Atwater, Mary M. (1995). The Multicultural Science Classroom, Science Teacher, vol.62 (2), 20-23.Discusses reasons for implementing multicultural science education in classrooms across the country. Examines classroom demographics, the need for a more scientifically literate populace, the demand for more scientists and engineers, and the demand for social justice. Contains 16 references.

Banks, Cherry A. McGee and LaGrone, Susan. (1994). The 1992 and 1993 Carter G. Woodson Book Awards, Social Education, vol.58 (5), 316-320.States that the Carter G. Woodson Book Award was established to encourage the writing, publishing, and dissemination of outstanding social science books that treat ethnic minority and race relation issues sensitively and accurately. Presents an annotated bibliography of the 12 award-winning books for 1992-93.

Brickhouse, Nancy W. and Stanley, William B. (1995). Response to Good, Science Education, vol.79 (3), 337-339.The authors argue for change in how the nature of science is represented in school curricula and dispute the idea that they have argued for a large expansion in science curricula. The intent is to challenge reformers and educators to take another look at the nature of science and how nature ought to be reflected in the curriculum.

Brophy, Michael. (1991). Global Science, School Science Review, vol.73 (262), 59-66.Approaches taken by a school science department to implement a global science curriculum using a range of available resources are outlined. Problems with current curriculum approaches, alternatives to an ethnocentric curriculum, advantages of global science, and possible strategies for implementing a global science policy are discussed. (27 references)

Burnstein, Stanley M. (1993). Introducing Kush: A Mini-guide to an Ancient African Civilization, Social Studies Review, vol.33 (1), 22-30.Maintains that the challenges of multicultural education include providing reliable information about civilizations for which reliable information is difficult to find. Offers an overview of the history, culture, and significance of the ancient African civilization of Kush. Provides a list of student and teacher references.

Dawson, Susan E. (1994). Fieldwork Among the Navajo: Implications for social Work Research and Practice, Journal of Multicultural Social Work, vol.3 (1), 101-111.Examines cross-cultural issues encountered during a survey on the Navajo Reservation about the psychosocial aspects of uncompensated occupational illnesses. Discusses cultural concerns for non-Indian researchers and social workers related to research design, culture shock, working conditions, legitimation, access, Navajo world view, and Navajo beliefs about health and sickness.

Ditchfield, Christine, Comp. (1987). Better Science: Working for a Multicultural Society. Curriculum Guide 7, School Curriculum Development Committee, London (England).; Secondary Science Curriculum Review, London (England), 49 pp.This publication is one in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. Section one of this guide is concerned with science teaching in a multicultural society. Section two looks at the perceptions held by young people on the multi-cultural nature of science and offers examples of curriculum development undertaken by teachers. Section three describes efforts at two schools to develop an anti-racist and multicultural science curriculum and describes some notions of inequality in science. Section four explores teacher expectations and assumptions and their consequences. Section five examines ways to develop language in the science laboratory. Section six provides some suggestions for inservice activities. Section seven presents recommendations, publications, and a glossary. Also included are an introduction, references, and an appendix with a checklist for analyzing images in curriculum materials.

Elashkar, Sam. (1994). There Is a New World Out There: Internationalizing the Science Curricula, 20pp. (AN: ED382446).With great emphasis on global learning and the greater influx of diverse international students into the community colleges, science instructors need more than ever before to make their classrooms culturally aware. This microbiology course includes a brief introduction to the role of bacteria and micro-organisms in industry, agriculture, and infections. The course will examine "Endemic" (localized in certain countries) and "Pandemic" (world-wide) microbial infections and diseases. Understanding microbial theories of diseases in certain societies, cultures, and countries is important because in helps explain the disease-causing process, effects of geographical locations, and the evolutions of microorganisms. The course also discusses the historical analyses of disease transmission, epidemiological studies and global control mechanisms of diseases. In addition, it will focus on the importance of multicultural/international education and cover some of the terminology involved in such education. The document includes: (1) course description; (2) course objectives; (3) course outline; (4) course materials; (5) teaching strategies and classroom presentation; (6) course requirements and evaluation of students; (7) grading procedure; and (8) suggestions for multicultural/international curricula and syllabi for science classes. Contains 18 references.

