhereDo They Stand? 1980. 1981. ERIC Document ED 210-143. ERIC Document ED 188-798. Special Services for Rural Adults. Piepmeir,Katherine Blakeslee. Women's Pensacola, FL: Pensacola Junior Col- Organizations:Resources for Develop- lege,Departmentof Adult Education, ment. 1980. ERIC Document ED 215-814. 32504, 1983.

Placing Rural Minority Women in Train- Storms, Neil. "Strengthening Rural ing Situ2tions for Non-Traditional Education Through Rural Development." Jobs. Newton, MA: WEEA Publishing Small School Forum, 2, 3, Spring Center, 55 Chapel St., 02160. 1981, 14-17.

Reagan,Patricia, A. "TheRole of the Terkel, Studs. Working. New York: Community Health Educator on the Pri- Avon, 1975. maryHealthCareTeam." Health Educa- tion, 12,2, March-April 1981, 28-31. Thomas, Sherry. We Didn't Have Much, But We SureHad Plenty:Stories of Richardson, E. Gordon. Practices and RuralWomen. Garden City,NY: Anchor Problems of Adult BasicEducation in Books, 1981. Rural Areas. 1980. ERIC Document ED 195-776. Tweeten,Luther."Education Has Role in Rural Development." Rural Develop- Ronan, Marian. New Directions for Rural ment Perspectives. October 1980, 9- Women: A Workshop Leader's Manual. 13. 1979. ERIC Document ED 186-204. U.S. Department of Education, Office

Rosen, Anita L. "Wife Abuse in Rural of Career Education. Training a Cadre Areas: Some Social, Legal, Medical and of Rural. Educators to Conduct Career ServiceDelivery Issues." 1981. ERIC Education In-Service. 1979. ERIC Document ED 222-318. Document ED 183-862.

RuralWomen, Inc. Report on the White VioGrossi,Francisco. "Adult Educa- House Consultation withRuralWomen. tion and Rural Development-Some Com- ERIC Document ED 197-904. ments on Convergence and Divergence." Convergence, 13, 3, 1980, 30-38. 1224 11 White, Susan J. Exemplary RuralEdu- cation andEconomic Development Ini- tiatives. 1981. ERIC Document ED 206- 926.

Wijnberg, Marion H., Colca, Louis. "FacingUp to the Diversity in Rural Practice:A Curriculum Model." Journal of Education forSocial Work, 17, 2, Spring 1981, 91-97.

Women Do For Women. Washington, D.C.: Women's School Of Planning and Archi- tecture, 1000 Wisconsin Ave., NW, 20007, 1981.

"Women in Development." The NFE Ex- change, No.13, 1978. East Lansing, MI: Non-Formal EducationCenter, Michigan State University, 48824.

Womenin Development: ASelected Anno- tated Bibliography and Resource Guide. EastLansing, MI: Non-Formal Informa- tion Center, College of Education, Michigan State University, 48824, 1980.

Women in RuralDev'elopment: Critical Issues.Washington, D.C.:International LaborOffice, 1750 NewYorkAve., NW 20006, 1981.

Woodie, Shirley H., Bauer, Mary D. "Serving Rural Women: A College Commun- ity Partnership." New Directions for Community Colleges, 7, 3, Fall1979, 63-69.

12J SEX EQUITY SPECIALISTS Eleanor J. Gay ,Lucille V. Hontequin Local Contacts Equal Access/EquAl Opportunity Department of Equal Education Florida Junior College Opportunity Jan Armstrong 201 N Main St. Dade County School Board Change Center Jacksonville, FL 32202 1410 N.E. 2nd Avenue MiamiDade Community College Miami, FL 33132 11380 NW 27 Ave. Charlotte Carney Gore Miami, FL 33167 Vocational Education Equity The Office for Equal Oppor (305) 685-4273 Coordinator tunity Programs 715 East Bird State University System of Bettye O. Bates Pan American Bank Bldg. #306 Florida Affirmative Action/Title IX Tampa, FL 33604 107 W. Gaines St. Officer (813) 933-3353 Tallahassee, FL 32301 Volusia County School Board (904) 488-7695 P.O. Box 2218 Orange County Public Schools DeLand, FL 32720 Iris B. Hernandez Office of Career Education EA/EO & Title IX Coordinator 434 N. Tampa Ave. Nancy Benda & Jo Conti Pensacola Junior College Orlando, FL 32802 Florida Department of Education 1000 College Boulevard Equal Opportunity Office Pensacola, FL 32504 Karen Parks Knott Building Sex Equity Program Tallahassee, FL 32301 Joan Kinden Broward County School Board. (904) 488-6217 National Sex Equity Demonstration 3600 S.W. College Ave. Project Ft. Lauderdale, FL 33314 Jeanne Brock School Board of Broward County Adult and Community Education 3600 S.W. College Ave. Ray Robinson Florida Department of Education Ft. Lauderdale, FL 33314 Orange County Public Schools Knott Building (305) 472-6867 434 N. Tampa Ave. Tallahassee, FL 32301 Orlando, FL 32805 (904) 488-8201 June Hubek (305) 422-3200 Orange County Teacher Ann Bromley 1509 S. Mink Dr. Kathy P. Scott Women's Program and Special Apopka, FL 32703 College of Education Project Florida State University Santa Fe Community College Barbara Kennedy Tallahassee, FL 32306 P.O. Box 1530 Sex Equity Program in Vocational (904) 644-5458 Gainesville, FL 32602 Education Santa Fe Community College Veronica Sehrt Fredi S. Brown P.O. Box 1530 Equal Opportunity Education EA/EO Coordinator Gainesville, FL 32602 Programs Manatee Junior College (904) 377-5161 219 W. Jefferson St. P.O. Box 1849 Tallahassee, FL 32301 Bradenton, FL 33505 Ellen Kimmell (904) 488-6217 College of Education Jacqueline Davis University of South Florida Kathleen A. Shea Human Relations Office Tampa, FL 33620 Southeast Sex Desegregation Hillsborough County School (813) 974-2100 Assistance Center Board University of Miami P.O. Box 3408 Sheila LeVine P.O. Box 248066 Tampa, FL 33601 National Sex Equity Demonstration Coral Gables, FL 33124 Project Florida Department of Education Nova High School Geraldine Thompson Dissemination and Diffusion 3600 S.W. College Avenue Minority Affairs Section Ft. Lauderdale, FL 33314 Valencia Community College Division of Vocational Education P.O. Box 3028 Knott Building Rosalyn McDonald Orlando, FL 32802 Tallahassee, FL 32301 EA/EO Office Broward Community College 225 E. Las Olas Blvd. Ft. Lauderdale, FL 33301 Doris R. Thornton Resource Center on Sex Roles Affirmative Action in Education Duval County School Board 400 North Capital NW 1701 Prudential Dr. Washington, D.C. 20001 Jacksonville, FL 32207 Myra Sadker Charles L. Williams School of Education Affirmative Action The American University Escambia County School Board Washington, D.C. 5402 Lillian Highway Pensacola, FL 32506 Susan Saegerc Center for the Study of Women Leonard L. Williams and Sex Roles Department of Equal Opportunity CUNY Graduate School and Univer Dade County School 8oard sity Center 1410 NE2 Ave. 33 West 42nd St Miami, FL 33132 New York, NY 10036

