ethanporcaro/eric-fulltext-meta huggingface dataset:
Knowing Myself to Know Others: Preparing Preservice Teachers for Diversity through Multicultural Autobiography
Author: Lee, Seungyoun
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Student Diversity,Multicultural Education,Autobiographies,Cultural Awareness,Teacher Competencies,Student Teacher Attitudes,Professional Identity,Reflection,Stereotypes,Racial Differences,Racial Bias,Social Bias,Racial Discrimination,Social Discrimination,Religion,Consciousness Raising,Beliefs,Cultural Pluralism,Knowledge Level,Sociocultural Patterns,Inclusion

The U.S. Census Bureau (2009) reports that over 50% of school-age children will be other than non-Hispanic Caucasians by 2023. In an effort to help meet the imperative need for preservice teachers who are well prepared to work with these students from diverse cultural backgrounds, as well as for teacher education programs to more fully conceptualize their approach to preparing future teachers for diversity and multicultural education, this study initiates a discussion of preservice teachers' perceptions about multicultural education through the use of multicultural autobiography. This study examined preservice teachers as cultural beings and as future teachers in multicultural classrooms in order to help them understand themselves and others in relation to diversity and multicultural education. The questions investigated in this study were: (1) What kinds of multicultural experiences do preservice teachers perceive to have? (2) How do preservice teachers' multicultural experiences influence their identities as future teachers? In this study, the preservice teachers challenged their assumptions by considering themselves as sociocultural beings. Once aware of their lack of knowledge or experiences within diverse cultures, they reconstructed their beliefs and knowledge, taking into account that teachers should be careful not to offend students' cultures by thoughtfully considering each individual's personal background in the process of teaching and learning. (Contains 1 note.)
&quot;What Is It that I Don't Know&quot;: Learning with White Teachers in Anti-Racist Education
Author: Yu, Tianlong
Date: 2012-00-00
Type: Journal Articles
Subjects: Whites,Resistance (Psychology),Social Justice,Racial Bias,Racial Attitudes,Student Diversity,Graduate Students,Multicultural Education,Presidents,Social Environment,United States History,Educational Environment,Federal Legislation,Educational Legislation,Autobiographies,Teaching Methods

In this article, the author shares reflections on a difficult learning journey. Tianlong Yu first describes the difficulties and resistance students demonstrated in understanding anti-racist education in general. He then shares his attempt to understand such student difficulty and resistance through an analysis of the social and educational contexts that situate and confine students. Finally, a discussion of the pedagogical efforts that were made to help students learn in anti-racist education. An emphasis on autobiographical examination was adopted which, the author believes, has great potential to assist students and teachers in the growth process.
Multiple &amp; Overlapping Identities: The Case of Guam
Author: Misco, Thomas
Date: 2012-00-00
Type: Journal Articles
Subjects: Multicultural Education,Ethnicity,Immigrants,Social Values,Cultural Influences,Social Attitudes,Identification (Psychology),Cultural Pluralism,Minority Groups,Semi Structured Interviews,Teachers,College Faculty,Administrators,Principals,Indigenous Populations,Geographic Location,Qualitative Research

