MD. 96 - ed

DOCUMENT RESUME

ED 400 518 CS 012 628

AUTHOR Tomlinson, Louise M.

TITLE Teachers' Applications of Banks' Typology of EthnicIdentity Development and Curriculum Goals to StoryContent and Classroom Discussion: Phase Two.Instructional Resource No. 35.

INSTITUTION National Reading Research Center, Athens, GA.;National Reading Research Center, College Park,MD.

SPONS AGENCY Office of Educational Research and Improvement (ED),Washington, DC.

PUB DATE 96

CONTRACT 117A20007

NOTE 29p.; For Phase One, see CS 012 482.

PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MF01/PCO2 Plus Postage.

DESCRIPTORS *Childrens Literature; Classroom Environment;Classroom Techniques; Cultural Background; Discussion(Teaching Technique); Elementary Education; EthnicGroups; *Ethnicity; Lesson Plans; *Literacy;*Multicultural Education; Theory PracticeRelationship; Writing Assignments

IDENTIFIERS Identity (Psychological)

ABSTRACTThis instructional resource presents ways in which

teachers participating in a lesson bank exchange program for anongoing research project have applied J. A. Banks' typology of ethnicidentity development and related curriculum goals to literacyinstruction. Banks' definitions of the stages of development and thecurriculum goals for each stage are provided. Strategies for engagingstudents in the process of developing multicultural literacy throughthe use of relevant content and classroom discussion are provided in

samples of lesson plans designed by participating teachers. Thepurpose of the instructional resource is to provide concrete examplesof instructional material and the facilitation of classroomdiscussion and activity that is relevant to critical issues of ethnicidentity development as they relate to multicultural competence andthe development of multicultural literacy. Contains four figures.

(Author/RS)

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EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

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NRRC

LOUISE M. TOMLINSON

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Instructional Resource No. 35National Reading Research Center Fall 1996

2BEST COPY AVAILABLt

NRRCNational Reading Research Center

Teachers' Applications of Banks'Typology of Ethnic Identity Developmentand Curriculum Goals to Story Content

and Classroom Discussion:Phase Two

Louise M. TomlinsonUniversity of Georgia

INSTRUCTIONAL RESOURCE NO. 35Fall 1996

The work reported herein is a National Reading Research Project of the University of Georgia

and University of Maryland. It was supported under the Educational Research andDevelopment Centers Program (PR/AWARD NO. 117A20007) as administered by the Office

of Educational Research and Improvement, U.S. Department of Education. The findings and

opinions expressed here do not necessarily reflect the position or policies of the NationalReading Research Center, the Office of Educational Research and Improvement, or the U.S.

Department of Education.

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NRRC NationalReading ResearchCenter

Executive CommitteeDonna E. Alvermann, Co-DirectorUniversity of Georgia

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Publications Editors

Research Reports and PerspectivesLinda DeGroff, EditorUniversity of Georgia

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Instructional ResourcesLee Galda, University of GeorgiaResearch HighlightsWilliam G. HollidayUniversity of Maryland College Park

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About the National" Reading Research Center

The National Reading Research Center (NRRC) isfunded by the Office of Educational Research andImprovement of the U.S. Department of Education toconduct research on reading and reading instruction.The NRRC is operated by a consortium of the Univer-sity of Georgia and the University of Maryland CollegePark in collaboration with researchers at several institu-tions nationwide.

The NRRC's mission is to discover and documentthose conditions in homes, schools, and communitiesthat encourage children to become skilled, enthusiastic,lifelong readers. NRRC researchers are committed toadvancing the development of instructional programssensitive to the cognitive, sociocultural, and motiva-tional factors that affect children's success in reading.NRRC researchers from a variety of disciplines conductstudies with teachers and students from widely diversecultural and socioeconomic backgrounds in pre-kinder-garten through grade 12 classrooms. Research projectsdeal with the influence of family and family-schoolinteractions on the development of literacy; the interac-tion of sociocultural factors and motivation to read; theimpact of literature-based reading programs on readingachievement; the effects of reading strategies instructionon comprehension and critical thinking in literature,science, and history; the influence of innovative groupparticipation structures on motivation and learning; thepotential of computer technology to enhance literacy;and the development of methods and standards foralternative literacy assessments.

The NRRC is further committed to the participationof teachers as full partners in its research. A betterunderstanding of how teachers view the development ofliteracy, how they use knowledge from research, andhow they approach change in the classroom is crucial toimproving instruction. To further this understanding,the NRRC conducts school-based research in whichteachers explore their own philosophical and pedagogi-cal orientations and trace their professional growth.

Dissemination is an important feature of NRRCactivities. Information on NRRC research appears inseveral formats. Research Reports communicate theresults of original research or synthesize the findings ofseveral lines of inquiry. They are written primarily forresearchers studying various areas of reading andreading instruction. The Perspective Series presents awide range of publications, from calls for research andcommentary on research and practice to first-personaccounts of experiences in schools. InstructionalResources include curriculum materials, instructionalguides, and materials for professional growth, designedprimarily for teachers.

For more information about the NRRC's researchprojects and other activities, or to have your nameadded to the mailing list, please contact:

Donna E. Alvermann, Co-DirectorNational Reading Research Center318 Aderhold HallUniversity of GeorgiaAthens, GA 30602-7125(706) 542-3674

John T. Guthrie, Co-DirectorNational Reading Research Center3216 J. M. Patterson BuildingUniversity of MarylandCollege Park, MD 20742(301) 405-8035

5

NRRC Editorial Review Board

Peter AfflerbachUniversity of Maryland College Park

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Marlia BanningUniversity of Utah

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Bernardino

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Barbara MichaloveFowler Drive Elementary School

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John O'FlahavanUniversity of Maryland College Park

Marilyn Ohlhausen-McKinneyUniversity of Nevada

Penny OldfatherUniversity of Georgia

Barbara M. PalmerMount Saint Mary's College

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Mike PickleGeorgia Southern University

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Gaoyin QianLehman College -CUNY

Tom ReevesUniversity of Georgia

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Sacramento

Olivia SarachoUniversity of Maryland College Park

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Robert SerpellUniversity of Maryland Baltimore

County

Betty ShockleyFowler Drive Elementary School

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County

Bernard SpodekUniversity of Illinois

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Anne P. SweetOffice of Educational Research

and Improvement

Louise TomlinsonUniversity of Georgia

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Louise WaynantPrince George's County Schools