Ida Zucca uesegregation Institute Career Education University of Tennessee 800 S.Delaney Ave. Colhge of Education Orlando, FL 32801 Knoxville, TN 37916 (305) 422-3200 (615) 974-6638

SEX EQUITY SPECIALISTS Vocational Educational Equity National Contacts Program Pennsylvania Department of American Association for Education Affirmative Action P.O. Box 911 Ball State University Harrisburg, PA 17108 Muncie, Indiana 47306 (317) 285-5162 Women on Words and Images P.O. Box 2163 The Center for Humanities, Princeton, NJ 08540 Inc. 2 Holland Ave. Women's Educational Equity White Plains, NY 10603 Act Office of Education Feminist Press Washington, D.C. 20202 Box 334 Old Westbury, NY 11568 Women's Educational Equity Act Publishing Center Institute for Studies in Equality Education Development Center, 926 J Street Inc. Sacramento, CA 95814 50 Chapel St. (916) 444-9196 Newton, MA 02160 (617) 969-7100 Sharon Knopp (800) 225-3088 3440 State St. Eau Claire, WI 54701 (715) 832-2209

Project on Equal Education Rights (PEER) 1413 K St. N.W. Washington, D.0 20005 (202) 332-7337 SEX EQUITY TABS: Aids for Ending Sexism in Resources School.Brooklyn, NY:TABS, 744 Car roll St, 11215. Guidelines for Creating Positive Sexual and Racial Images in Educational Ma Wertheimer, Barbara M., Nelson, Anne terials. New York, NY; MacMillan, 1975. H. "Intothe Mainstream: Equal Educa tional Opportunity for Working Wo Guidelinesfor SexFair Education Ma men."Journal of Research and Devel terials. Orlando, FL: Orange County opment in Education, 10, 4, 1977. Public Schools, Career Education Staff, 434 Tampa Ave., 32805. The Women's Handbook: An Overview of the Government's Retreat from Women's Guideline for SexFair Vocational Edu Equality. East Point, GA: Southern cation Material. Urbana, IL: National POWER, P.O. Box 90361, 30364, 1981. Council of Teachersof English, 1111, Kenyon Road, 61801.

Handbook of Procedure for Implementing

a Sex Equity Workshop: Pathway to Awareness. Tallahassee, FL: Florida Department of Education, Division of Vocational Education, 1980.

Manual for Equal Educational Opportuni ty Review of Vocational Education Programs. Tallahassee, FL: Florida Department ofEducation, Equal Oppor tunity Program.

Resources for Change: A Guide to Materials and Organizations Promoting EqualEducation for Both Sexes. Wash

ington, D.C.: PEER, 1413 K St.NW., 20005.

Ryan, Frank Anthony."The Federal Role in Expanding EqualEducational Oppor tunity." Harvard Educational Review, 52, 4, Nov. 1982, 431-43.

SelfAudit Manual for SexEquity in Educational Programs. Tallahassee, FL: Departmentof Education, Equal Educa tional Opportunity Program, 32301, 1982.

Smith, Walter, etal. Counseling Women for NonTraditional Careers. Ann Arbor, MI: ERIC Clearinghouse on Counseling _and Personnel_Services,__University Michigan, 48109, 1977.

Soldwedel, Bette J. Erasing Sex Bias: A Staff Training Series. Tallahassee, FL: Florida Department of Education, Divi sion of Vocational Technical and Adult Education. SOUTHERN WOMEN Mountain Women's Opportunity Contacts Center Box 806 Anne Braden Hazard, KY 41701 Southern Organizing Committee (606) 439-1381 For Economic and Social Justice (SOC) Southern Exposure P.O. Box 311 Institute for Sout;.-ril Studies Birmingham, AL 35201 113 N. Columbia Chapel Hill, NC 27514 Center for Community Self -Help P.O. Box 3529 Southern Neighborhoods Network 305 East Chapell Hill 915 24 Ave. N. Room 21 Nashville, TN 37208 Durham, NC 27705 Southern P.O.W.E.R. Community Control P.O. Box 90361 P.O. Box 36250 East Point, GA 30364 Decatur, GA 30032-6250 (404) 768-4163

Council on Appalachian Women Southern Project on Women's P.O. 9ox 458 Economic Rights Mars Hill, NC 28754 75 Marietta St. Room 307 (704) 689-1228 Atlanta, GA 30303 (404) 523-8754 'LaVonnette Cromartie Southern Rural Women's Network Southern Rural Women's Network 4795 McWillie Drive 4795 McWillie Dr., Suite 210 Suite 210 Jackson, MS 39206 Jackson, MS 39206 (601) 362-2260 (601) 362-2260 Sue Thrasher and Hubert Sapp john P. David Highlander Research and Education Southern Appalachian Labor Center School Highlander Center West Virginia Institute of Rt. 3, Box 370 Technology New Market, TN 37820 Montgomery, WV 25136 (615) 933-3443 (304) 442-3157 Rita Valenti Wes Hare Southern Project on Women's Twin Streams Educational Center, Economic Rights Inc. 75 Marietta St., Rm. 307 243 Flemington St. Atlanta, GA 30303 Chapel Hill, NC 27514 (404) 523-8754 (919) 929-3316 Carol Ward Brenda McCollum English Department The Culture of Southern Black Clemson University _Women Clemson, SC 29631 The University of Alabama .P.O.Box 1391 Women's Day Committee University, AL 35486 P.O. Box 31021 (205) 348-5782 Charlotte, NC 28231