Good, Ron. (1995). Comments on Multicultural Science Education, Science Education, vol.79 (3), 335-336.This article challenges the position that school science curricula should be expanded to include examples of sciences from other cultures on the basis that modern science includes people who represent a wide range of cultural beliefs and customs who agree on the nature of science.

Good, Ron, et. al. (1993). Multiculturalism Redefined in Science Education, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Atlanta, GA, April 15-18, 1993), 25 pp.In this paper, a science educator, a social studies educator, and a language educator begin by considering the question of multiculturalism in science education. When multiculturalism is understood as the process of understanding the contextual and situated nature of all knowledge, multiculturalism becomes not something which one puts in science education, but is inherently part of, and necessary to, understanding science and the scientific process. Science, like culture, is not an object to be described, but is negotiated, temporal, and emergent. For students of science to gain a deeper understanding of science and scientific progress the authors argue for more context and complexity in science education. Exploring culturally embedded assumptions regarding the nature of science through using the histories and philosophies of the natural science would help students better understand the dynamic, complex natures of the natural sciences. Multiculturalism should result in a more, rather than less, dynamic science.

Grant, Nigel. (1992). "Scientific" Racism: What Price Objectivity?, Scottish Educational Review, vol.24 (1), 24-31.Throughout history, attempts have been made to use "science" to justify white European and American domination of other racial/ethnic groups and inequities of gender and class. Points out the lack of science and objectivity in the research of Linnaeus, Agassiz, Morton, Broca, Jensen, and Lynn. Suggests implications for antiracist education in the schools.

Haury, David L. (1995). African Americans in Science: Books for Young Readers. ERIC Digest, ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, Ohio. 5pp.American society and classrooms are culturally multifaceted. However, people of color are woefully underrepresented in many professions, particularly those related to the sciences and allied technical fields. An expanding gap, for example, continues to separate the degrees of participation in science programs and careers among European Americans and African Americans. In an effort to fill this gap, many teachers are searching for methods and resources to aid in teaching the contributions that all ethnic groups have made in science. This listing, while intended for readers of all cultures and ethnic identities, contains a list of books and other resources of African American scientists, engineers, and inventors.

Hirsch, E. D. Jr. (1992). Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School, Core Knowledge Foundation, Charlottesville, VA., 8 pp.American elementary school children need a common core curriculum so that they can share common points of references that will enable further learning; multiculturalism must be a part of this curriculum. But two types of multiculturalism exist: one that is universalistic in viewpoint, which might be called cosmopolitanism, and another that is particularistic in viewpoint and stresses loyalty to one's local culture, which could be called ethnic loyalism. An ethnic loyalist holds that each culture has a duty to preserve its own identity against the larger cosmopolis, whereas the cosmopolitan feels he or she is part of a larger cultural framework. It will do black American children little good, for example, to learn a lot about their African and African-American past if they still cannot read and write effectively, do not understand natural science, and cannot solve basic mathematical problems. The only kind of multiculturalism that can overcome these deficiencies is the kind that invites all children to become active, effective members of the larger cosmopolis.

Hodson, Derrick and Dennick, Reg. (1994). Antiracist Education: A Special Role for the History of Science and Technology, School Science and Mathematics, vol.94 (5), 255-262.Claims that the history of science and technology has a special role within a curriculum that seeks to celebrate diversity and combat racism. (42 references)

Hodson , Derrick. (1993). In Search of a Rationale for Multiculural Science Education, Science Education, vol.77 (6), 685-711.Explains that the science curriculum does little to raise the self-esteem of children from some ethnic groups and is seen by many as irrelevant to their experiences, needs, and interests. Explores ways these deficiencies can be rectified to help all children acquire scientific knowledge, interests, and skills without doing violence to their cultural beliefs.

Kehoe, John W. (1994). Multicultural Education vs Antiracist Education: The Debate in Canada, Social Education, vol.58 (6), 354-358.Contends that a debate is taking place about the comparative meaning and merits of multicultural and antiracist education. Concludes that research into the effects of antiracist teaching and multicultural education suggests that, although positive effects are weak, antiracist teaching should continue.