Upper Marlboro, Maryland

Dera WeaverAthens Academy

Athens, Georgia

Jane WestAgnes Scott College

Renee WeisburgElkins Park, Pennsylvania

Allan WigfieldUniversity of Maryland College Park

Shelley WongUniversity of Maryland College Park

Josephine Peyton YoungUniversity of Georgia

Hallic YoppCalifornia State University

About the Authors

Louise M. Tomlinson is a former AssistantProfessor in the Division of Academic Assistanceat the University of Georgia and a principalinvestigator with the National Reading ResearchCenter. She is currently an independent consultant.She has taught reading and English composition inhigh school, developmental reading at the collegelevel, analytical reading for students in pre-medical preparatory programs, study skills forveterinary medicine students, and teachereducation for undergraduate and graduate studentspreparing to teach beginning reading in theprimary grades. Dr. Tomlinson's research hasfocused on literacy instruction and multiculturalissues in education. She has published widely onrelated topics. She has served as National Facultyfor the Kettering Foundation's National IssuesForums Public Policy Institutes and as a RegentsAdministrative Fellow at the Board of RegentsOffice of the University System of Georgia. She

also has been a convenor of the "ImperativeEducational Network Conference: Parents, Teach-ers, and Concerned Individuals," with a missionof encouraging parent involvement, exchangingideas on strengthening parent, educator and com-munity networks, and generating strategies forimproving achievement levels of youth. Dr.Tomlinson has been active in several national andinternational organizations including the reviewboards of the Journal of Adolescent and AdultLiteracy and the Reading Research Quarterly. Shehas also authored NRRC Research Report No. 44entitled "The Effects of Instructional InteractionGuided by a Typology of Ethnic Identity Develop-ment: Phase One," and NRRC InstructionalResource No. 24 entitled "Applying Banks' Typol-ogy of Ethnic Identity Development and CurriculumGoals to Story Content, Classroom Discussion, andthe Ecology of Classroom and Community: PhaseOne."

Teachers' Applications ofBanks' Typology of EthnicIdentity Development and

Curriculum Goals to StoryContent and Classroom

Discussion:Phase Two

Louise M. TomlinsonUniversity of Georgia

National Reading Research CenterUniversities of Georgia and Maryland

Instructional Resource No. 35Fall 1996

Abstract. This instructional resource presents waysin which teachers participating in a lesson bankexchange program for an ongoing research projecthave applied Banks' (1981) typology of the stages ofethnic identity development and related curriculumgoals to literacy instruction. Banks' definitions ofthe stages of development and the curriculum goalsfor each stage are provided. Strategies for engagingstudents in the process of developing multiculturalliteracy through the use of relevant content andclassroom discussion are provided in samples oflesson plans designed by participating teachers.Finally, the teachers' bibliography of referencesrelated to their lesson plans will be listed. Thepurpose of this instructional resource is to provideconcrete examples of instructional material and thefacilitation of classroom discussion and activity thatis relevant to critical issues of ethnic identity devel-opment as they relate to multicultural competenceand the development of multicultural literacy. Thefocus of this instructional resource is based on the

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assumption that culturally relevant literacy instruc-tion which is guided by sound and generalizabletheory (Banks, 1981) that transcends celebratoryand additive approaches can enhance ethnic identityorientation toward one's own ethnic group andtoward others. It is also assumed that there is asynergy between levels of reading engagement, self-esteem, exposure to and interest in other ethnicgroups, positive attitudes or increased value setsregarding other ethnic groups, motivation forincreasing one's knowledge base regarding otherethnic groups, and, ultimately, achievement level(Tomlinson, 1995). The information which followshas been collected and developed from the NRRCresearch project, entitled "An Investigation of theEffects of Instructional Interaction Guided by aTypology of Ethnic Identity Development: PhaseTwo: Teachers' Perceptions and Conceptualiza-tions."

The purpose of this instructional resource isto provide specific examples of links betweentheory and practice in multicultural literacy orthe development of multicultural competencefor classroom teachers and their students. (Forpurposes of the discussion in this resource,multicultural literacy and multicultural compe-tence will be defined as follows. Multiculturalliteracy shall be considered knowledge accu-mulated about another culture, such as factsabout the history of a culture, its traditions,customs, languages, religions, music, attire,artifacts, and foodways. To have multiculturalliteracy is to have factual knowledge of theseaspects of a culture. In contrast, multiculturalcompetence shall be considered the ability ofindividuals to interact with people of othercultures on the basis of the knowledge that theyhave accumulated [multicultural literacy] aboutother peoples, their ability to navigate success-fully with and among people of cultures differ-ent than their own, or the ability to appreciate,

Tomlinson

empathize with or see similarities where differ-ences exist between cultures. Multiculturalliteracy and multicultural competence are notmutually exclusive. Instead, they are interde-pendent to the extent that multicultural compe-tence does require some degree of multiculturalliteracy, although multicultural literacy doesnot assure multicultural competence. Thus, theterms are not interchangeable, and as such willfrequently be mentioned side by side.) Class-rooms in every state in the nation are becomingincreasingly diverse in terms of students' eth-nicity and cultural backgrounds (EducationCommission of the States, 1988). As a result,the development of multicultural competenciesand developing literacy in multicultural con-texts has become a greater priority in schoolcurriculum and curriculum reform.

Although cultural background and heritageare largely influenced by the child's first learn-ing environmentthe homethe classroom atschool becomes a pivotal environment fromwhich prior learning can be reinforced andexpanded. Unfortunately, in many instances,the classroom becomes a place where learners'cultural backgrounds are submerged or invali-dated because there is not sufficient attentiongiven to cultural issues or because the cultur-ally relevant learning experiences that are pro-vided are not culturally relevant to the learnersor to the other cultures in their immediatecommunities. Although considerable impact ismade on young learners through the schoolenvironment (in terms of classroom artifacts,the style and tone of interaction between teacherand students, and the overall cultural climate ofthe school), the nature of literacy instructionplays a significant role in the ways in which

teachers and learners develop multiculturalcompetencies.

This instructional resource has been devel-oped in an attempt to present an important linkbetween theory and practice in multiculturalliteracy and multicultural competence forclassroom teachers and their students. Projec-tions for the twenty-first century forecast theincreasing challenge of diversity among stu-dents in our classrooms. The challenge ofdiversity has become a global concern, but ourefforts toward multicultural education reformcannot be effectively implemented for allstudents by addressing multiculturalism on aglobal level if it is not addressed first at thelevel of the lives of the students that we at-tempt to teach.