Mountain's Women Exchange John Lippert and Alice Paris P.O. Box 204 Federation of Southern Jellico, TN 37762 Cooperatives (615).784 -8780 P.O. Box 95 Epes, AL 35460 (205) 652-9676 1 11 Piedad Robertson Reid Wentz Women Survival Center SouthCampusPublic Affairs 'Ad WAGE 305 Hyde Park ministration District School Board--Pasco Tampa, FL MiamiDade Community College County (813) 837-4357 11011 S.W. 104th Street Old Cemetery Road Miami, FL 33176 Trilby, FL Women's Center (305) 596-1211 (813) 996-3600, ext. 328. 4131 Central Avenue St. Petersburg, FL Caroline L. Schulz Doti Wharton (813) 327-3300 Erwin--Area VocationalTechnical General Counsel Office School Florida Department of Education Women's Center 2010 East Hillsborough Ave. TallahaSsee, FL 32301 540 South Federal Highway Tampa, FL 33610 (904) 488-7707 Deerfield, FL (305) 428-9007 Leah Sims Barbara White Dade CountyCourt--Caleb Center School of Social Work Women's Center Office Florida State University Florida Junior College, Down 2200 N.W. 54th Street Tallahassee, FL 32306 town Campus Miami, FL 33142 101 West State Street V. L. Williams Jacksonville, FL 32206 Alice Sirmons 2956 Lincoln Boulevard 110 South Westland Ave. Ft. Myers, FL 33901 Women's Center Tampa, FL 33606 (813) 337-2166 903 East New Haven Avenue (813) 272-4486 Melbourne, FL Carol Wilson (305) 727-2200 Susan Skambis P.O. Box 25000 230 West Lake Sue Ave. Orlando, FL 32771 Women's Center of Dadeland Winter Park, FL 32741 (305) 275-2824 6950 North Kendall Drive Miami, FL Bette J. Soldwedel Sandra Wilson (305) 665-5424 Central Florida Education Consor Hillsborough Community Center tium for Women Tampa, FL Women's Center of Sarasota, P.O. Box 814 (813) 879-7222 Inc. Orlando, FL 32802 2880 Ringling Boulevard Sue Wilson Sarasota, FL Flo Stafford WIC Program (813) 366-1700 Parkway Adult Community School Leon County Health Department 3600 N.W. 5th Court Appleyard Drive Women's Center of Tampa Ft. Lauderdale, FL 33311 Tallahassee, FL 32304 609 De Leon Street (904) 487-3158 Tampa, FL Belva Stone (813) 257-8629 656 S.W. Vocelle Street Woman's Center Sebastian, FL 32958 1560 Highland Avenue South Women's Committee of,100 (305) 589-2707 Clearwater, FL 639 N.E. 62nd Street (813) 446-2690 Miami, FL 33138 Eleanor Thomson YWCA Woman's Service Program Women's Community Health Center

210 :Z.E.18th Street 100 West Columbia Street 600 ByPass Drive Miami, FL 331'32 Orlando, FL Clearwater, FL 4305) 3)4-1070 (305) 423-6606 (813) 799-2960

Marilyn VanderLugt Women in Community Service--Job WoMen's Health Center Brevard Community College Corps 805 S.W. 4th Avenue 1519 Clear Lake Road 311 West Duval Street Gainesville, FL Cocoa, FL 32952 Jacksonville, FL (904) 377-5055 (305) 632-1111 (904) 358-2965 Women's Health Center 1225 8th Street Hollyhill Orange City, FL 1 0Q (904) 253-0008 SOUTHERN WOMEN Dougherty,Molly C. Becoming a Woman

Resources in Rural Black Culture. NewYork: Holt, Rinehart and Winston, 1978. Adams, Frank. Unearthing Seeds of Fire, The Highlander Story. WinstonSalem, Durr, Virginia Foster. "The Emancipa NC: John Blair Books, 1972. tion of Pure White Southern Woman hood." New South, 26,1, Winter 1971. Appalachian Women.Newton, MA: Educa tion Development Center, 55 Chapel St., Evans, Sara. "Women's Consciousness 02160. and the Southern Black Movement." Southern Exposure, 4, 4, Winter 1977, Baghban, Marcia. The Application of 10-15. Culturally Relevant Factors to Literacy Programs in Appalachia. 1982. ERIC Florin, John W. "Varieties of Document ED 221-836. Southern Women."Southern Exposure, 4, 4, Winter 1977, 95-98. Bartlett, Irving H., Camber,C. Glenn, "The History and Psychodynamics of Fratoe, Frank A. The Education of SouthernWomanhood." Women's Studies, Nonmetro Blacks. ERIC Document ED 2,1, 1974. 193-399.

Borei, Sven H.E., Shively, Joe E. "Generations: Women in the South." Appalachian Adult Literacy Programs (Special issue.) Southern Exposure, Survey. 1981. ERIC Document ED211-671. 4, 4, Winter 1977. (4

Bourne, Eulalia. Woman in Levi's. Green, Rayna. "Magnolias Grow in Tucson: University of ArizonaPress, Dirt." Southern Exposure,4,4, Win 1967. ter 1977, 29-33.

Braden, Anne."A Second Open Letter to Hutchinson, Louise D. Anna J. Cooper:

Southern White Women." Southern Expo A Voicefromthe South.Washington, sure, 4,4, Winter 1977, 50-53. D.C.: Smithsonian Institution Press Books, 1982. Braden, Anne. TheWall Between. New York: Monthly Review Press, 1958. Ibarro, Felipe."I Want You Women Up Northto Know." Feminist Studies, 7, Christian, Virgil L., Stroup, Robert H. 3, Fall 1981. "The Effect of Education onRelative Earnings of @lack C White Women." Jeffrey, Julie R. "Women in the Economicsof Education Review, 1, 1, Southern Farmer'sAlliance: A Recon Winter 1981, 113-22. struction of theRole C Status of Women in the LateNineteenth Century Clark, Mike. "Meeting the Needs of the South." Feminist Studies, 3, 1-2, Adult Learner." Tennessee Adult Ecuca Fall 1975, 72-91. tion, 11, 2, SpringSummer 1978, 16-25, Kahn, Kathy. Hillbilly Women: Moun Coles, Robert, Coles,Jane.Womenof tain Women Speak of Struggle and Joy Crisis. New York: Delacorte, 1978. in Southern Appalachia. Garden City, NY: Avon, 1973. Created Equal. (SpecialIssue: ,Voca tional EducationWhat Benefitsto Mi 1451ff, Caren_._ Blue Ridge Technical nority Women in the Deep South.) Macon, College Adult Reading Project. 1981. GA: Created Equal, Box 56 JJ, 31208. ERIC Document. ED 214-145.