Lewis, Chris H. (1990). Developing an Inclusive Curriculum: A Curriculum Guide for Multicultural Education, Minnesota Univ., Minneapolis. General Coll, 274 pp.This bibliography was prepared to stimulate discussion among the faculty of the General College of the University of Minnesota concerning the field of multicultural education and its impact upon the curriculum of the College. The bibliography lists resources and provides a conceptual framework for developing teaching materials and approaches to multiculturalism across the curriculum. The bibliography lists selected items on: multicultural education; institutional change and curriculum transformation; multicultural teaching and pedagogy; syllabus design and course construction; and multicultural curriculum development. Resources for multicultural teaching are then presented for the following subject areas: anthropology; art; business/economics; composition; global education; history; humanities; language, rhetoric, and communication; literature; mathematics; music; political science; psychology; religion; science; sociology; and women's studies. Within each subject area, resources are arranged by cultural group (African-American, Anglo-European, Asian-American, Chicano/Latino, and Native American) and by concepts such as class, power, and cultural privilege; ethnicity; and sex/gender. In addition to the bibliographic information provided, some resources have descriptive annotations.

Loving, Cathleen, C. (1995). Comment on "Multiculturalism, Universalism, and Science Education", Science Education, vol.79 (3), 341-348.The author discusses concerns related to critiques of a universalist epistemology in science education. Issues discussed include description of the universalist view of science, lack of distinction between multicultural approaches and pluralistic criteria for scientific knowledge, and the kind of science being promoted by multicultural proponents.

Melear, Claudia. (1995). Multiculturalism in Science Education, American Biology Teacher, vol.57 (1), 21-26.Provides tips to science teachers on how to teach multicultural topics in their science classrooms. (28 references)

Mitchell, Judy, and Rhyne, Pam. (1989). A Comparative Study of the Portrayal of Adults in Elementary Science Textbooks, Paper presented at the Annual Meeting of the Southeastern Association of Teacher Educators (San Antonio, TX, November, 1989), 18 pp. (AN: ED32639. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS).The textbook is a predominant feature of most classrooms in the United States. Because the textbook is an important aspect of the educational experience, it is essential that the content of the texts be carefully scrutinized. The purpose of this study was to examine and compare the visual portrayal of racial, ethnic, and gender groups in elementary science textbooks published in the 1970s with those published in the 1980s. An instrument was developed to analyze the nature and type of activity engaged in by these groups as well as how often members of these groups were portrayed. Data were collected from three elementary science textbook series published in the 1970s and three from the 1980s. Although in some areas the portrayal of members of racial, ethnic, and gender groups improved to an extent, the results of this study would indicate that the portrayal of members of these groups is inaccurate and inadequate. Included are the methodology, results, and conclusions.

Morphew, Valerie N. and Key, Kathleen. (1994). The Scientist Scavenger Hunt, Science Scope, vol.17 (6), 48-52.Using a well-planned scavenger hunt, students' awareness of the significance of minorities and women in science is enhanced. Provides a sample scavenger hunt and resource list as well as activities for extension.

Murfin, Brian. (1994). African Science, African and African-American Scientists and the School Curriculum, School Science and Mathematics, vol.94 (2), 96-103.Discusses the need for multicultural science education for all students, compares the nature of science in Africa to traditional Western science and examines the pros and cons of each, considers contributions to scientific knowledge by Africans and African Americans, and presents suggestions for integrating these contributions into the classroom. (34 references)

Peacock, Alan, Ed. (1992). Science in Primary Schools: The Multicultural Dimension, Routledge, Chapman and Hall, Inc., 29 West 35th Street, New York, NY 10001-2299, 185 pp. (AN: ED367762. Document not available from EDRS).This book brings together a number of perspectives on building a multicultural dimension into science teaching in the United Kingdom. Part 1 gives a variety of practical ideas for use in multi-ethnic and all-white classrooms, heeding the constraints of the National Curriculum. Part 2 examines the underlying rationale for a multicultural approach to science education by looking at policy initiatives from other perspectives and other cultures. Chapters are: (1) "Classroom Ideas for Antiracism through Science in Primary Education" (Barbara Wyvill); (2) "The Multicultural Dimension in the Science of Food" (Chris Hannon); (3) "Teaching Science Multiculturally in All-white Primary Schools" (Jasbir Mann); (4) "Supporting Language Learning through Doing Science" (Clare Townend et al.); (5) "Planning Science Lessons with a Multicultural Dimension" (Alan Peacock); (6) "Collaborating with Teachers To Produce New Materials" (John Meadows); (7) "Science for All? Antiracism, Science, and the Primary School" (Barry Troyna and Steve Farrow); (8) "Questions of Policy: Some Lost Opportunities in the Making of Primary Science" (Mike Watts); (9) "Primary Science and the Clash of Cultures in a Developing Country" (Tony Russell); and (10) "Primary Science Teaching in a Developing Country: The Lesson We Can Learn" (Mwangi K. Githui). (Contains 114 references.)

