Volume 4, Issue 1

In this study, the authors examined prospective elementary school teachers’ culturally responsive teaching self?efficacy beliefs. The Culturally Responsive Teaching Self?Efficacy Scale was administered to a sample of 104 preservice teachers enrolled in a teacher education program located at a large Midwestern university. These results suggested that prospective elementary school teachers felt more confident in their ability to use a variety of teaching and instructional methods, communicate with parents, and develop positive, trusting relationships with students. The sample of preservice teachers, however, were less confident in their ability to communicate with English Language Learners, minimize the effects of the cultural mismatch, and teach students about their cultures’ contributions to science and math. The implications of these findings for both research and the preparation of culturally responsive teachers are discussed.

There are countless Schools and Colleges of Education around the country touting strong commitments to cultural and linguistic diversity (CLD), culturally responsive teaching, and multicultural education in their teacher?preparation programs; however, we are still seeing critical masses of graduates from these programs teach (and assess learning) in ways inconsistent with the aforementioned ideals. This article uses my life?experiences to inform and discuss what the core foci of teacher?preparation programs should be in rapidly changing P?12 environments.

From the perspective of the racial diversity of the urban environment (Daley, Fisher, & Martin, 2000), a literature review was conducted to explore how race connects to the issue of workplace bullying. Results of the literature review suggest that there are multiple points of view regarding whether workplace bullying includes or is separate from mistreatment based on race. Based on few available empirical studies, if one includes both bullying perceived to be based on race and bullying not perceived to be, it appears that members of racial minority groups may experience more workplace bullying than Whites. Adult educators should address workplace bullying and its racial dynamics in their practice.

While many researchers have studied the etiology of autism, possible racial/ethnic differences in prevalence of the autism diagnosis have received much less attention. Using the Texas Education Agency Public Education Information Management System (PEIMS) data set for 2006, we examined the prevalence of an educational diagnosis of autism among Black, White, and Hispanic students. The percentage of all Texas children served under the autism label in 2006 was .43% (n=19, 813). White and Black children were more likely than Hispanic children to receive an autism educational diagnosis (.62%, .44%, and .27% respectively). The percentage of students diagnosed with autism varied by geographic area and income level, as well. Possible reasons for the disparity in prevalence of autism diagnoses are discussed.

This article is to draw upon a recent groundbreaking history of the Deacons for Defense along with scholarly research on the Gandhian construct of “satyagraha” to develop a conception of the Civil Rights Movement as a multifaceted strategy shaped by a dialectical relationship of non?violent direct action and armed self defense. They contend that this alternative to Eurocentric interpretations provides a historical grounding for Peace Education that raises the possibility of overcoming the marginalization and resistance encountered by peace educators especially among less privileged constituencies.

Research on identity development of African American adolescents in predominantly White rural settings is virtually nonexistent. This article examines current literature on the developmental tasks of adolescents and issues of ethnic congruence for African American students in predominately White rural communities. In addition, it calls for critical conversations on this overlooked population. Recommendations for future research using Critical Race Theory is presented.

This article examines available literature on college English as a Second Language (ESL) programs. The literature available on college ESL programs falls into three categories: (1) research reports and articles, (2) recent theoretical discussions on ESL teaching, and (3) thought pieces discussing college ESL curriculum development and assessment practices in college ESL programs. In addition, this article discusses implications for administrators, faculty, counselors, and student affairs staff working with ESL students on a college campus and identifies potential areas for research.

The changing demographics in public schools have called for strategic changes in how students in general and special education are educated. While this trend is increasingly becoming apparent, many educators and leaders are still entrenched in traditional methods of learning and teaching. As a result, culturally diverse exceptional students continue to be misidentified, misassessed, miscategorized, misplaced, and misinstructed. These entrenched practices have ramifications for preservice and inservice obligations of teacher education and leadership programs. This article discusses the impact of demographic changes on public education for culturally diverse exceptional learners. In addition, it discusses how teacher preparation programs can be made accountable to all learners.