Schools in Guam function to Americanize immigrants by adjusting different sociocultural values to American mainstream beliefs and practices which are considered norms, such as the matters of hygiene, manners, and farming and food preparation process. However, the educators in this study manifested their different ways of understanding and an empathy for new immigrant children and identifying who they are. Due to the unique Guamanian circumstance of multiple, mixed, and complicated identity formation, they must deal with a triple standard not only for themselves but also their students, including reviving Guam's native culture of Chamorro, embracing the different cultures from new immigrants, and incorporating them into American mainland's educational practices and culture at the same time. Due to the unique Guamanian circumstance of multiple, mixed, and complicated identity formation, they must deal with a triple standard not only for themselves but also their students, including reviving Guam's native culture of Chamorro, embracing the different cultures from new immigrants, and incorporating them into American mainland's educational practices and culture at the same time. Their &quot;markers of identity&quot; (Grant, 1997, p. 9) are formulated by compromising diverse identities and roles existing in a Guam context. In this process of marking identity, the respondents indicate that Guam can simultaneously be majority Chamorro while acknowledging &quot;the others&quot; as minorities who to date have received insufficient attention as Americans. As a result, efforts are needed to mirror new immigrants to reflect themselves and their past experience. Simultaneously, each of these groups continues to struggle developing their unique identities by taking account of their own views of and needs as they are living within a unique and different historical, cultural, geographic area.
Reviving Oral Reading Practices with English Learners by Integrating Social-Emotional Learning
Author: Dresser, Rocio
Date: 2012-00-00
Type: Journal Articles
Subjects: Oral Reading,Social Development,Emotional Development,English Language Learners,Academic Discourse,English (Second Language),Second Language Learning,Language Proficiency,Teaching Methods,Language Arts,Feedback (Response)

The purpose of this article is to provide background on integrating social-emotional learning (SEL) into classroom oral reading practices. The section that follows outlines some of the language and academic demands English learners (ELs) face at school. Another section considers the relationship between academic and social-emotional learning. The article concludes by providing educators with an action plan that applies these theories to practice, showing teachers how to weave SEL into existing pedagogy--specifically into the language arts curriculum. The overall goal is to increase students' English proficiency, academic performance, and sense of well-being in a coordinated manner.
LGBT Oppression
Author: Watson, Sandy
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Bias,Social Attitudes,Homosexuality,Sexual Orientation,Sexual Identity,Bullying,Student Rights,School Safety,Educational Environment,Teacher Response,Victims,Intervention,Prevention,School Counseling,Social Support Groups,School Role,Mediation Theory,Peer Mediation

There is no question that Lesbian, Gay, Bisexual, and Transgender (LGBT) students are routinely verbally, emotionally, and physically bullied by their classmates in school contexts. Human Rights Watch (2001) concluded that as many as two million U.S. students have been harassed by peers at school due to their sexual orientation, while the Gay Lesbian Straight Educational Network (GLSEN) National School Climate Survey (NSCS, 2005) results indicated that approximately 75% of students reported hearing anti-gay slurs used by their peers (such as &quot;dyke&quot; and &quot;faggot&quot;) regularly in the school setting. One of the prevailing reasons why LGBT students perceive their schools to be unsafe is that many of their teachers do not intervene when they (the teachers) witness peer-on-peer LGBT bullying and harassment, effectively allowing the berating and or violent behaviors to continue. To address this issue, the authors apply Paulo Freire's liberatory strategies from his &quot;Pedagogy of the Oppressed&quot; (1970) in the context of the tragedy that is anti-LGBT harassment, abuse, and assault in our nation's schools. Based on Freire's pedagogy, they recommend that youth: (1) involve a request by the oppressed (LGBT students) for an assembly of LGBT youth, their peers, and teachers for a dialogue about the issue; (2) open a dialogue by identifying and describing the problem for reflection; and (3) utilize a mediator, as is often used in victim offender mediation programs. Many school systems have finally recognized that the bullying of LGBT students is unacceptable and have begun to implement various programs and strategies to counteract such behavior. The literature is rife with recommendations to address LGBT mistreatment in the school setting, including: (1) establishing LGBT Parent Affinity Groups; (2) informing new hires of the expectation to support LGBT students and their families; (3) offering &quot;safe spaces&quot; where LGBT students can go for counseling and encouragement; and (4) providing specialized training related to issues specific to LGBT students for guidance and counseling staff. The authors conclude that in many places integration, unquestioned acceptance, full acknowledgement of basic rights and privileges are the norm and they ask &quot;Can it be otherwise for LGBT?&quot;
University Health Center Providers' Beliefs about Discussing and Recommending Sexual Health Prevention to Women College Students
Author: Jozkowski, Kristen N.
Date: 2013-00-00
Type: Journal Articles
Subjects: Sexuality,Health Behavior,Females,College Students,Prevention,Sexually Transmitted Diseases,Acquired Immunodeficiency Syndrome (AIDS),Patients,Allied Health Personnel,Barriers,Self Disclosure (Individuals),Interpersonal Communication,Screening Tests,School Health Services,Clinics