Persell, Roger. (1994). Reworking the Science Curriculum: A Case Study in the Interdependence Between Introductory Biology and Multiculturalism, Journal of Science Education and Technology, vol.3 (4), 249-258.Within the context of a new college wide pluralism and diversity requirement, a large introductory biology course is now the testing ground for an interdependent model of multicultural education. The implications for multiculturalism, science pedagogy, and the pivotal role of introductory courses are discussed.

Powell, Richard R. and Garcia, Jesus. (1988). What Research Says...about Stereotypes, Science and Children, vol.25 (5), 21-23. Reviews research about racial, ethnic, and sexual stereotypes in elementary science textbooks. Describes the demographics of the United States population as of 1980. Compares these demographics to representations in textbooks. Recommends three corrections that need to be made if schools are to attend to the social message in curricular materials.

Reiss, Michael. (1994). The Views of PGCE Science Students on Multicultural and Antiracist science Education, Multicultural Teaching, vol.13 (1), 22-27.A survey of 90 students in Postgraduate Certificate of Education (PGCE) teacher training in science education in England reveals a generally high knowledge of what multicultural science education means and a general understanding that it is important. A smaller proportion of students understood and valued antiracist science education.

Rose, Lillian Roybal. (1995). Healing From Racism: Cross Cultural Leadership Teachings for the Multicultural Future, Winds of Change, vol.10 (2), 14-17.In her presentation at the 1994 American Indian Science and Engineering Society Annual Conference, Lillian Roybal Rose describes how racism results in internalized oppression and internalized rage among minority groups. Rose, who is Mexican American and American Indian, healed from racism by letting go of her rage and allowing herself to relate to others with authenticity and genuineness.

Schoem, David, Ed., et. al. (1993). Multicultural Teaching in the University, Greenwood Publishing Group, 88 Post Road West, Box 5007, Westport, CT 06881, 371 pp. (AN: ED366703. Document Not Available from EDRS).This book provides a collection of papers that address the enhancement of faculty teaching and learning in an increasingly interconnected multicultural society. Three interconnected dimensions of multicultural teaching are focused upon: content, process and discourse, and diversity of faculty and students. Papers and their authors are as follows: "Teaching About Ethnic Identity and Intergroup Relations" (David Schoem); "Continuing the Legacy: On the Importance of Praxis in the Education of Social Work Students and Teachers" (Edith A. Lewis); "Teaching With and About Conflict in the Classroom" (Ximena Zuniga and Mark A. Chesler); "Latinos in the United States: A Framework for Teaching" (Robert M. Ortega et al.); "Reflections on the Teaching of Multicultural Courses" (Luis F. Sfeir-Younis); "Anti-Racism and Multiculturalism in a Law School Class" (T. Alexander Aleinikoff); "Our Lives, Our Histories" (K. Scott Wong); "'A Circle of Learners': Teaching About Gender, Race, and Class" (Linda Frankel); "Multicultural Teaching in Public Health: A Course on Gender, Race, Ethnicity, and Health" (Irene Butter and Kristine Siefert); "The Latina: A Teaching Experience" (Eliana Moya-Raggio); "Lesbian Studies and Multicultural Teaching: A Challenge in Diversity" (Patricia Myers); "The 1988 Presidential Campaign and Multicultural Education" (Bunyan Bryant); "Seeing the Whole of the Moon" (Sharon E. Sutton); "How I Teach Mathematics to Minorities" (Martha Aliaga); "Racial Bias in Science Education" (Lewis J. Kleinsmith); "Waking Up to the World: A Multicultural Approach to Writing" (Ralph D. Story); "Should and Can a White, Heterosexual, Middle-Class Man Teach Students About Social Inequality and Oppression? One Person's Experience and Reflections" (Thomas J. Gerschick); "On Engaging Students in a Multicultural Course on a Global Scale: Risks, Costs, and Rewards" (Ann E. Larimore); "Social Psychology" (Elizabeth Douvan and Joseph Veroff); "Dialogue Groups: An Innovative Approach to Multicultural Learning" (Ximena Zuniga and Biren A. Nagda); "Combating Homophobia Through Education" (Billie L. Edwards et al.); "FAIRteach: Faculty Development on Issues of Racism and Diversity" (Linda Frankel); and "Constructing a Teaching Assistant Training Program with a Multicultural Emphasis" (David Schoem). Also included are a round-table discussion on multicultural teaching, a question and answer section on multicultural education and conflict in the classroom, and classroom and workshop exercises. Contains a bibliography of over 340 items and an index.