Davis,Allison, et al., Deep South: A Lilly, Leslie. "Women and Work in Social Anthropological Studyof Caste Appalachia: The WagingWar." Human and Class. Chicago: University of Services in the Rural Environment, 1, Chicago Press, 1941. 1, StptemberOctober 1979, 40-45.

1 "t 129 Mayfield, Chris.Growing Up Southern. Southern Advocate!(Periodical) 75 New York, NY: Pantheon, 1981. Marietta Ave., Atlanta, GA 30303.

Mayo,Amory D.Southern Women in the Southern Changes. (Periodical) Atlan Recent Educational Movement in the ta, GA: Southern Regional Council, South. Baton Rouge: Louisiana State Inc. 8 Floor,Peachtree West Bldg. University Press, 1978. 161 Spring Street, N.W., 30303.

Meese, Elizabeth A. "Telling It All: Southern Exposure. (Special issue on Literacy Standards andNarratives by working women.) December 1981. Southern Women." Frontiers, 2,2, 1979, 50-53. Southern Neighborhoods. (Periodical) P.O. Box 36250, Decater, GA 30032. Miller, Jennifer. "Quilting Women." Southern Exposure, 4, 4, Winter 1977, Turner, Arlin. Southern Stories. New 25-28. York:_ Holt, Rinehart and Winston, 1960. Miller, Marie. Working Lives. New York, NY: Pantheon Press, 1981. Twin Streams. (Periodical) Chapel Hill, NC: Twin StreamsEducational Miller, Marc S. Working Lives: The Center, 243 Flemington St., 27514. Southern Exposure Historyof Labor in the South. New York: Pantheon Books, Watriss,Wendy. "It's Something In 1974. side. You." Southern Exposure, 4, 4, Winter, 1977, 76-81. Murphree, Alice H. "A Functional Analy sis of Southern Beliefs Concerning Wolfman, Walt, Christian, Donna. Ap Birth." American Journal of Obstetrics palachian Speech. Washington,D.C.: and Gynecology, 102, 125-134. Center for Applied Linguistics, 1976.

Norton, Eleanor. "The Woman Who Changed Women in the CoalMines. "Horizon the South: A Memory of Fannie Lou Series." (Cassette) Niles, MI: Na Hamer." Ms, 3, 2. tionalPublic Radio, P.O. Box818, 49210. Pearce, Diana, McAdoo Harriette. Women and Children Alone and in Poverty. Women Still in Poverty. U.S. Commis Washington, D.C.: NIWC, 1712 N St., sion on Civil Rights. Washington, N.W. Washington, D.C. 20036. D.C.: NIWC, 1712 N St., N.W. 20036.

Philliber, William W.,McCoy, Clyde B. TheInvisible Minority: Urban Appala chians. Lexington, KY: University Press of Kentucky, 1981.

Quinney, Valerie. "Three Generations in the Mill." SouthernExposure, 3, 4, Winter 1976.

Rungeling, Brian, et al. Employment, Income, and Welfare in the Rural States. New York: Praeger, 1977.

_ ..... Scott, Anne Firor. "Makingthe Invisi ble Woman Visible." Journalof Southern History, 38, November 1972.

130 2 WOMEN AND ADULT EDUCATION Eloise J. Cabrera Dade County Commission on Local Contacts Williams Elementary School Status of Women 4302 E Ellicott St 90 S.W. 8th Street All Women's Health Center of Tampa Tampa, FL 33610 Suite 313 1302 South Dale Mabry Miami, FL 33130 Tampa, FL Center for Continuing Education (305) 579-4967 (813) 251-0505 for Women Valencia Community College Marion Dean American Friends Service Committee P.O. Box 3028 Adult Basic Education 1205 Sunset Dr. Orlando, FL 32802 Dade County Schools Miami, FL (305) 843-4260 1410 N.E. 2d Avenue (305) 666-5234 Miami, FL The Center for the Continuing Mary Bailey Education of Women Leslie Delman 3304 Vista Oaks Way Florida Junidr College at Broward Community College Palm Bay, FL 32905 Jacksonville 225 East Las Olas Boulevard 101 West State St. Ft. Lauderdale, FL 33301 Evelyn Baker Room 3106 (305) 475-6500 South Ridge Adult Center Jacksonville, FL 1410 NE 2 Ave. (904) 633-8311 Rose Diaz Miami, FL 33132 Vocational/Technical Program City of Miami Commission on Gary Elementary School Sybil Barnes the Status of Women 3606 10th Avenue Hillsborough Community College City of Miami Human Resources Tampa, FL 33605 Tampa, FL P.O. Box 330708 Miami, FL 33133 Sylvia J. Dickens Nickie Bear 805 East Buffalo Avenue Office Women's Almanac Wanda Clark 216 South Edison Avenue Miami, FL 640 Fairway Terrace . Tampa, FL 33606 (305) 666-9804 Naples, FL 33940 (813) 223-2507