Sexual health concerns such as sexually transmitted infections and unintended pregnancy remain substantial health problems faced by young adults, especially college women. University healthcare providers may be instrumental in increasing female patients' involvement in preventative sexual health behaviors, however little research has examined this issue. In-depth interviews were conducted with women's clinic providers at a university health center using the Reasoned Action Approach (RAA) to better understand providers' beliefs about discussing and recommending sexual health prevention to their patients. Providers felt comfortable and confident discussing and recommending various sexual health prevention behaviors 
and stated that a health history questionnaire is a useful tool to guide this process. However, they stated time restraints greatly limit their ability to adequately address preventative health practices when more pressing issues needed to be addressed. College health professionals should include providers as a component of prevention interventions and utilize providers 
as a mechanism to increase preventative health behaviors. (Contains 2 tables and 1 figure.)
Body Image and Westernization Trends among Japanese Adolescents
Author: Nielson, Hailey E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Concept,Human Body,Body Composition,Foreign Countries,Adolescents,Cultural Influences,Asian Culture,Social Influences,Social Attitudes,Mass Media Effects,Self Esteem,Body Weight,Satisfaction,Athletes,Gender Differences,Acculturation,Questionnaires

Background and Aims: The purpose of this project was to examine body dissatisfaction and the degree of acculturation to Western media body ideals among Japanese adolescents. Furthermore, sex differences in body esteem were examined between male and female participants. Methods: Male and 
female participants (N=158) aged 15 to 18 years in Okinawa, Japan were surveyed about body image concerns and their degree of acculturation. Participants were recruited from churches and community sites in Okinawa. Results: An independent t-test revealed that girls internalized the thin ideal to a greater degree than boys. Pearson product-moment correlations showed 
significant positive correlation between acculturation and body esteem, and significant negative correlations between media influences (i.e., information and pressures subscales of the SATAQ-3) and body esteem. Conclusions: Overall, both male and female participants reported body image concerns. 
Japanese adolescents could benefit from an educational body image intervention that uses a cognitive dissonance approach. (Contains 2 tables.)
Prospective Associations between Youth Assets, Neighborhood Characteristics and No-Tobacco Use among Youth: Differences by Gender
Author: Tolma, Eleni L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Neighborhoods,Community Characteristics,Smoking,Correlation,Gender Differences,Regression (Statistics),Comparative Analysis,Behavior Change,Scores,Prediction,Youth,Health Behavior

The purpose of this study is to assess the relationship between youth assets and neighborhood environmental variables and future no-tobacco use among youth; examining differences by gender. Five waves of annual data were collected from 1,111 youth randomly selected to participate in the Youth Asset Study (YAS). A marginal logistic regression model using all 
five waves of tobacco use, gender, and their interaction was used to compare the change in tobacco use over time between males and females. Individual assets, asset score total, the six neighborhood variables, and the environment composite score assessed at waves 1-4 were analyzed as time-varying and lagged while controlling for demographics to predict no-tobacco use at waves 2-5. Among 1,093 youth (Mean age=14.3; 53% female; 40% white, 28% Hispanic, 23% African American, 9% other), the percentage of youth smoking increased significantly from baseline to wave 5 (4 years after baseline) for both females and males. Among females, sixteen assets were prospectively related with no-tobacco use whereas among males, fourteen 
assets were prospectively related with no-tobacco use. There were no significant differences between genders, and the neighborhood environment overall did not have an impact in the relationship between youth assets and future no-tobacco use. (Contains 3 tables and 1 figure.)
There is No &quot;I&quot; in Pregnancy: Peers Educating Peers about Preconception Health
Author: Mead, Antonia S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Peer Teaching,Pregnancy,Program Development,Program Descriptions,Program Implementation,Black Colleges,College Students,Health Services,Sexuality,Health Behavior,Health Education,Program Effectiveness

