:s.:(2,61,151k: DOCUMENT RESUME ED 334 145 SO 030 348 AUTHOR Reide, Jerome L. TITLE Multicultural Education Resource Guide: African Americans, Asian Americans, Hispanic Americans, and Native Americans. INSTITUTION Michigan State Board of Education, Lansing. PUB DATE 90 NOTE 164p. PUB TYPE Collected Works - General (020) -- Guides - Non-Classroom Use (055) EDRS PRICE MF01/FC07 PlusTostage. DESCRIPTORS *American Indians; Annotated Bibliographies; *Asian Americans; *Blacks; Cultural Pluralism; *Educational Resources; Elementary Secondary Education; *Hispanic Americans; Minority Groups; *Multicultural Education; Social Studies; United States History ABSTRACT A resource guide is presented that is designed to broaden and deepen K-12 educators, understanding of four major racial, ethnic, and cultural groups. For each of the four groups, African Americans, Asian Americans, Hispanic Americans, and Native Americans, a background essay on the history of that group in the United States is included as well as an annotated bibliography listing suggested resources. An appendix contains resources recommended for planning workshops about each of the four groups. (DB) ************************************************,********************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** A MEL_ Oa. 1 U DEPARTMENT Of EDUCATION Office of Educational Rmaren and lmfcivirinrd EDUCATIONAL RESOURCES INFORMATION CE NTER (ERICI This documnt has been r.produced as recCived from the porton or koganizalion originating it CI Minor changes hay been made to improve naptodoction quality Poirot of vtvr or %anima stated in this docu- ment do net nCraaaray rcosint official GERI position or policy "PERMISSION TO REPRODUCE THIS MATER! L HAS BEEN GRANTED BY OM) ehioAmoo TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." :same I MEL 1 K YAVAILA Michigan State Board of Education Clem H. Jacobus Annetta MNIer President Vics Prestktnt East Grand Rapids Huntington Woods 111 Dorothy Beardmore NON Neogood -4eretary Trassurr ROA:nester Taylor 40- ; 1 'a 4! 1 Dr. Oumeeinde BMus Berbers Dumouchede NASBE Ottiagate Grosso Ile East Lansing Marilyn F. Lundy Barbara Noborts Meson Grosse Pointe Lansing Ex Officio Members JaMINI J. Isar Are Doned L. Minis Governor Supetintandont of Public Instruchon BEST COPY AVAILABLE 3 NULTICULTURAL EDUCATION RESOURCE GUIDE: African Americans, Asian Americans, Hispanic Americans, and Native Americans MICHIGAN STATE BOARD OF EDUCATION 990 FOREWORD The Michigan State Board of Education onMarch 15, 1978, approved a policy and positionstatement on multicultural education. Included in the document was a suggested framework for action,which was intended to serve as a recommendedguide for local school districts to fcllow asthey reviewed andrevised,as needed, their educational programs to insure thatthey reflected the multiculturalnature of Michigan, American society, and the largerglobal community. That document, together with a second one,entitled "Multicultural distributed to Education: Suggested Classroom Activities," has been all Michigan school districts. In addition, various types ofdissemi- nation activities focusing on the topicof multicultural education have been conducted for school administrators,school board members, curric- ulum directors, teachers, parents,and others. This document represents an important nextstep in the Michigan Department of Education's efforts tofoster multicultural education in Michigan schools. Included in the document is informationabout four of the ethnic,cultural, and racial groups foundin Michigan and throughout the United States. The information isintended to help and teachersand other educatorsbetter understandtheheritages contributions of the grow" describedand the nature of a pluralistic society such as ours. The selection of the four groupsaddresse4 in this what is hoped to be initial document should not be inter'reed to mean they are the most important groups inAmerican society. Nor should the termi- nology used by the writers inreferring to specific groups beinter- preted to be definitive in nature (e.g., African Americans rather than Indians). Afro-Americans orNative AmericansratherthanAmerican ofindividual Also, the ideaspresented herein reflect theviews writers and do not necessarilyreflect the opinions of the StateBoard of Education. It is hoped that aJministrators,teachers, and other appropriate individuals willmake use of the RecommendedFramework for Action and Position portion of the MichiganDepartment of Education's Policy to Statement on MulticulturalEducation, as wellas thisdocument, exist wherein sound insure that favorable structure and atmosphere instruction that includes amulticultural component can occur. I wish to express mythanks to the committee that wasresponsible for daveloping the documentand to those individualswho participated the last section. in the various reviews. Their names are listed in April 1990 Donald L. Eemis Superintendent of Public Instruction i i 5 TABLE OF CONTENTS Page Foreword ii Introduction to the Multicultural Education Resource Guide . 