Nationally, education reform goals andobjectives transmit the need for making theteaching and learning process more multi-cultural in content. However, the goals andobjectives are frequently unclear or nonspecificin suggestions for going beyond what is toooften a superficial sampling of a variety ofcultures. Even though multicultural movementsin education have spawned many positive andilluminating contributions to theory and re-search, there is still an urgent need to improvethe links between theory, research, and themost important end-product which is practice.

Literature-based classroom instruction is aparticularly powerful way in which issues ofethnic identity and multicultural competenciesare addressed and developed. Three criticalaspects of curriculum development in responseto culturally relevant literacy instruction that isliterature-based are story content, classroomdiscussion, and related activities. These aspectsof curriculum development can be made more

NATIONAL READING RESEARCH CENTER, INSTRUCTIONAL RESOURCE NO. 35

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Teachers' Applications 3

culturally meaningful with the application of atheory such as James Banks' (1981) typologyof stages of ethnic identity development andcurriculum goals related to each stage. Banks'typology of stages of development is universalin principle and generalizable to individuals ofall age groups and cultural backgrounds.

Banks' typology of stages of ethnic identitydevelopment help us to understand the variousperspectives from which we view, react to, andthink about our own cultural or ethnic groupand other groups. (The various perspectivesinclude our level of understanding of the his-tory of our own culture, our perceptions ofother members of our culture, our self-esteemas it relates to how others view our culture, the

ways in which we view people of other culturalgroups either positively or negatively, and thereasons why.) This stage theory outlines anaspect of psychological development which,according to Banks, may progress from think-ing in ways that are characteristic of narroweror more limiting perspectives of one's culturalor ethnic group, at any point in life, to otherstages (either through actual experiences andexposures or vicarious instruction) and towardways of thinking that are characteristic ofbroader and deeper views of one's culture andother cultures. To accompany each stage in thetypology, Banks provides curriculum goals andsuggestions for assisting teachers and learnersin a process of multicultural literacy that isuseful for understanding and resolving hostili-ties and suspicions held about one's own cul-tural or ethnic group as well as other ethnicgroups. The curriculum goals and suggestionsprovide a framework for developing greaterappreciation for one's own group that canstimulate appreciation for others.

Teachers' efforts in developing multiculturalcompetencies for themselves and their studentscan make a positive impact on other aspects ofthe affective domain including self-esteem,confidence, motivation, and thus improvedengagement in learning activities (Tomlinson,1995). Although we have entered an era oftechnological revolution that allows us toacquire and manipulate information in manynew ways, reading engagement still remains acritical aspect of literacy. Engagement inliterature based instruction can provide a vastarray of opportunities for the exploration ofculturally relevant activities which have greatpotential for creating reciprocal enhancementin the learning experienceone that rendersboth reading engagement and multiculturalliteracy as mutually beneficial processes.

This instructional resource is designed toprovide its readers with Banks' definitions ofthe stages of ethnic identity development andcurriculum goals for each stage; teacher'sperceptions on the typology of stages of ethnicidentity development and the challenge that itcreates in application; strategies for engagingstudents in the process of developing multi-cultural literacy as illustrated in samples oflesson plans designed by teachers participatingin a lesson bank exchange; and finally, theteachers' bibliography of references related totheir lesson plans will be listed.

The purpose of this instructional resource isto provide specific examples of instructionalmaterial and facilitate classroom discussion andactivity that is relevant to critical issues ofethnic identity development and relevant tomulticultural competence and the developmentof multicultural literacy. This instructionalresource is based on the premise that culturally


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4 Tomlinson

relevant literacy instruction which is guided bysound and generalizable theory and curriculumgoals (Banks, 1981), beyond celebratory andadditive approaches, can enhance ethnic iden-tity orientation toward one's own ethnic groupand toward others. This instructional resourcehas also been developed on the basis of theassumption that a synergy exists between levelsof reading engagement, self-esteem, exposureto and interest in other ethnic groups, positiveattitudes or increased value sets regarding otherethnic groups, motivation for increasing one'sknowledge base regarding other ethnic groups,and, ultimately, achievement (Tomlinson,1995).

The author and contributing teachers hopethat readers of this instructional resource willfind useful examples and new directions foraddressing issues of ethnic identity develop-ment within an instructional agenda that aimsto make multicultural literacy more relevantand more meaningful. This resource creates alink between the general guidelines of theoryand the specific examples of relevant practicethat can contribute to making the developmentof multicultural literacy or multicultural com-petence more meaningful, more empowering,and more oriented toward enlightened socialparticipation rather than a superficial acquisi-tion of knowledge about self or about others.

Theoretical Background

Banks (1981) presents a theory of stages ofethnic identity development which he describesas an ideal type construct. The typology isbased on existing theory and research and hisstudy of ethnic behavior in several nations(Banks, 1978) and is generalizable to individu-als of all ethnic groups and ages. Banks does

not indicate that there is a sequential progres-sion of development like those of the stages intheories of cognitive development. Instead, heindicates that an individual may progress orregress across stages at various times, depend-ing on their experiences. However, the verynature of the elements of each stage seem toindicate that a balanced foundation in theearlier stages can enhance the advancement ofdevelopment into the later stages (just as it issuggested in bilingual education theory that acomprehensive foundation in the basic gram-mar of one's first language facilitates masteryof other languages; Tomlinson, 1995).

Six stages are identified in Banks' typologyand each stage is accompanied with suggestedcurriculum goals as follows:Stage 1: Ethnic Psychological Captivitylooking at victimizing social myths and ideolo-gies perpetuated by society, media, and schoolsin monoethnic content in ways that can helpreaders with their own ethnic identity throughmoral development and decision-making skills.Stage 2: Ethnic Encapsulationprovidingcurricular experiences that accept and empa-thize with ethnic identities and hostile feelingstoward outside groups and help cope withhostile feelings in constructive ways.Stage 3: Ethnic Identity Clarificationreinforcing emerging ethnic identity andclarification, accepting glories as well as short-comings, with an emphasis on values clarifica-tion and moral development.Stage 4: Biethnicityhelping with ideas relatedto another ethnic group from the perspective ofthat group and comparing one's own group toanother in ways that foster positive attitudestoward both.


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Stage 5: Multiethnicity and Reflective National-ismdeveloping a global sense of ethnic liter-acy about diverse groups within a multiethniccultural environment by examining moraldilemmas and case studies and exploring valuesneeded for living in a multiethnic communityand global world society.Stage 6: Globalism and Global Competencyincluding knowledge, skills, attitudes, andabilities that students need to function moreeffectively within their own ethnic group,nation, and world. A major goal is helpinglearners to understand how to determine whichparticular allegiancewhether ethnic, national,or globalis most appropriate within a particu-lar situation.