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123 Florida Governor's 'Commission on Desta Horner Nancy Lee the Status of Women 105 Valencia Drive Vocational Education Program Office of the Governor Sanford, FL 32771 Broward County School Board Room 207 (305) 322-7786 901 South Andrews Avenue Tallahassee, FL 32301 Ft. Lauderdale, FL 33304 Hubbard House (305) 524-8006 Christine Fulwylie 222 East Duval Street 401 North Reus Street Jacksonville, FL 32202 Jennie Loudermilk Pensacola, FL 32501 (904) 354-3114 P.O. Box 25000 (904) 434-3999 Orlando, FL 32816 June Huber (305) 275-2123 June Gordon Central Florida Education Central Florida Education Consortium for Women Media and Women Consortium for Women P.O. Box. 814 c/o Women's Almanac P.O. Box 814 Orlando, FL 32802 5900 S.W. 73rd Street Orlando, FL 32802 Suite 102 (305) 323-1450, Ext. 371 Information and Referral Center Miami, FL 33143 3191 Maguire Boulevard Lucy M. Guglielmino Suite 209 Gina Miller College of Education--Adult Orlando, FL Hialeah Center Miami-Dade Com- Education (813) 894-1441 munity College Florida Atlantic University 1780 West 49th Street Boca Raton, FL 33431 Laura Jackson Hialeah, FL 33012 (305) 393-3000 Adult Education Center 1235 15th Street National Association of Social Hazel Hargrove West Palm Beach, FL 33401 Workers--Florida Chapter 3013 East Sligh Avenue 222 West Pensacola Street Tampa, FL 33610 Betty Kegler Tallahassee, FL 32308 (B13) 239-9353 West Tampa Neighborhood Center (904) 224-2400 2103 North Rome Avenue Hazel Harvey Tampa, FL 33607 Network of Minority Women 4315 Green Street (813) 272-5074 1401 N.W. 7th Street Tampa, FL 33607 Miami, FL 33125 (813) 272-4481 Nancy Karlpvich-Smith (305) 547-5323 Florida State University Muriel Heimer 2109 Cheeke Nene Gay Outler WENDI--Office of Contemporary Tallahassee, FL 32301 2700 S.W. 46th Avenue Education for Women (904) 878-9892 Hollywood, FL 33023 Brevard Community College 1519 Clearlake Road Gert Keyser Toni Powell Cocoa, FL 32922 Center for Continuing Education Barry University (305) 632-1111 for Women (CCEW) School of Adult and Continuing Miami-Dade Community College Education Nora Hernandez - Murrell 11300 N.E.2 Avenue Center for Continuing Education Miami, FL 33132 Miami Shores, FL 33161 of Women (305) 577-6840 (305) 754-1764 Miami-Dade Community College 300 N.E. 2d Avenue Carol Klopfer Karen Rezelman Miami, FL 33132 YWCA 2575 North Courtney Parkway 210 N.E. 18th Street Merritt Island Courthouse .Marilyn Hoder-Salmon Miami, FL 33132 Merritt Island, FL 32952 Women's Studies Center (305) 377-8161 _Elacida_International University Ruth Richter

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126 134 Gloria Kumagi Janice Mock National Organization for Department of Urban Affairs Southwest Institute for Research Women Legal Defense and St. Paul Public Schools on donen Education Fund 360 Colborne Ave. Women's Studies 36 West 44 St. 3t. Paul, 551)2 The University of Ar'izona New York, NY 10036 Tuscon, AZ 85721 (217) 354-1225 Cathy Loeo (602) 526-4477 women's Studies Librarian Women's Education 112 A Memorial Library Dorian Morena Funa University of Wisconsin Tradeswonen, Inc. 1410 Q St., N.W. Madison, WI 53716 P.O. Box 45664 Washington, D.C. 20009 (808 253 -5754 San Francisco, CA 94140 (20/; 3606 (415) 834-3268 Jean Lowe National Women's Employment Adult Basic. Education Coordinator GIs. Foundation for Women and Education, Inc. Fairfax County ABE Program: 370 Lexington Ave. P.O. 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137 129 WOMEN AND ADULT EDUCATION Coleman, Ann, et al. Women and Iden- Resources tity. Ann Arbor: Women's Studies Program, University of Michigan. "Adult Educatioa for Women." Indian Journal of Adult Education, 41, 8, Cole, Katherine, ed. Minority Organi- August 1980, 23-25. zations: A National Directory.Gar- rett Park, MD: Garrett ParkPress, American Fr;'if!v- Service Committee 1978. Women's New: Philadelphia, PA: AFSC, 1501 Cher, Street, 19102. Collected Papers: Women's Educational Issues in Community Colleges. Newton, America's Womenof Color:Integrating MA: WEEA Publishing Center, 55 Chapel Cultural Diversity Into Non-Sex-6.Lased St., 02160. Curriculum..Newton, MA: WEEA Publishing Center, 55 Chapel St, 02160. Conklin, Nancy Faires, Patraka, M. Women's Art andCulture.Ann Arbor: Amstey, Whitbourne, S.K. "Contin- Women's Studies Program, University uing Education, Identity, Sex Roles, of Michigan, 1977. and Psychological Development in Adult Lien." Sex Roles, 7, 1981, 49-58. ContinuingEducation for Women: Ad- ministrators Handbook. Newton, MA: Astin, Helen S., et al. Women: A WEEA Publishing Center, 55 Chapel Bibliography on Their Education and St., 02160. Careers. Washington: Human Service

Press, 1971. Corman, Hope. Economic Aspects of Women Returning.1980. ERIC Document Breakin_g the Silence: Seven Courses in ED 186-804. Women's Scydies. Newton, MA: WEEA Publishing Center, 55 Chapel St, 02160. Daly, Mary. Gyn/Ecology. Boston: Bea- con Press, 1978. Brennan, A. "Some Shifts in Psychologi-

cal Stresses Reported by Re-entry Women Daniels, Arlene K. A Surveyof Re- in Education.' Frontiers: A Journal of search Concerns on Women's Issues. Women's Studies, 5, 4, 1980. Washington D.C. Association of Ameri- can Colleges, 1975. 8Yrne, Eileen. Wom:n and Education. London: Tavistoak, 1978. Developing Women's Programs.Newton, MA: WEEA Publishing Center, 55 Chapel CAr.cer Planning for Minority Women. St., 02160. Newton,MA: WEEA Publishing Center, 55 Chapel St, 021b0, Doss, Martha Merrill.The Directory of Special Opportunities for Women. Caughman, A.Y. "FACET: Making Something Garrett Park: Garrett Park Press, Happen forWomen." New Directions for 20766. Community Colleges, 7, 1979, 55-62. EconomicFacts on Women of Color. ChandraseKaran, Rajkumari. "Designing Washington, D.C.:National Institute

Curriculum andTechnologyfor Women's for Women of Color, 1712 N ST., NW Adult Education Programmes." Indian 20036. Journal of Adult Education, 41, 4, April 1980, 19-23. Equity Counseling for Community Col- lege Women.Newton, MA: WEEA Publi- Checklist for Counteracting Race and shing Center, 55 Chapel St., 02160. Sex Bias in Educational Materials.

Newton, MA:WEEA Publishing Center, 55 The Ethnic Woman. (Periodical) New Chapel St, 02160. York, NY: 'P.O. Box 459, Cooper Union Station, 10003. Cohen, R.F. "Sex-role Stereotypical Behavior: Effects on a Participation Training Group." Lifelong Learning, 3, 1980, 20-27.

130 13S Evans, Sara. Personal Politics. New Hochman, J. "Being Seventy andFe- York: Knopf, 1979. male." Lifelong Learning, 4, February 1981, 6. Eveslage, S. A. "Women and Nontradi- tional Programs: A Compendium of Re- Hoffman, Nancy, et al. Closer tothe sources. Journal of Studies in Techni- Ground: Women's Classes, Criticism, cal Careers, 1, 1979, 172 -73. Programs.Old Westbury, NY:Feminist Press, 1972. Fact Sheets on Institutional Sexism. New York: Council on Interracial Books HumanRights Duarterly.(Specialis- For Children, 1976. sue on women) 3,2, Spring 1931.

