Educational Leadership Commons^™

Focus Area Four: Providing Continuity Of Service For Highly Mobile Children And Families [Wright], David Wright

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Due to a variety of reasons, families have become increasingly mobile. In many cases, the instability and mobility of families contribute significantly to placing the children at risk of school failure and other problem behaviors. This paper addresses this concept and attempts to identify the extent of the problem in Iowa. Possible solutions include assisting the child in making successful transitions to new school and community environments. An important key is to establish continuity of services and programs between families, schools, and community agencies.

Focus Area Six: Creating Partnerships With The Private Sector To Support Children [Wegenke], Gary L. Wegenke

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"Paradigm has become a buzz word for the theorists of the emerging world," writes Lance Morrow in his Time Magazine essay, "Old paradigm, new paradigm," the article continues, "People in business schools, in think tanks, use paradigm as a sort of reality thresher-a way of comparing past and present, an implement for sorting out history at a moment of tumbling global change."

Educators are caught in the middle of the dilemma of change in our nation's educational system. With today's students on one side and the private sector on the other, the drama begins. The general theme is this: Prepare …

Issue Four: Coping With And Addressing Racism In Our Educational Institutions [Marshall-Bradley], Tina Marshall-Bradley

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Racism is enshrouded in the very fabric of this country. Educators cannot address the issue of racism in institutions without examining racism in every facet of society. This paper outlines some aspects of racism that require the attention of individuals and systems seeking to educate the next generation.

Issue Four: Coping With And Addressing Racism In Our Educational Institutions [Clemmons], Deborah Clemmons

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Racism, for the purpose of this position paper, is defined as the systematic exclusion of a group of people based on race. Exclusion means the manipulation of policies, procedures, and structures which cause the miseducation of children of color, limiting their ability to participate effectively in the society. Effective participation in society means the ability to acquire gainful employment and provide for social, psychological, and economic needs.

Issue Four: Coping With And Addressing Racism In Our Educational Institutions [Barcelo], Nancy Barcelo

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The issue of coping with and addressing racism in our educational institutions is critical if these institutions are to become hospitable environments for people of color to learn, to teach, to do research, and to administer. The success of educational institutions in this effort will have a direct effect on how society in general will cope and change as demographics shift toward a population that in 40 years will be over 51 % people of color.

There have been and are efforts to address racism through conferences such as this one, and more is being written about the topic. However, …

Issue Five: Expectations And Standards Of Performance For People Of Color In Education [Burt], Winston Burt

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Choice is a prevalent concept in our educational systems. The freedoms our Constitution provides enable the exercise of personal choices. This seems to be the paramount goal established and promoted by our schools. A central theme at the core of choice is the notion of freedom. It is therefore suggested that all expectations and standards of performance for people of color (Asians, Blacks, Hispanics, Native Americans) in education must be based on values supportive of the understanding of self, individual freedoms, and the right of choice. The standards these values reflect should ultimately become the foundation for enhancing the individual's …

Issue Four: Coping With And Addressing Racism In Our Educational Institutions [Robinson], Mary Robinson

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It has been almost 40 years since the 1954 landmark school desegregation case of Brown v. the Board of Education, almost 30 years since the historic 1963 Civil Rights March on Washington and passage of the 1964 Civil Rights Bill, and 20 years since the State of Iowa decided to make major changes in the delivery of education to African-American and other children of color. Even so, on any given day when we tum on the electronic media or read the print media, Americans hear and see a new but somehow familiar account of yet another example of racism in …

Issue Four: Coping With And Addressing Racism In Our Educational Institutions [Molina], Maria Luisa Molina

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The trendy language of diversity in the academy is problematic at best. It calls for cosmetic solutions; it still focuses on people of color as the problem; it seldom addresses ideological assumptions; it sees people of color as a monolithic group refusing to acknowledge the socio-economic, historic, and political differences among African-Americans, Latinos, Asian-Americans, and Native Americans. Diversity is usually narrowly defined and primarily refers to issues related to race and ethnicity. It sometimes addresses issues related to people with disabilities, and, when a strong and vocal gay and lesbian population is present in the institution, it then includes sexual …