For additional explanations of the relevanceof the typology and its generalizability ascompared to other similar typologies, seeTomlinson (1995).

Teacher Perceptions of the Typology

Three teachers participating in the lesson-bank exchange project shared their views of thechallenges of applying Banks' theory of thestages of ethnic identity development andrelated curriculum goals to lesson developmentand classroom instruction. Two of these teach-ers teach middle school classrooms, one teacherPuerto Rican American and the other ArabicAmerican, with students from their own ethnicbackground. The third teacher, a NigerianAmerican was teaching pre-schoolers of avariety of ethnic backgrounds.

These teachers were participants in PhaseOne, the first year of this research project(Tomlinson, 1995, 1996), and had alreadydeveloped a cursory knowledge of Banks'theory of stages of ethnic identity and curric-

ulum goals. At the end of their first year ofinvolvement in an orientation to Banks' typol-ogy and after making their contribution of corereading lists and of tape-recorded lessonscontaining discussions of cultural content in thestories that their students read, they volun-teered to participate in Phase Two (reportedhere). The incentives provided were the oppor-tunity to practice their skills in designinglessons guided by Banks' typology and benefitfrom the intergroup exchange of lessons aswell as intergroup feedback on their owncontributions.

Although there were other teachers whowere newcomers to the project at Phase Twoand who did not remain involved in the secondyear of activities for the duration, the threeteachers whose voices are present here inadver-tently happen to be from three different ethnicbackgrounds. These teachers participated forthe duration of Phase Two and presented lessonplans that were both relevant to the issues ofthe stages in Banks' typology and relevant tothe ethnic backgrounds represented by thestudents in their classrooms.

Each teacher was asked which stage theyfound most difficult to address with their stu-dents. They were also asked which of thelesson plans that they received from anotherteacher they would most likely be able to adaptfor instruction with their own students. Theteachers were provided the questions in printand asked to prepare responses that they wouldsubsequently share during teleconferencesincluding all participants simultaneously. Threeteleconferences took place over a span of 4weeks after the teachers had all progressedthrough a first round of lesson development forStages 1, 2, and 3. The teleconferences were


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conducted during evening hours that wereprearranged. The following responses wereprovided by each teacher.Ms. Elou: Stage 1 is the most difficult for

development with a monolingual and mono-ethnic group [like mine]. They are ashamedand don't want to bring these concepts out.If possible, the teacher must share how he orshe feels also. For example, some of thethings that can be discussed are stereotypesof terrorists, religion, and dress. (Ms. Elouindicated that she could readily adapt theStage-1 lesson that another teacher devel-oped for an African-American focus to helpstudents verbalize their negative feelings.)

Ms. Atobi: Stage 1 is the cornerstone. It becomes very easy to deal with, once under-stood. However, Stage 2 needs [much work]for presentation. [You] have to look inside[your] self. After seeing what society sees ofyou, you must consider what you think ofyourself. Stage 2 must provide real experi-ences that can be difficult. [You] cannot saythat you are better than other groups. Youmust start thinking differently. This is not inthe general curriculum. Teachers must gobeyond and develop their own lessons. Stage1 is therapeutic, catharsis. Stage 2 thenbecomes very challenging. You must becreative and children must be concretelyinvolved. For example, some of the conceptsthat can be addressed are ethnocentrism(e.g., Afrocentrism) in terms of superiorityand arrogance, apprehensions about otherpeople of color (e.g., African-Americans'perceptions of Africans), and habits of dressand living. (Ms. Atobi chose to adapt an-other teacher's lesson designed for the PuertoRican ethnic focus on a family tree, food,

and music festival since this content wouldbe easily transferrable to her pre:schoolgroup.)

Ms. lrales: Stage 1 is the most difficult. Students do have a point of view about them-selves and what others perceive of themdepending on misconceptions. When you tryto understand others' misconceptions, it isdifficult. You have to see yourself as a partof one group. You have to use critical think-ing. Students may not be mature enough.We assume that they have a concept ofidentity. Some students are in denial. At theend of your discussion you must presentsomething positive. You must be delicate.For example, some of the concepts that de-pend on the teacher's aptitude or knowledgeare low motivation, illegal immigration,language differences, psychological needs,and the assumption that Hispanics are mono-lithic. (Ms. Irales indicated a preference toadapt a lesson developed by one of the otherteachers that was designed with African-American students in mind. The lesson ad-dresses students' preferences for Black orWhite dolls. She was particularly intriguedby the observation that many students dem-onstrate a desire to assimilate rather than toappreciate their own cultural features. Sheindicated that she would add another objec-tive to this lesson, for her students who areolder, by asking them to identify the physicalcharacteristics of the man or woman thatthey might like to develop a permanentrelationship with and explain their reasons.Students would be encouraged to use news-papers or magazines to select celebrities orother individuals as examples.)


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Teachers' Conceptualizations of LessonsGuided by the Typology

It should be noted here that in the process oflesson plan development, it became apparent tothe researcher that the first three stages did,indeed, present the greatest challenge to teach-ers who were engaged in designing lessons that

could be used with their students. Conse-qu-ently,, it was decided that after completing thedesign of a Stage 3 lesson, the participatingteachers would develop another set of lessonsfor Stages 1, 2, and 3, instead of proceedingthrough Stages 4, 5, and 6. It should also benoted here that Stages 4, 5, and 6 are notconsidered unimportant but happen to be thestages for which perspectives are addressedmore frequently in units of multicultural in-struction at all grade levels and which fre-quently lead to what is "merely a superficialsampling of various cultures . . . [rather than]empower[ing] all students to understand socialissues as they relate to their own culturalgroups" (Tomlinson, 1996, p. 2).

The lessons presented here were developedby the teachers in response to the curriculargoals suggested by Banks' stage theory and insome instances may reflect practices or ap-proaches to student engagement that were nota part of each teacher's usual classroom rou-tine. (For further elaboration of findings re-lated to their experiences in the lesson bankexchange project, see the Research Reportentitled An Investigation of the Effects of In-structional Interaction Guided by a Typology ofEthnic Identity Development: Phase Two:Teachers Perceptions and Conceptualizations.)It is hoped that other teachers may find theflexibility to indulge in modifying and incorpo-

rating some, if not all, aspects of the examplesprovided here into their students' classroomexperiences.