Ferguson, Marilyn. The Aquarian Con- Hyper, P. "Twelve Great Ways to Build spiracy: Personal & Social Transforma- MoreSuccessful Continuing Education tion in the 1980's. Los Angeles, CA: JP Programs for Women." Continuum, 44, Tarcher, 1980. 1979, 26-27, 29.

Fisher, Dexter, ed. TheThird Woman: Jacobs,Sue-Ellen. Womenin Perspec- MinorityWomen Writers oftheUnited tive: A Guide for Cross-Cultural States, Burlington, MA.Houghton Miff- Studies.Urbana:University of Illi- lin, 1979. nois Press, 1974.

Frontiers, (Periodical) Boulder, CO: Johnson, Harry Alleyn, comp. Ethnic Women's Studies Program, University of American Minorities: A Guide to Media Colorado, 80309. and Materials. New York: Bowker, 1976. Froshch, Merle, Williamson, Jane. Femi- nist Resources for Schools and Col- Kimmel, Ellen. Final Report: An In- leges: A Guide to Curricular Materials. stitutefor Preparing Women forCa- Old Westbury, NY: Feminist Press, 1977. reers in VocationalAdministration. Tallahassee, Fl: FloridaDepartment Gayfer, Margaret."Women Speakingand ofEducation,Division of Vocational Learning ForOurselves." Convergence, Education, 1982. 13,1980, 1-2.

Loeser, V. "Women, Work and Volun- Gilligan, Carol. Ina Different Voice: teering." Adult Education,17, 1976,

Psychological Theory and Women's Devel- 1. opment. Cambridge, MA:Harvard Univer- sity Press, 1982. Luttrell, Wendy. Understanding the Natureof Working ClassLearners: A Gilligan, Carol. "Woman's Place in a Challenge for Adult Education. Phila- Man's Life Cycle." Harvard Educational delphia, PA: Lutheran Settlement Review, 49, 1979, 431-446. House Women's Program, 10 E. Oxford St. 19125. Gray, R., Hughes, M. "Half Our Future?" Adult Education, (London), 52, 1980, MacCall, Brian. "PopularParticipa- 301-06. tion, Research and New Alliances." Convergence: An International Journal Hart, Donna. "Enlarging theAmerican of Adult Education, 14, 3, 1981, Dream.' American Education, May1977, 65-73. 45-51. Maria, Arietta. Report on Annual Hilliard, Asa G. "Motivating Oneself to Women's Re-Entry Program Workshop.

Learn and Teach in a Nonsexist Way." 1981. ERIC Document ED 220-389. Journal of Teacher Education, 26, 310-312. 4ezirow, J., Rose, A.D. An Evaluaticl,,. Guide For College Women'sRe-Entry Programs. 1978. ERIC Document ED 153-523.

131 139 Miller, Nancy K. "Mastery, Identity and The Nuts and Bolts of Nontraditional the Politics of Work: A Feminist in the Occupations. Cambridge, MA: Technical Graduate Classroom." In, Feminist Peda- Education Research Centers, 44 Brat- gogy. Madison,WI: University of Wis- tle St., 02138. consin, Women's Studies, 1931. Off Our Backs. (Special issue on Miller, Wayne C., comp. A Comprehensive "Wimmin of Color") 9, 6, 1979. Bibliography forthe Study of American Washington, D.C.:00B,1724 20th St. 'Ainorities. New York: New York Univer- NW, 20009. sity Press, 1978. Osborne, Ruth. Continuing Education Minority Women's Survival Kit: Personal for Women's Programs: Administrator's and Professional Development for Minor- Handbook. 1978. Newton, MA: WEEA ity Women. Newton, MA: WEEA Publishing Publishing Center, 55 Chapel St, Center, 55 Chapel St., 02160. 02160.

Minority Women Annotated Bibliography. Park, Rosemarie J. "Women in Adult Newton, MA: WEEA Publishing Center, 55 BasicEducation." LifelongLearning, Chapel St.,02160. December 1977, 12-13, 21.

Morrow, Margot, et al. A Cross-Cultural Population FactsonWOmen of Color. Study of Women. Ann Arbor: Women Washington, D.C.:National Institute Studies Program, Universityof Michi- for Women ofColor, 1712 N St., NW gan, 1977. 20036.

Multicultural Women'sSourcebook: Ma- Projecton the Status andEducation terials Guide for Use in Women's of Women. Barriers to Re-entry Women: Studies and Biligual Multicultural College Transfer Policies, Residency, Programs. Newton, MA: WEEA Publishing and Graduation Requirements. Washing- Center, 55 Chapel St., 02160. ton, D.C.: Association of American Colleges, 1981.

Muskat, Hermine S. "WomenReentering College: Some Basic Ingredients for Project on the Status and Education Curriculum Development." Personnel and of Women. Campus Child:A Challenge Guidance Journal, November 1978, 153- for the 80's. Washington, D.C.: Asso- 156. ciation of American Colleges, 1981.

Nelson, Ann H. Advancing Women'sCa- Project on theStatus and Education reers: How to Develop Education Pro- of Women. The ClassroomClimate: A grams That Work. New York, NY: Insti- Chilly One For Women? Washington,' tute for Women and Work, Cornell D.C.: Association of American Col- University, 10017, 1980. leges, 1982.

New TransCentury Foundation. Directory Project on the Statusand Education of ProjectsInvolving Women.Washing- of Women. Confidence and Competence: ton, D.C.: Overseas Education Fund, Basic SkillsPrograms and Refresher 2101 L St., NW Suite 916, 20037, 1980. Coursesfor Re-entry Women.W;,shington, D.C.: Association of American New Women's Times. (Periodical) Roches- Colleges, 1981. ter, NY: NWT, 804 Meigs St., 14620. Project on the Status and Education 1982 Index/Directory of Women's Media. of Women. The Counseling Needs of Washington, D.C.: Women's Institute for Re-entry Women. Washington, D.C.: Freedom of the Press, 3306 Ross Place, Association of American. Colleges, NW 20008. 1931.