Issue Five: Expectations And Standards Of Performance For People Of Color In Education [Willis], Karen Willis

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Expectations and standards of performance are often different for people of color than they are for European-Americans. People of color in education often find they are being measured against expectations that are different from those held for people of the majority culture. In some cases, lower performance is expected for minority persons. In other instances, people of color are held to higher standards of performance than are Whites. In either case, judgments about a person's ability are made on the basis of skin color, rather than on character and ability.

Institutionalized racism results in disempowerment, dishonesty, and low academic performance. …

Issue Five: Expectations And Standards Of Performance For People Of Color In Education [Keller], Tom Keller

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This paper reflects experiences I've had involving two separate Black students in my school regarding differences in expectations.

Three years ago a Black student enrolled in ninth grade at our school. He brought a history of problems and failures and what I would consider a rather large "chip on his shoulder." In his three previous schools, he had nothing but failing grades and bad reports; he was even staffed into a behavior disability room.

I vividly remember my first meeting with him and his mother, who was white and a single parent. He felt he was a failure without a …

Issue Six: Appropriate Role Models For People Of Color In Education (Social, Academic, Administration) [Sanders], Vapordeal Sanders

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Accomplishing appropriate role models for people of color in education is a great challenge for predominately White institutions. Conversely, if accomplished the institutions experience greater opportunity for organizational growth in how to support people of color and how they can support the educational institution; personal growth in learning from the experiences of people of color; and an opportunity for market growth by attracting more people of color. Although the concepts in this paper apply to all educational institutions, they focus on predominately White educational institutions.

Issue Six: Appropriate Role Models For People Of Color In Education (Social, Academic, Administration) [Peterson], Earline Peterson

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The struggle for a good education has been the thrust for many minorities, especially Blacks. The late 1960s and 1970s saw an increase in the number of Blacks attending and graduating from secondary schools and attending colleges. Then something happened: the National Commission on Excellence in Education issued its report called "A Nation at Risk." This report had something for everybody. It gave President Reagan the fuel he needed to further stifle the educational advancement of minorities in general.

Issue Six: Appropriate Role Models For People Of Color In Education (Social, Academic, Administration) [Tartakov], Carlie Tartakov

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Appropriate models are essential for everyone. Models give us goals to aim for, showing us what we may possibly become; they give us images of reality, showing us what we are likely to become. Our education provides us with role models as well as information and skills. The quality and appropriateness of these role models are is important to our education as are the skills or the information.

It is, therefore, highly distressing that at the end of the twentieth century appropriate role models are hard to find for people of color in American education. This unfortunate fact harms all …

Issue Six: Appropriate Role Models For People Of Color In Education (Social, Academic, Administration) [Walton], Helen Walton

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A beautiful cultural experience exists in the lives of African- Americans and is transmitted to each generation. Children learn from their families and from others close to them the language of the home, signals of their non-verbal communication system, and ways to protect themselves and their families from those who would strip them of their cultural inheritance. Another part of their culture teaches them to be suspect of people who show disrespect for them or what they've learned. These are the factors that offer serious implications for the probability of conflict in the educational futures of each generation (McAdoo, 1985).

Issue Six: Appropriate Role Models For People Of Color In Education (Social, Academic, Administration) [Vanlo], Dinh Vanlo

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In 1975 under the leadership of former Governor Robert Ray, the people of Iowa opened their state, their cities, their doors, and their hearts to the refugees from Southeast Asia. Since then more than 10,000 refugees and immigrants resettled in Iowa and called it their home. Coming from less fortunate nations and circumstances, they remind us of our blessings and are supremely grateful for the things we take for granted. Like us, these refugees have a strong belief in freedom, a strong work ethic, a strong orientation to community service, a strong sense of justice and compassion for the needy, …

Cover - Front Matter - Table Of Contents

Institute for Educational Leadership Monograph Series

No abstract provided.