Ms. Atobi has contributed lessons for Stages1, 2, and 3 that illustrate action research inprogress (particularly in her Stage 1 lesson),the inclusion of concrete and physical activities(particularly needed in early education), andthe use of picture books and poems for rein-forcing concepts of ethnic identity and motivat-ing early reading engagement. The younglearners in her class were engaged in seeing,hearing, enacting, and reciting informationabout self-concepts, intergroup relations, andspecific role models from the literature of thecivil rights movement.

1114.11*

Stage I: Cultural Psychological CaptivityGrade: Pre-School/Head StartEthnic Focus: African AmericanObjective: 1. To help children verbalize thenegative feelings that they might have acquireddirectly or indirectly.

2. To help children develop a positive senseof self.Background: I purchased two Cabbage Patchboy dolls from a national chain toy store.Everything about the dolls is the same exceptthe skintone. Before the arrival of the children,I placed the dolls in a doll crib and set it besidemy circle-time chair (covered).Warm Up: After shared greetings, I announcedto the class that I brought two new friendswith me today. I then asked them to guess whothey might be. After many guesses, I broughtout the two dolls. Their faces lit up.

I asked the children, individually, which ofthe dolls they would play with. All of the


15

8 Tomlinson

African-American boys in my class picked theWhite doll, but the girls picked the Black doll.(The following conversation takes place.)T: Why did you pick this doll?Ss: It is a better doll.T: Why is it a better doll?Ss: No response.T: What is the same about the dolls?Ss: Same clothes.T: What is different about the dolls?Ss: No response.T: What about skin color? Is it the same as

yours?Ss: Yes.T: Show me. (The African American boys

show me the palm of their hands.)I called on some children to come up front

and compare skin tones among African Ameri-cans, Hispanic Americans, European Ameri-cans, and Vietnamese Americans. We talkedabout the differences in hair texture, eye color,and facial featuresthose that are the same andthose that are different. I pointed out to thechildren that the differences do not make oneperson a better person than the other one. ThenI asked again which is the better doll. Some ofthe children were now puzzled, but the re-sponse was the samethe white doll was abetter doll. However, an Hispanic-Americanchild blurted out "No one is better! They arethe same." I reaffirmed what this boy said andended the lesson for the day. The dolls weremade available to the children to explore andplay with during work-time (free-time) and therest of the day.

We recited a poem by Eloise Green-fieldHoney I Love. During story time, weread "The Land of Many Colors."

(It should be noted here that, although thelesson formats are presented verbatim of thewritten plans that teachers submitted for thisproject, Ms. Atobi did verbalize some observa-tions that explain her choice of topics for Days2 and 3 of this Stage 1 lesson. She indicatedthat she witnessed exchanges of prejudiced andnegative comments between and among thechildren about each other's racial or ethnicbackgrounds, in addition to some of the senti-ments of negative self-concepts reflected inDay 1 of the lesson presented here.)DAY TWO: FeelingsAngerCircle time: Today we are going to talk aboutfeeling angry.T: Show me a happy face, a sad face, then an

angry face. (Earlier in the year, we haddiscussed different feelings using the sec-ond step of nonviolent curriculum.)

T: What kind of things make you angry?Ss: When someone called me a namea pig.

When someone called me fat.When my friend hurt me.When my Mom won't let me play outside.When I have no friend to play with me.

T: If someone makes you angry, what willyou do?

Ss: I will hit the person.I will stomp my feet.When someone calls me fat, I will bequiet.

T: If you hit the person who makes youangry, then what will happen? (I discussedthe implication of hitting which mightresult in fighting and someone gettingreally hurt.)

I explained to the class, when someone makesus angry we need to take a deep breath (Iexplained that we inhale deeply); breathe out


16


(exhale deeply); count 1,2,3; and then go to theperson and tell him or her how you feel:

I feel angry when you call me fat or a pig.Mommy, I feel angry when you don't letme go outside to play.I feel angry when you don't let me play

with you.The children were encouraged to role play acouple of times.Story time: I read the book What Does ItMean? Angry. After the story, I asked thefollowing questions:

What happened?What was the problem?How was it resolved? How was the prob-lem fixed?

DAY THREE: We continued to talk about feel-ings. I showed them pictures of children withdifferent facial expressions. We discussed eachpicture and then role played each feeling.Observation: A week later, I brought out twoBarbie dolls that were dressed alike. One wasBlack, one was White.T: Which is the bad doll?Ss: An African-American girl pointed at the

Black Barbie.T: Why is she a bad doll?Ss: Her hair.T: Why is her hair bad?Ss: I don't like braids.

(This particular doll's hair was not inbraids. However, the girl who respondedwears her hair in braids.)

T: (I pointed out how many of the students,including her, wear their hair in braids.)Braids do not make people bad people. Asa matter of fact, (I told her) I like yourbraids.

The following day she stated that she liked herbraids.

Books:All About You, Catherine and Lawrence

Anholt.All I Am, Eileen Roe.Everybody Has Feelings (Todos Tenemos

Sentimientos), Charles E. Avery.Families Are Different, Nina Pelligrini.Honey I Love and Other Poems, Eloise

Greenfield.The Land of Many Colors, The Klamath

County YMCA Preschool.Something On My Mind Tom Feelings,

words by Nikki Grimes.What Does It Mean? Angry, Susan Railey.

Reference:Committee for Children. (1991). Second Step:

A violence-prevention curriculum. Pre-school-Kindergarten (ages 4-6). Seattle,WA: Author.

rnStage 2: Ethnic EncapsulationGrade: Pre-School/Head StartEthnic Focus: African AmericanObjective: 1. To develop positive self-esteem.

2. To affirm ethnic pride.Background: The class is discussing AfricanAmericans who have made positive contribu-tions to better the lives of other people.Warm Up: The teacher sets up a hypothetical,unfair situation or unfair rules and asks thechildren how they feel about it. For example:

Only girls can play in the block area. Is

that fair?Boys get stickers when they raise theirhands and girls don't.Only people with braids get to play out-side.


17

10 Tomlinson

The teacher discusses with the children why therules are unfair and then introduces the follow-ing activity.T: Today we are going to learn about a very

special lady named Rosa Parks. (The chil-dren are shown a picture of Rosa Parks.The story of Rosa Parks is told. The chil-dren are then engaged in role playing thisCivil Rights story. The children are toldhow Rosa Parks protested the law or rulethat Black people had to sit in the back ofthe bus.)