Ntiri, D.W. "AfricanStudentWives - Projecton the Status and Education Their Participationin Continuing Edu- of Women. Financial Aid: Helping cation.' Lifelong Learning, 3,1979, 4. Re-entry Women Pay College Costs. Washington, D.C.: Association of American Colleges, 1981. 132 :140 Project on the Status and Education of Rice, Joy K. "Continuing Education Women. Obtaining a Degree: Alternative for Women: A Clarion." Lifelong Options for Reentry Women. Washington, Learning, 3, October 1979, 16-19. D.C.: Association of American Colleges,

1981. Rice, Joy K. "ContinuingEducation for Women, 1960-75: A Critical Project on the Status and Education of Appraisal." In, Cunningham, P., ed., Women. Recruiting Women for Traditional 1979-80 Yearbook of Adult and Contin "Male" Careers. Washington, D.C.: Asso uing Education. Chicago,IL: Marquis ciation of American Colleges, 1981. Academic Media, 1979.

Project on the Status and Education of Rice,Joy K. "SelfEsteem, Sex Role Women. Recruitment and Admissions: Orientation, and Perceived Support Opening the Door for the Reentry for a Return to School."- Adult Woman. Washington, D.C.: Association of Education, 19, 1979, 215-233. American Colleges, 1981. Rich, Adrienne. "Disloyalto Civili Project on the Status and Education of zation:Feminism, Racism, and Gyne Women. Reentry Woman and Graduate phobia." Chrysalis, 7, 1979, 9. SchoOl. Washington, D.C.: Association

of American. Colleges, 1981. Roehl, J. E. "Self Concept andthe Reentry Woman Student." Lifelong Project onthe Status and Education of Learning, 3, 1980, 12-14. Women. Reentry Women: Parttime Study, Fulltime Commitment. Washington, Rosaldo, M., Lamphere, L. Women, Cul Association of American Colleges, 1941. ture and Society. Stanford, CA: Stan ford University Press, 1973. Project on the Status and Education of Women. Reentry Women: Special Programs Rose, Clare,ed. Meeting Women's New for Special Populations. Washington, Educational Needs. San Francisco, CA: D.C.: Association of American Colleges, JosseyBass, 1975. 1981.

Rossi,Alice S. "Life Span Theories Project on the Status and Education of and Women's Lives." Signs, 6, 1, Women. StudentSupportServices: Re Autumn 1980, 4-32. entry Women Need Them Too. Washington, D.C.: Association of American Colleges, Schaef, Ann Wilson. Women's Reality. 1981. Minneapolis, MN: Winston Press, 1980.

"Racism and Feminism: Is Women's Schlacter.,Gail Ann.Minorities and Liberation for Whites Only?" Psychology Women: A Guideto Reference Litera of Women Quarterly, 4,2, Winter 1979, ture in the Social Sciences. Los 281-91. Angeles, CA: Reference Service Press, 1977. Reehling, J. "The Adult Woman, A New Challenge for Career Planning and Schmidt, Peggy J. "Sexist Schooling." Placement." Journalof College Place Working Woman, October 1982, 101-102. ment, 39, 1979, 36-39.

Schneidt, M."Challenging Assertive Reentry Women: TheReturnto Campus. ness Training." Quest: A Feminist "Special Series." (Cassette) Niles, MI: Quarterly, 4, 1977, 76-84. National Public Radio,P.O.Box818, 49120. Scott, Nancy, A. Returning Women Stu dents: _AReview of Research and De Report of the1982 National Strategies scriptive Studies. 1981.ERIC Docu Conference for Womenof Color. Wash ment ED 191-346. ington, D.C.: National Institute for Women of Color, 1712 N Street, N.W., Washington, D.C. 20036.

1 4 I 133 SecondWind: A Program for Returning TurnerBrown, A., Lesan, D., Meinert, Women Students.Newton, MA: WEEA Pub J. "Knocking Down the Barriers to lishing Center, 55 Chapel Street, Education and Employment for Women." 02160. Community andJuniorCollege Jour nals, 51, 1981, 4-6. Sexton, Patricia Cayo. Womenin Edu cation. Bloomington, IN: Phi Delta UNESCO. "Introduction--Women and Kappa Educational Foundation, 1976. Adult Education Midpoint in the United Nations Decade for Women." Signs. (Periodical)Chicago, IL: Uni UNESCO Information Notes, 1-2, 1981. versity of Chicago Press, 11030 Langley Avenue, 60628. Wasserman, Miriam. Demystifying School: Writings and Experiences. New SilverSnail Awards: Where Womenand York: Praeger, 1974. Girls Standin Education Today. Wash ington, D.C.: PEER, 1413 K Street N.W., Winter, Nina. Interview with The 20005. Muse: Remarkable Women Speak on Creativityand Power.Berkeley, CA: Smith, Barbara, Stetson, Erlene. Di Moon Books, 1978. rectoryof Third World Women Scholars inthe Modern Languages. New York, NY: "Women and Education--Part I." (Spe Modern Language Association,62Fifth cial Issue) Harvard Educational Re Avenue, 10011. view, 49, 4 1979.

Social Work. (SpecialIssue on Social "Women and Education--Part II." (Spe Work and People of Color.) 27, 1, cialIssue) Harvard Educational Re January 1982. view, 50, 1, 1980.

Sourcebook of Measures of Women's Women inthe Community: Five Student Educational Equity. Newton, MA: WEEA Manuals. Philadelphia, PA: Lutheran Publishing Center, 55 Chapel Street, Settlement House Women's Program, 10 02160. East Oxford Street, 19125.

Sources of Strength: Women and Culture. Women of Color: Voices of Resistance. Newton,MA: WEEA Publishing Center, 55 (Cassette) Los Angeles, CA: Pacifica Chapel Street, 02160. Program Service,5316 Venice Boule vard, 90019, 1983. "Special. Report: Women and Adult Educa tion." Convergence, 13, 12, 1980. Women's Studies Quarterly. Old West bury, NY: Box 334, 11568. Spender, Dale. "Learning to Create Our Own Knowledge." Convergence, 13,1980, U.S. Department of Education. Confer 1-2. ence' on the Educational and Occupa tional Needs of White Ethnic Women. Spokeswoman. (Periodical) Falls Church, Washington, D.C.: National Institute VA:P. O. Box 2457, 22042. of Education, 1980.

Stewart, A. J. "Educating Women for Success:Overcoming Psychological Bar riers."New DirectionsforEducation, Work and Careers, 8, 1979, 21-32.

ThirdWorldWomen's Project.LetThe Other Half Speak. Washington, D.C.: Institute for. Policy Studies, 1901 Q Street, 20009.