The purpose of this article to describe the development, implementation, and evaluation of the U.S. Department of Health and Human Services Office of Minority Health Preconception Peer Educators program at a small private 
historically black college and university (HBCU). Peer educators were college students who completed a two-day training that focused on preconception health and health care. Because 50% of all pregnancies are unplanned, it is 
imperative to begin the conversation of preconception health early in the lifespan. Using various activities, the message of preconception health was disseminated throughout the  campus and in the community. Results showed that this was an effective program on campus and it should be continued. Infant mortality continues to be a health disparity in this country. It is defined as a death of an infant less than one year of age. Causes include, but are not limited to, preterm births, congenital malformations, SIDS, and unintentional injuries (MacDorman &amp; Matthews, 2011). One way to reduce the gap is through preconception health and health care. Preconception health is defined as the health of women and men during their reproductive years (Centers of Disease Control and Prevention [CDC], 2012). One of Healthy People 2020 objectives that focus on preconception health is &quot;Increase the proportion of women delivering a live birth who received preconception care services and practiced key recommended preconception health behaviors&quot; (p. 11, U.S. Department of Health and Human Services, Healthy People 2020, 2010). Sub-objectives include discussion with health care providers about preconception health, taking a multivitamin that contains folic acid, not smoking, not consuming alcohol, and using contraception to prevent unplanned pregnancies (U.S. DHHS, Healthy People 2020, 2010). Other maternal and child health indicators are duration of pregnancy (i.e., preterm births). A preterm birth is defined as a gestational period of 37 weeks or less (Beck et. al., 2010). The U.S. Department of Health &amp; Human Services Office of Minority Health (OMH) has created 
a program to address this health disparity of infant mortality and this university participated in the program. The purpose of this article was to describe the formation, implementation, and evaluation of the OMH Preconception Peer Educator (PPE) program at a small, private historically black college and university (HBCU).
Increasing Asian International College Students&apos; Physical Activity Behavior: A Review of the Youth Physical Activity Promotion Model
Author: Yan, Zi
Date: 2013-00-00
Type: Journal Articles
Subjects: Physical Activities,College Students,Program Implementation,Asians,Physical Activity Level,Health Promotion,Program Design,Models,Foreign Students,Health Behavior,Acculturation,Exercise,Social Environment,Role of Education

Asian students attending American colleges and universities report relatively low levels of physical activity participation, which may hinder their ability to realize their full human potential (i.e., cognitively, physically, socially). This paper reviewed the possible reasons underlying their generally inactive lifestyle, addressed the importance of promoting physical activity among 
Asian international students, and summarized key factors associated with their physical activity involvement on the basis of Welk&apos;s (1999) Youth Physical Activity Promotion (YPAP) model. Understanding the individual and contextual factors that influence the physical activity behavior of this fast growing segment of the student population within the American higher education system is an important step in order to ultimately design and implement efficacious physical activity programs for them. (Contains 1 figure.)
Border Pedagogy as a Conduit to Greater Understanding
Author: Cashman, Timothy G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,War,Social Studies,Cross Cultural Studies,Teacher Attitudes,Teaching Methods,Student Attitudes,Public Policy,Lesson Plans,Classroom Communication,Discourse Analysis,Role of Education,Educational Change,Conflict,Comparative Education,Interviews,Case Studies