Senario: Set up a bus scene. Appoint a busdriver, Rosa Parks, and a police person. Usethe clothes in the doll house for props. Walkchildren through the scene. When people startgetting on the bus, the driver asks some ofthem to sit in front and sends others to theback. (For the purpose of the role play, dividethe children into two groupspeople withbraids are to sit in the front of the bus, andthose without braids are to sit in the back.)When Rosa Parks gets on the bus she takes thelast seat, close to the people with braids. Onemore person with braids gets on the bus andthere is no place to sit. Then the driver asksRosa Parks to give up her seat. When sherefuses, the driver calls the police person whoorders her off the bus. Some of the bus passen-gers are so upset about Rosa Parks treatmentand the "bad law" that they also get off thebus. All kinds of people protest the "bad law."DAY TWO: The focus is on Dr. Martin LutherKing, Jr. To help tell the children the story ofDr. Martin Luther King, Jr., we read hisbiography and discussed his role in helping tochange "bad laws," leading marches, andjoining hands with people singing the CivilRights song "We Shall Overcome." The class

I like me, no doubt about it,I like me, can't live without it,I like me, let's shout about it,I am Freedom's child.You like you, no doubt about it,You like you, can't live without it,You like you, let's shout about it,You are Freedom's child.We need all the different kinds of

people we can find,To make Freedom's dream come true.So, as I learn to like the differences in

me, learn to like the differences inyou.

I like you, no doubt about it.You like me, can't live without it.We are free, let's shout about it.Hooray for Freedom's child!

Figure 1. "I Am Freedom's Child" by BillMartin, Jr.

reenacted the protest march. We marchedaround the classroom carrying previously madeplacards and singing the Civil Rights song. Thechildren were very enthusiastic about theprotest march.

The children are told that after many, manydays of marching, the unfair/bad law waschanged and because of Rosa Parks, Dr. King,and many other people, bad laws werechanged. They are told that both Black andWhite people can sit anywhere they like on thebus, and go to the same restaurants andschools. More importantly, they are told that,as a result of the Civil Rights Movement,children of all races are able to be in our class-room. Also, they are told that, because of thework of people like Rosa Parks and Dr. King,their life is better today. Emphasis is placed on


18


the idea that the children can use their wordsand positive actions to change unfair rules orsituations.Poem: Children recite "I Am Freedom'sChild" (Figure 1).Books:

A Picture Book of Martin Luther King, Jr.,David A. Adlar.

Happy Birthday Martin Luther King, JeanMarzollo.

Martin Luther King, Jr.: A Biography forYoung Children, Carol Hilgartner Schlankand Barbara Metzger.

Reference:Derman-Sparks, L., & A.B.C. Task Force.

(1989). Anti-bias curriculum: Tools forempowering young children. Washington,DC: National Association for the Educationof Young Children.

Stage 3: Ethnic Identity ClarificationGrade: Pre-School/Head StartEthnic Focus: African AmericanIntroduction: Kwanzaa is an African-Americanholiday based on an African harvest celebra-tion. It starts on December 26 and ends onJanuary 1. Kwanzaa in Swahili means "first"which means the first fruit of harvest. Kwanzaa

is based on seven principlesUnity, Self-determination, Collective Work and Responsi-

bility, Cooperative Economics, Purpose,Creativity, and Faith.Objective: 1. To share a special holiday thathonors African-Americans.

2. To increase children's awareness of thevalues, beliefs, and customs of the African-American community.

3. To expose children to other importantholidays.Warm Up: Kwanzaa items were introduced toclass during circle time as follows: Kinara-candle holder; set of seven candles, three red(color of struggle), three green (hope for thefuture), one black (African-Americans); strawmat; vegetables and fruits (artificial or real).Children were allowed to explore these itemsand any questions that they had were answered.The items were used to create an interestcenter. Other items included were batik cloth,African arts masks, and carvings.Activities: The following day, the first candlewas lit. During small-group, the childrencollectively glued a collage of pictures of bothfamous African Americans and everydaypeople of all ages on butcher paper. Alsoincluded in the collage were pictures of animalsand maps of some African countries. Thefinished collage was used to decorate the class-room door. During the activity, the childrenrecognized important faces such as MartinLuther King, Jr.DAY THREE: The second candle was lit duringcircle time. The principle of self-determinationwas discussed with a focus on making choicesin situations like deciding where to play andwhom to play with during free play. We alsodiscussed people who helped bring aboutchanges to create a free and fairer life. Peoplelike Martin Luther King, Jr., and Rosa Parkswere mentioned.

In small-group, the children made paperchains using red, green, and black strips ofconstruction paper. Later, the individual chains


19

12 Tomlinson

were linked together to make a longer chainwhich was used to decorate the classroom.Days Four, Five, Six, and Seven: The candlefor the day was lit. Children were engaged inactivities like weaving paper place mats. On thelast day, the class made an African dish; aNigerian dish, to be specific. The dish isknown as Akara which consists of pureed blackeye peas fried into pancakes. The mood was setfor a feast by arranging the place mats andsettings. The children listened and danced toAfrican-American music while at least threetypes of African drums remained on display inthe classroom.

Books:My First Kwanzaa Book, D. M. Newton

Chocolate.Moja Means One, Muriel Feeling.Jambo Means Hello, Muriel Feeling.Abiyoyo, Pete Seegers.

Reference:Committee for Children. (1991). Second Step:

A violence-prevention curriculum. Pre-school-Kindergarten (ages 4-6). Seattle,WA: Author.

Ms. Irales has contributed lessons for Stages1, 2, and 3 which illustrate the engagement ofstudents in a variety of creative activities usinga variety of reading resources. The studentswere involved in collaborative group andindividual work using worksheets, poems, andencyclopedias to enrich classroom discussionand inspire creative authorship related to criti-cal issues of ethnic identity. Class participationwas elicited in response to reading materials

that inspired the production of venn diagrams,semantic maps, and acronyms illustrating andreinforcing the ideas of self-concept, copingmechanisms, and cultural pride.

Stage 1: Ethnic Psychological CaptivityGrade: 6thEthnic Focus: Puerto RicansObjective: 1. To identify the negative societalbeliefs about Puerto Rican people before theUnited States intervention.

2. To identify the ethnic group and its char-acteristics before and after U.S. intervention(see Venn diagram, Figure 2).

3. To recognize the misconceptions of ourPuerto Rican identity that come from othersand from our own subculture in New York.