Preface

Institute for Educational Leadership Monograph Series

The Institute for Educational Leadership (IEL) is a unit of the College of Education at the University of Northern Iowa. The lnstitute's mission is to promote the improvement of elementary, secondary, and post-secondary education throughout the state of Iowa. To fulfill this mission the Institute serves as a catalyst for: informal dialogue on educational issues impacting the schools of Iowa, region, and nation; developing collaborative relationships with individuals and/or organizations external to schools; and education policy development.

This compilation of position papers and issue group consensus reports represent the individual and collective wisdom of Iowa educational leaders on how to …

Issues Facing People Of Color In Education: A Collection Of Papers [Complete Monograph]

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No abstract provided.

Issue One: Curriculum That Adequately Addresses The Concerns And Needs Of People Of Color In Education [Charging], Marilyn Charging

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For too long, many of our educational institutions viewed students as "all the same," with little, if any, consideration given to values, traditions, and behaviors of people of color. Obviously, the melting pot theory enabled our schools to carve out a curriculum which remains Eurocentric in its perspective and beliefs. This perspective is highly incongruent with our ethnically, culturally, and linguistically diverse society; it is especially incongruent with American Indian people who continue to retain their tribal languages, customs, lifestyles, and value systems.

Issue One: Curriculum That Adequately Addresses The Concerns And Needs Of People Of Color In Education [Mcintyre], Leonard Mcintyre

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Iowa law addresses the important need for all students to feel that they are reflected in the school's curriculum. It provides an opportunity for students to see the contributions and perspectives of the disabled, other races and cultural groups, and the opposite gender reflected in the school curriculum. Schools that embrace multicultural nonsexist (MSNS) concepts across the curriculum help develop healthy attitudes and relations among their students. This concept, based on pluralism, encourages and promotes cultural diversity viewed as a source of richness and strength. As such, students learn to appreciate, respect, and celebrate differences rather than attribute or equate …

Issue One: Curriculum That Adequately Addresses The Concerns And Needs Of People Of Color In Education [Soria-Dunn], Michele Soria-Dunn

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The following assumptions have formed the foundation for multicultural education since its inception in the late 1960s.

• Self-esteem is crucial to learning.

• By learning varying perspectives, students have an opportunity to become critical thinkers.

• If few minorities can be found in curricular materials, then minorities will be perceived as less important, less worthy, and less significant by all students.

• Certain groups that have been underrepresented, omitted, or portrayed in stereotypic ways may fail to develop their full potential.

• Presenting only one interpretation, ignoring differing viewpoints, and offering unrealistic coverage in curriculum denies students the information …

Issue Two: The Importance Of Sensitivity In Dealing With Cultural Diversity In Education [Sims], Johnnie Sims

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Promotion of cultural diversity in higher education provides a consistent response. Educators and students both want educational institutions that recognize, celebrate and appreciate the cultural diversity of the nation reflected on the campuses of colleges and universities. However, while the goal may be the same, creating the means to develop a racially/culturally diverse community is controversial.

Promoting sensitivity is important in helping to bridge the gap between different groups of people regarding how to create a culturally diverse educational community. Issues surrounding cultural diversity are fraught with strong feelings, ideas, and beliefs that are often divided along racial/cultural lines. Additionally, …

Issue Two: The Importance Of Sensitivity In Dealing With Cultural Diversity In Education [A. Jones], Annie Jones

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As our population continues to increase from a majority European American to a minority population inclusive of African-American, Hispanic, Asian American and a variety of other racial and ethnic groups, the challenge will continue for educators to respond to this diverse student population. However, much of the research shows that educators until now have failed to address the needs of minority students at all levels of education.

