On...Transformed, Inclusive Schools: A Framework to Guide Fundamental Change in Urban Schools

Multicultural education is not merely a set of skills and procedures learned at one point in time and applied over and over again. It is a process through which educators and other service providers learn to interpret and adapt to their personal encounters with one another. Through multicultural education, teachers and students become culturally responsive and competent, creating new pathways for communication and knowledge sharing (Liston & Zeichner, 1996).

"Why Are All the Black Kids Sitting Together in the Cafeteria?" And Other Conversations About Race

Achieving Educational Equality Through Curriculum Desegregation

Deals with how to school curricula should be reformed to equalize educational opportunities for culturally different students in the U.S. Emergence of a dual system of access to knowledge and accountability for performance; Persistence of unequal learning opportunities; Discussion on the general pattern of curriculum; Direction of curricula development.

Advocacy--Professional School Counselors Closing the Achievement Gap Through Empowerment: A Response to Hipolito-Delgado and Lee

A commentary on an article by Hipolito-Delgado and Lee that appeared in this issue of Professional School Counseling is provided. In the article, Hipolito-Delgado and Lee proposed that school counselors draw on empowerment theory to help marginalized and oppressed students. The writer discusses the potential of this empowerment framework for developing a multicultural, comprehensive school counseling program.

An observational study of multicultural education in urban elementary schools.

Becoming Culturally Responsive Educators: Rethinking Teacher Education Pedagogy

This practitioner brief deals with designing teacher education programs (TEPs) that are mindful of student diversity. It applies to all teacher educators, teachers and parents. Despite the steadily increasing numbers of culturally and linguistically diverse student populations in schools, not all TEPs readily embrace multicultural education or culturally responsive teacher education pedagogy. In this brief, the authors demonstrate the need for rethinking current approaches to teacher...

Cambodian Invisibility: Students Lost between the "Achievement Gap" and the "Model Minority"

This article discusses one aspect of a research study that explored the school experiences of Cambodian American students. Due to their invisibility in the school setting and also in the literature on school reform, these children from refugee families are often overlooked as schools attempt to "close the achievement gap." Through their own words, the young people provide insight as to why the schools are so ineffective in educating them, resulting in disproportionate dropout rates and...

Culturally Responsive Literacy Instruction

This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all teachers of culturally and linguistically diverse students who are interested in improving literacy instructions. In order for culturally and linguistically diverse students to become productive members of society, they need to be fully functional participants in literate communities. Literacy is pervasive not only in school but in...