4. To identify future goals and decisionmaking to choose better role models and togain pride about our identity.Materials:

semantic maps to clarify the concept of"Jibaro" de Manuel Alonso, a PuertoRican poet, about being born and raised inP.R. and about Puerto Rican people thatare born and raised in New York.Venn diagrams of "The Jibaro" and of anactual Puerto Rican.Venn diagrams of a Puerto Rican and aNewyorican.guide questions to discuss the poem.students ideas.

Procedure: For a warm-up activity usingsemantic maps, ask the students about thecharacteristics of Puerto Ricans that are bornand raised in Puerto Rico and of others withPuerto Rican backgrounds like Newyoricans.Poem: Read the poem "El Jibaro" by ManuelAlonso (Figure 3).


20

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22

14 Tomlinson

Color moreno, frente despejada,(Dark skinned, relaxed)

Mirar languido, altivo y penetrante,(Looking for tranquility, proud andprofound)

La barba negra, palido el semblance,(Dark bearded, fair skinned)

Rostro enjuto, nariz proporcionada.(Rich complexion, sculpted nose)

Mediana talla, marcha compasada,(short in stature, rhythmic walk)

El alma de ilusiones anhelante,(The soul is full of hopes and dreams)

Agudo ingenio, libro y arrogante,(Very bright, free spirited and confident)

Pensar inquisto, mente acalorada.(Always curious and vibrant).

Humano, afable, justo, dadivoso,(Humanitarian, considerate, just,dedicated)

En empresas de amor siempre variable,(Loves intensely and passionately)

Tras la gloria y placer siempre afanoso,(Seeks glory and works diligently)

Y en amor a su patria insuperable:(And there is no comparison to hispatriotism)

Este es, a no dudarle, fiel diseno(This is, without a doubt, a realreflection)

Para copiar un bumf Puertorriqueno.(For the model of a good Puerto Rican).

Figure 3. "El Jibaro" by Manuel Alonso,with English translation in italics.

Guides:Identify the physical characteristics, ge-netic pool, values, and attitudes of elj ibaro.Compare these characteristics with thePuerto Ricans and Newyoricans.Add your ideas to the semantic maps.

Consider what other cultures think aboutus (as Puerto Ricans), about their experi-ences with us, their feelings, and theirbeliefs.Identify possible reasons why othergroups have these points of view.Define our characteristics as Puerto Ri-cans in Cleveland and give examples ofleaders or role models that are famous inPuerto Rico and in America.

Evaluation: Cooperative or individual learningtakes place in a variety of ways includingcreative writing. For example:

writing in different literary styles such aspoems, composition, descriptive para-graphs, narratives, as well as expository,persuasive, or propagandistic styles, orautobiographies, rap, acronyms, comicstrips or plays.tape recorded interviews (to improve oralexpression, listening skills, and conduct-ing interviews as well as social skillsincluding cultural integration) on thefollowing topics:misconceptions about my race andmy real identity

-how related experiences and classroomexperiences help me to cope with theother's point of view about my raceand clarify my values or identitywhy I am proud to be a Puerto Rican

Extension Activities:1. The students will identify other groups'

cultural influence and how and why we assimi-late.

2. The students will identify positive rolemodels in our community and make a frame-work or workbench to share in Puerto Rico


23


Week or Hispanic Month. (They will interviewthe leaders of Cleveland and become authors orco-authors of their findings.)

3. The school library will develop a Re-search Center.

4. The school will develop a MulticulturalNewspaper to promote cultural integration andcultural identification in order to increase self-respect and respect, awareness, and pride forCleveland's cultures and sub-cultures.

Stage 2: Ethnic EncapsulationGrade: 6thEthnic Focus: Puerto RicansTopic: Racism, Prejudice, and EthnocentrismObjective: 1. The students will be able todefine the concepts of racism, prejudice, andethnocentrism; develop an awareness of andreduce racial pressures and tensions in school.

2. The students will identify the elementsthat contribute to prejudice and ways of copingwith negative feelings in a constructive way.Materials:

chalkboard, colored chalk, pen, notebooksWorld Book Encyclopedia and worksheeton "Tales of the Prejudice"

Procedure:1. Brainstorm on the board to define the

following terms:racismprejudiceethnocentrism

2. Discuss the concepts for clarification andcompare with the World Book Encyclopediadefinitions.

3. Write the following words on the boardand discuss their meaning:

racial tensiona straining of relationshipsbetween various racesbi-raciala result of mixing of differentracescultural awarenesshaving knowledge ofthe customs and traditions of a group ofpeople

4. Divide the class into groups to read theworksheet and review the directions for "Talesof the Prejudice"

5. Ask the students the following questions:-Why do you think some people think

that their color is best?Why do you think people say cruelthings about someone's color?Has anyone said something cruel aboutyour color? How did it feel?How do you think our families influencethe way we choose our friends and socialgroups?

6. Ask students about racial tensions thatthey have seen in their school.

7. Have each group discuss some positiveand/or negative reactions to the situations listedbelow and share with the class.

interracial dating-being denied service of any kinddue to racebeing denied employment due to race

-being ignored because of your race8. Complete this activity by asking for some

ways that students can cope with and improveracial issues at school. Discuss some goodstrategies that might also reduce conflicts andfights resulting from racial tensions and pres-sures.Activities:

family tree and picture contestfood and music festival


24

16 Tomlinson

cultural newslettersa resource bank of different ethnic groupsthat have given something of value to oursociety in the last 10 years

1111,..,4111

Stage 3: Ethnic Identity ClarificationGrade: 6thEthnic Focus: Puerto RicansObjective: 1. The students will develop a senseof clarified ethnic identity through a focus ontheir ethnic and national heritage from PuertoRico.

2. The students will use their creativity tomake an acronym that expresses the positivepoints about their nationality, the characteris-tics of their country, and its people.Materials: Chalkboard or notebook and flipchart, pens, chalk, and magic markers.Procedure: 1. Students will collaborate in smallgroups to brainstorm the positive characteris-tics of the island of Puerto Rico, of its people,and of their contributions.

2. For each letter in the words "PuertoRico" students will link a phrase that expressesa characteristic that they have brainstormed.

3. Each group will read their acronym to therest of the class (see Figure 4).

Ms. Elou has contributed lessons for Stages1, 2, and 3 which draw on a variety of readingresources in current events media, such asnewspapers and magazines, as well as videopresentations. A social science focus on histori-cal aspects of geography, politics, and religionrelated to controversial issues of ethnicity wasdeveloped through the use of a literary dramati-zation in dialogue format. Students were en-gaged in discussions based on critical responsesto cultural images and stereotypes; collabora-

Pueblo humilde, pacifico(Humble Pacific town)

Unico en la historia(Unique in its history)

En todo lugar admirado(Admired by the whole world)

Riqueza interior, lleno de(Full of its own riches)

Talentos sin fin y(Unlimited talent and)

Oficialmente ciudadanos americanos.(Officially American citizens.)