In the 1980s the increase in the refugee and immigrant population underscored the necessity of educators to develop a sense of cultural awareness and cultural diversity. A number of educators searched for a …

Issue Two: The Importance Of Sensitivity In Dealing With Cultural Diversity In Education [Suggs], Laverne Suggs

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This paper will discuss sensitivity in dealing with cultural diversity. Though this issue is relative to all cultures and the ultimate goal is to develop sensitivity to all cultures, this paper will deal primarily with sensitivity in dealing with Black cultural diversity or the importance of sensitivity in dealing with Black people and cultural awareness of Black people.

The biggest problem facing Black people is forming positive self-images. Developing a positive self-image is difficult for any Black person, since every day we see evidence that a Black life is not valued very highly in our society. Also, the mass media …

Issue Two: The Importance Of Sensitivity In Dealing With Cultural Diversity In Education [Smith], Beverly Smith

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In the early 1970s I was involved in writing a course of study to address the requirements of human relations for educators in Iowa. This course was based on the assumption that cultural pluralism is not only a fact of life, but a valued resource. It was our intent to prepare teachers to utilize their understanding and knowledge of diversity to provide positive learning experiences for children. I vividly remember the confrontations with class members who could not see the relevance of such issues as bias, human rights, and discrimination.

Issue Two: The Importance Of Sensitivity In Dealing With Cultural Diversity In Education [M. L. Jones], Mary Lynne Jones

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Racism is alive and well in our society. It is manifested in subtle ways through institutional racism or in more overt forms such as harassment and violent behaviors. Our schools are a reflection of our society. Educators need to be cognizant of their roles in shaping the attitudes of students who must function in a culturally diverse society. In addition, educators must be culturally sensitive in their approaches to providing total educational programs which foster appreciation, understanding, and respect for the many different peoples in our nation and world. Sensitivity to dealing with cultural diversity is important for individuals involved …

Issue Three: Support And Mentoring For People Of Color In Education [J. Brown], Judge Brown

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Many issues face the philosophers, practitioners, and policymakers regarding the educational attainment of all students and particularly, that of minorities or students of color. Much debate is brewing around one of these issues and the role he/she can play in a student's development and achievement. It has long been recognized that the relationship, between the wiser, more experienced and skilled older person and the enthusiastic, curious younger individual, in which each values certain characteristics in the other has led to an extraordinary level of accomplishment.

Issue Three: Support And Mentoring For People Of Color In Education [Learn], Kathleen Learn

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The lack of support and mentoring for people of color in education, both students and staff, is a cause for concern. The statistics and facts are clear regarding the failure and general hopelessness of some people of color in the education process. Nearly 20% of all Black males drop out of high school (Dent, 1989). In addition, "black boys score lower than any other group on standardized tests" (p.55). Also disheartening is the fact that Black males are disproportionately misclassified and placed in classes for the mentally retarded. They are "twice as likely as whites to be placed in special …

Issue Three: Support And Mentoring For People Of Color In Education [Richardson], W. Ray Richardson

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Education of some sort based on some delineated principle is perhaps the most crucial experience for any group of people, and in this period of history, of the most critical importance to Black people.

The lack of support and mentoring for people of color in education is not a new phenomenon. Adelaide Cromwell Hill wrote in her article "Black Education in the Seventies: A Lesson from the Past," that "educational policies with regard to Blacks are fairly well-known: none at all as long as he was a slave, limited and restricted when he was a segregated citizen of the South, …

Focus Area Six: Creating Partnerships With The Private Sector To Support Children [Scupham], Kris Scupham

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Since April 26, 1983, when the National Commission on Excellence in Education released its report on the current status of our public school system, we have been repeatedly reminded "our nation is at risk." Over the past several years we have become aware that many of our students are functionally illiterate when they graduate from high school and an even larger percentage are "at risk" of not completing high school. This dropout problem is not new to our society. In 1900, 17% of school children graduated from high school. By 1935, this increased to 35% and by 1980 it rose …