1 The African American Experience 11 Annotated Bibliography 27 The Asian American Experience 43 Annotated Bibliography 58 The Hispanic American Experience 83 Annotated Bibliography 100 The Native American Experience 123 Annotated Bibliography 140 Appendix List of Books Recommended for Future Workshops on African Americans, Asian Americans, Hispanic Americans, and Native Americans 157 Contributors to the Multicultufal Education Resource Guide 159 iii f; INTRODUCTION TO THE MULTICULTURALEDUCATION RESOURCE GUIDE: African Americans, AsianAmericans, Hispanic Americans, and Native Americans By Jerome L. Beide,M.S., J.D. Rationale residents, Thelackof multicultural awarenessfor many Michigan of the despite the state's culturaldiversity, is sharply reflected in most state's public school districts. For example: students of European Americandescent attend . Two-thirds of Michigan's schools with less than a5% minority studentpopulation (Michigan State Board of Education,1986). In 1984-85, 31,051 of thestate's 1,253,010 EuropeanAmerican stu- dents went to schools with olyEuropean Americans. schools with 95% Four out of 10 minoritystudents in Michigan attend or higher minoritypopulations. trade and high technol- As Michigan becomes acenter of international greater ogy, its citizensin general and workforce in particular will need racial multicultural knowledge andsensitivity. Further, young people's stereotypes, which areoften reinforced by the massmedia and culture-bound home environments (Banks,1977), need to be counteracted. broaden and deepen K-12 It is hoped that this resourceguide will understanding of Michigan'sidentifiable teachers' and other educators' The descriptive termsused in the racial,ethnic, and cultural groups. inclusive but not exhaustiveof other terms used to title are intended to be who have describe these groups(Erikson, 1966). For example, some people American" may prefer"OrientalAmerican." The term been termed "Asian "Black" "Hispanic" is rejected by somewho prefer "Latino" or"Chicano." for the term "Negro." and "African American" arelikewise modern substitutes the diverse heritages that are The objective of thisguide is to underscore part of America'spluralistic society. The Necessity forMulticultural Education national or ethnic Prejudice based on thecultural variables of race, systematic discrimination, origin, language, andreligion,in the form of 1976). Such been labehd institutionalracism (Knowles &Prewitt, has dominant cultural group is prejudice usually centers onthe notion that one in subordinatepower physically andmentally superior to groups relationships with it (Hirsh,1981). along the Atlantic coast In the United States,the culture of nations European language, arts,and of Europe tendsto be the dominant one. 2 etiquette are held up as the standardsby which all other cultural expressions are judged (Knowles &Prewitt, 1976). However, inttitutional racism does not benefit all social classesof the dominant ethnic group, nor do all European Americans have theattitudinal disposition or institutional power to discriminate (Marable,1983). Here the term "minority" is used to distinguish subordinated groups that are not onthe dominant side of the power equation in terms of"who gets what" in the United States. The power equation is key tocritical thought. As Jere Brophy, senior researcher with the Center for the Learningand Teaching of Elementary Subjects, observed, "Students should learn how things are in the world today, how they got that way, whythey are the way they are,and what implication this holds for personaldecision making and action" (Institute for Research on Teaching, 1988, p. 1). W. E. B. Du Bois (1933), aneducator and founder of the National Asso- ciation for the Advancement of ColoredPeople (NAACP), made a similar obser- vation more than 50 years ago. He said, "Only a universal system of learning rooted in the will and conditionof the masses and blossoming from that manure up towards the stars isworth the name. Once built it can only grow as it brings downsunlight and starshine and impregnatesthe mud" (p. 175). The need for such a systematicmulticultural foundation in grades K-12 was recently underscoredby John Roy Castillo, directorof the Michigan Department of Civil Rights, when hecalled for higher education to teach students more about discrimination. He said, "Weall know