Trends in. Child CareArrangement of Working Mothers. Washington, D.C.: National Institute for Women of Color, 1712 N Street, N.W., 20036. -I34 PROJECT CONSULTANTS

Olga Garay-Ahern Nancy Kariovich-Smith Center for Rural Education Adult Education Program Florida International University Florida State University Miami, FL 33199 Tallahassee, FL 32306 Gloria Anderson Judy Langelier Adult Education Program Indochinese Refugee Center Florida A&M University 7402 North 56 Street Tallahassee, FL 32307 Tampa, FL 3317 Julie Andrzejewski Ginette Leger Center for Human Relations Center for Latino Education and Multicultural Education Florida International University St. Cloud State University Miami, FL 33199 St. Cloud, MN 56301 Marie-Jocelyne Levy Minnie Bert National Haitian Resource Center Miccosukee Tribe 15410 N.W. 31 Avenue P.O. Box 440021 Opa Locka, FL 33054 Tamiami Station Miami, FL 33144 Beatriz Luciano Machado Liberacion Learning Center Susanne Clawson P.O. Box 4146 Association of Migrant- Princeton, FL 33032 Organizations P.O. Box 1566 Anne. More Tallahassee, FL 32301 ESL resultant 112:/ South Patrick Drive Elizabeth Cobb Satellite Beach, FL 32927 General Studies Florida Junior College Estelita Reny Jacksonville, FL 32202 Refugee Program Consultant 3901 Me.lvern Place Zuzel Fuentes Alexandria, VA 22312 National Clearinghouse for Bilingual Education Angela Rodriguez Florida International University Barry University North Miami, FL 33183 P.O. Box 88 Miami Shores, FL 33161 June Hall Adult Basic Education Madeleine Rodriguez Pensacola Junior College National Origin Desegregation Pensacola, FL 32504 Assistance Center University of Miami Edwina Hoffman Coral Gables, FL 33124 American Indian Consultant 107 Mayaca Drive Francena Thomas Indian Harbor Beach, FL 32937 Administrator Florida International University Venante Joseph North Miami, FL 33183 Miami-Dade Community College 300 N.E. 2 Avenue Miami, FL 33132 143 135 PROJECT CONSULTANTS

ti. ;

WWI

,p,'

Orlando, Florida NoNiember 1982

Standing from left to right: Marie - Jocelyn Levy, Estelita Ferrer Reny, Susanne Clawson, Angela Rodriguez, Edwina Hoffman, FrancenaThomas, Gloria Anderson, Thuy Unzicker Olga Garay Ahern, Ginette Leger, SudieHOfMann . Kneeling middle row: Kneeling front row: Beatriz Luciano Machado, Aiyana Sol LucianoMachado, Judy Langelier, Anne Lomperis More

; '

-771111

Miami, Florida May 1983

Standing, left to right: Estelita Ferrer Reny, Judy Langelier,Minnie Bert, Edwina Hoffman, Jeanne Brock Sitting left to right: Gloria Anderson, Olga Garay Ahern,Beatriz Luciano Machado, Sudie Hofmann, Marie Jocelyn Levy

1,14 WOMEN OF COLOR- EXPLANATION OF THE TERM

In the last few years, "women of color, orpeople of color" are terms commonly beingused to replace the term "minority." The National Institute for Women of Color(NIWC) recently published this statement: Because of the psychological impact ofbeing considered a minority and the isolationrendered by the term "minority" NIWC uses thephrase "women of color" to convey unity, self-esteem,and global status. June G. Hopps, an editor of SocialWork: Journal of the National Association of Social Workers explains, In the past, the term "minority"generally referred to a member of one or anotherracial group. Recently, the term "minority" has been expandedto include many other offended groups...the combination of racism and poverty clearly sets apartthe group that we call "people of color." ...people of color face a pervasivekind of oppression and discrimination because ofracial stereotypes associated with and indelibly marked bythe color of their skin. Although many forms of exclusion and discrimination exist in:this country, none is so deeply rooted, persistent andintractable as that based on color.

Cathy Loeb, librarian at theUniversity of Wisconsin writes, Women of color is the termincreasingly being used within women's studies and thewomen's movement to embrace the full range ofnon-white women in the United States. I think "women of color"is another case of an antiquated termbeing reappropriated and given fresh meaning.

137 FUNDING INFORMATION

PROJECT TITLE: In Recognition of Culture

CONTRACT NUMBER: AS3-9 EDUCATION ACT UNDER WHICH THE FUNDS WERE ADMINISTERED: Higher Education Act, Section 310

SOURCE OF CONTRACT: Florida Department of Education

CONTRACTOR: Florida State University

PROJECT DIRECTORS: George F. Aker & Sudie Hofmann

DISCLAIMER: This publication was prepared pursuant to a contract between the Florida Department of Education, Bureau of Adult and Community Education and Florida State -University. Contractors undertaking such projects under government sponsorship are encouraged to freely express their judgement in professional andtechnical matters. Points of view or opinions do not, therefore, necessarily represent the position or policy of the Florida Department ofEducation or Florida State University. DISCRIMINATION PROHIBITED: The Florida State University is committed to nondiscrimination because of race, creed, color, sex,religious national origin, age, physical disability and status relative toVietnam Era veterans. This commitment applies in all areas with students,faculty, and other University personnel. It addresses recruiting, hiring, training, promotions and applicable employmentconditions. It is relevant to those aspects of the Universityconcerned with the choice of contractors, supplies of goods and services, and tothe use of University facilities. Florida State University believes in equal opportunitypractices which conform to both the spirit and the letter of alllaws against discrimination. The University actively strives to build a community in which opportunity is equalized and uses facilities andhuman resources to develop the skills and opportunities of themembers of all groups so they may play responsible andproducti\ie roles in society.

138 UPDATE FORM FOR: IN RECOGNITION OF CULTURE: A RESOURCE GUIDE FOR ADULT EDUCATORS ABOUT WOMEN OF COLOR. 1983.

ORGANIZATION:

NAME OF PROGRAM:

CONTACT PERSON(S): ADDRESS & TELEPHONE:

TYPE OF ORGANIZATION:

DESCRIPTION OF PROGRAM(S):

PUBLICATIONS AVAILABLE:

ANY UPCOMING CONFERENCE INFORMATION:

RETURN TO: Sudie Hofmann 107 Stone Building Florida State University Tallahassee, FL 32306 (904) 644-4706 (904) 576-9748