The article describes a study that was conducted in Malaysia, and at the borders of Chihuahua, Mexico, and Ontario, Canada, to compare the reactions of social studies teachers from Canada, Malaysia, and Mexico to the bombing of Iraq by the U.S. on March 20, 2003. The key objective of the investigations in all three countries was to uncover attitudes and pedagogical comparisons of educators and their students regarding recent and current U.S. policies. The influence of the curriculum, transnational studies and understanding of border pedagogy on lesson planning were explored. Five questions guided this research in the three countries: (1) How much time is devoted to the discussion of U.S. policies? (2) How much open discourse exists in classrooms? (3) What, if any, ideological differences are evident in classrooms during their discussions that included U.S. policies? (4) How have discussions of U.S. policies changed over recent years? and (5) Why should others, and particularly Americans, be informed of perspectives in another country's social studies classrooms? This study provides additional insight about the impact of U.S. international policies, including the nation's recent courses of action. It also seeks to uncover the following in Malaysia, Mexico, and Canada: What are the perceptions of educators and how do educators report on their classroom discussions of U.S. policies and, in particular, U.S.-led wars and anti-terrorism measures? The findings indicate that U.S. educators can learn from the narratives of educators in other countries. If genuine change is to occur, the present U.S. educational system must play a significant role in investigating and addressing the root causes of global conflicts. (Contains 2 tables.)
Capital, Kinship, &amp; White Privilege. Social &amp; Cultural Influences upon the Minority Doctoral Experience in the Sciences
Author: Bancroft, Senetta
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Experience,Doctoral Programs,Disproportionate Representation,Graduate Students,School Holding Power,Academic Persistence,Epistemology,Social Capital,White Students,Minority Group Students,Socioeconomic Status,Program Descriptions,Science Education,Racial Differences,Educational Environment,Interpersonal Relationship

In this article, the author presents a three-part analysis of the Ronald E. McNair Post-Baccalaureate Achievement Program, her own doctoral experience in a chemistry program, and similar experiences of other underrepresented minority (URM) graduate students found in the literature as examples of the social and cultural structures URMs experience at the doctoral level--and the subsequent impact on degree completion. The purpose of this article is to understand the higher attrition rate of URMs in general, and more specifically in the discipline of science. Senetta Bancroft will utilize the epistemologies of Bourdieu's (1986/2008) concept of capital, McIntosh's (1988/2004) White privilege, and Fordham's (1988) fictive-kinship to deconstruct the social and cultural structures URMs encounter in doctoral programs.
Avoiding the &quot;It's a Small World&quot; Effect: A Lesson Plan to Explore Diversity
Author: Endacott, Jason L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Awareness,Global Approach,Elementary School Students,Grade 4,Writing Assignments,Social Studies,Teaching Methods,Computer Software

Classroom instruction about other cultures all too often resembles the Disney version of &quot;It's a Small World&quot; with Fantasyland-like cultural stereotypes, ceremonial activities, and traditional dress that can lead to serious misunderstandings about the depth and complexity of global societies. Social studies instruction presents the perfect venue for guiding young learners on their own journeys toward cultural competence in learning to understand and accept themselves, other people, and all of society. Young learners need to be given opportunities to discover &quot;culturally-based likenesses and differences&quot; and to &quot;explore and ask questions about the nature of various cultures, and the development of cultures across time and place.&quot; Providing these experiences at the intermediate elementary school level is developmentally ideal since students in grades three through five are most open to people different from themselves. This article presents a lesson that goes beyond Banks' (2008) four-step curriculum transformation model, known as the Contributions Approach, through the use of cultural universals. This lesson asks fourth-grade students to consider cultural universals and cultural values as depicted in authentic images of families from around the world. Upon completion, the students should understand that while it is possible to make valid cultural contrasts and comparisons through those aspects of culture that are universal, the cultural values that partially guide our lives are far more complex. The lesson described herein takes place in a fourth-grade classroom over two or three days and consists of three parts: (a) introducing and defining culture and cultural universals, (b) inquiring about cultural values across cultures, and (c) exploring cultural universals. The lesson concludes with a writing assignment that asks students to reflect upon their understanding of cultural universals, their discoveries about cultural values, and the best way to study other cultures. (Contains 5 figures and a link to a PowerPoint presentation with images of cultural universals.)