Razon, porque tenemos(The reason, because we have)

Iqual derechos que Estados Unidos(Equal rights of the U.S.)

Como Estado Libre Asociado(As a Commonwealth)

Oportunidad bien merecida.(Well deserved [because we

fought in all the U.S. wars]).

Figure 4. Example of acronym activity.

tive group work to record personal reactions;and individual library assignments to capture,in written summaries, the positive elements oftheir ethnicity found in the literature.

Stage 1: Ethnic Psychological CaptivityGrade: 6thEthnic Focus: Arabic AmericansObjective: To identify negative societal beliefsabout Arabs.Materials:

videotapenewspapersmagazines


25


paperspencils

Introduction: Start making a web on the boardby writing Middle East in a circle. Ask stu-dents what they know, hear or watch about thispart of the world (answers may varysuch aswar, terrorism, bombs, peace making, etc.).Procedure: 1. Show students news reports onT.V., in newspapers, and in magazines cover-ing different parts of the Middle East.

2. News reports should show terroristicaffairs all over the world, war, and interviewswith leaders and citizens.

3. Discuss with Arabic students their feelingsabout the videotape.

4. Divide them into groups and ask them tolist all negative feedback that they hear fromthe media and other ethnic groups in the com-munity.

5. Allow all groups to discuss the resultswith their classmates.Evaluation: Ask groups to compare and con-trast their feelings before and after reading,viewing, and discussion.

04...1.'.°0

Stage 2: Ethnic EncapsulationGrade: 6thEthnic Focus: Arabic AmericansObjective: To engage Arabic and Englishspeaking sixth graders in an understanding ofMiddle Eastern people and beliefs.Materials:

illustrations of Arab building mosaics,mosques, clothing, and writings from thetext "The World Today"chalkboard and chalkpaper and pens

Procedure: 1. Students were asked to describethe mosaic, told the Middle East is called a"mosaic of peoples, religions, cultures, andnationalities," and asked to write an interpreta-tion.

2. Groups read and discussed their work.3. Arabic students discussed their nation-

ality, language, and religion.4. The teacher noted similarities and differ-

ences while students identified the prevalentlanguage, right to left use of alphabet, andwrote students' names in Arabic.Example: Arabs' Muslim and Christian faithswere related to effects on traditions, cultures,and Middle Eastern laws. Students were askedwhy it is difficult to define Arab. "Is it basedon nationality, language, or religion?" Overlapof these factors and the countries involvedwere illustrated by creating a web.Evaluation: Evaluation was based on students'identification of similarities and differences.Follow-up: Students of other ethnic groupswere asked to find a brief article on any Arabicculture or tradition and Arabic students wereasked to wear traditional clothing and bring ina traditional dish.

04.1

Stage 3: Ethnic Identity ClarificationGrade: 6thEthnic Focus: Arabic AmericansObjective: 1. To learn about the Arab contri-butions to the world so that Arabic-Americanstudents overcome the misconceptions andshort-comings of their ethnic identity.

2. To develop a positive self-esteem andaffirm ethnic pride.


26

18 Tomlinson

Material:Handout on "Arab Contributions to West-ern Civilization" from Arab World Note-book.

Procedure: 1. Read the handout on Arab con-tributions with the students.

2. Encourage students to discuss how theyfeel about their ancestors who contributed a lotto the world in the fields of Philosophy, Mathe-matics, Medicine, Astronomy, Art, Music,Literature, and so forth.

3. Ask students to share information aboutany famous or well respected Arabic personthat they have heard about or know from theirfamily, community, or people.Evaluation: Divide students into groups andtell them to compare and contrast their feelingsbefore and after reading and discussing thehandout.Closure: Ask students to: (1) go to the schoolor public library to find an article or book thatspeaks positively about any person, place, orevent in the Middle Eastsomething to beproud of; (2) write a summary of the article orbook; and (3) be ready to share it in the class-room.

111...

ConclusionsThe lessons provided here are examples of

powerful and empowering ways in which issuesof ethnic identity and multicultural competencycan be approached. The contributing teachershave used story content, poems, dramaticdialogues, newspapers, magazines, and studentdeveloped semantic maps, Venn diagrams, andacronyms to explore and express cultural issuesboth negative and positive. They have selectedmaterials and related discussion and extended

activities with the guidance of Banks' typologyof ethnic identity and curriculum goals.

The presentation of lessons here has beenfocused particularly on Stages 1, 2, and 3because these stages have been found morechallenging to address in either ethnicallydiverse or ethnically homogeneous groupingsof learnerswhere teachers either are or arenot of the same ethnic background. The chal-lenge exists in all situations (as indicated byteachers' comments provided above), more sothan for Stages 4, 5, and 6. Banks' typologyand curriculum goals have been useful inassisting these teachers with the delicate ma-neuverings in addressing critical issues ofethnic identity development that often remainoverlooked when units of multicultural literacyinstruction are attempted.

The lessons presented here illustrate ways inwhich multicultural literacy can be made morerelevant, more meaningful, more empowering,and more enlightened in the way of criticalthinking and constructive social participationfor learners of all ages from preschool onward.The participating teachers have demonstrateddegrees of freedom and courage in these lessondesigns that reach beyond the traditional andlimited scope of multicultural units that aresimply celebratory (heroes, holidays, customs)and authentic in scope and quality to a deeperapproach which engages learners in the kind ofthinking that engenders positive self-esteem,constructive social action, and ultimately great-er motivation to be engaged in learning aboutself and others.

References

Banks, J.A. (1978). Multiethnic education acrosscultures: United States, Mexico, Puerto Rico,France, and Great Britain. Social Education, 42,177-185.


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Banks, J.A. (1981). Multiethnic Education:Theory and Practice. Boston: Allyn and Bacon.

Education Commission of the States. (1988). One-Third of a Nation: A Report of the Commissionon Minority Participation in Education andAmerican Life. Washington, DC: AmericanCouncil on Education.

Tomlinson, L. (1995). The effects of instructionalinteraction guided by a typology of ethnic identitydevelopment: Phase one (Research Report No.44). Athens, GA: NRRC, Universities of Geor-gia and Maryland College Park.

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