Selin, Helaine. (1993). Science Across Cultures, Science Teacher, vol.60 (4), 32-36.Describes scientific and technical accomplishments of the Chinese in developing earthquake detection procedures, paper making, and medicine and of Islamic people in developing astronomy and mechanical engineering.

Selin, Helaine. (1993). Science Across Cultures, Science Teacher, vol.60 (3), 38-44.Describes scientific and technical accomplishments of Africans in developing the calendar, surgery, and gynecology and of Native Americans in developing astronomy, architecture, and agriculture. (Contains 93 references)

Simonelli, Richard. (1994). Traditional Knowledge Leads to a Ph.D.: Doctoral Program Designed around Native Heritage, Winds of Change, vol.9 (4), 43-48.Ph.D. program at California Institute of Integral Studies trains Native Americans and other indigenous peoples to deepen their traditional knowledge and strengthen its environmental impact. A parallel program helps Euro-Americans discover their own indigenous values. Both programs focus on integrating Earth-based knowledge with Western science.

Sing, Sandie F. (1992). We're Neighbors, Let's Be Friends!, Social Studies Review, vol.32 (1), 22-28.Asserts that the Pacific Rim nations of Asia are neighbors to California and that teachers should use that concept as an instructional device. Presents six teaching activities that are linked to the California History-Social Science Framework. Includes step-by-step instructions for implementation. Analyzes two eighth-grade history and geography textbooks for multicultural content. Presents and follows the guidelines established in the "California History Social Science Framework."

Sosa, Maria, Ed., et. al. (1994). Great Explorations: Discovering Science in the Library, American Association for the Advancement of Science, Washington, D.C., 183pp.The American Association for the Advancement of Science (AAAS) Library Institute was a project that brought together 28 school and public librarians from the Washington, D.C., metropolitan area to discuss science, mathematics, and technology. education reform and what can be done to bring it about. This book discusses the project in 12 chapters: (1) "Implementing Reform of Science and Mathematics Education"; (2) "Dirigibles and Submarines: The Rise and Fall and Rise of Science Education Reform"; (3) "Selecting Excellent Science Resources"; (4) "The Perennial Joy of Dinosaurs"; (5) "'Sun/Shadows/Bears': Interdisciplinary Activities for the Library"; (6) "Teaching Science in a Multicultural Context"; (7) "Technology in the Library"; (8) "Libraries As Partners in Reforming Science, Mathematics, and Technology Education"; (9) "Fund-raising for the Media Center"; (10) "Hands-on Science in the Media Center"; (11) "Science Activities and Exhibits"; (12) "Replicating the AAAS Science Library Institute Experience." Appendices contain: list of 105 science resources, materials review form, AAAS Science Library Institute Evaluation form, 20-item list of selected science career brochures, and 7-item list of activity materials suppliers.

Stanley, William B. (1994). Multiculturalism, Universalism, and Science Education, Science Education, vol.78 (4), 387-398.Addresses multiculturalism in science education reform: (1) problems with the universalist account of the nature of science; (2) an examination of some historical cases that illuminate the consequences of maintaining a universalist perspective on science; and (3) an argument for a multicultural perspective on scientific knowledge. Argues that the nature of science should reflect a multicultural perspective of scientific knowledge.

Strutchens, Marilyn. (1995). Multicultural Mathematics: A More Inclusive Mathematics. ERIC Digests, ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, Ohio, 6 pp.Until recently there have not been many links to students' culture in the mathematics classroom. This may be one of the major barriers to achievement of many groups historically underrepresented in mathematics, for these students may see mathematics as a subject that has very little meaning or value for their current or future lives. This digest discusses and illustrates Banks' five dimensions of multicultural education that provide a framework for empowering all students through multicultural mathematics education: content integration, knowledge construction, prejudice reduction, equitable pedagogy, and empowering school culture and social structure. (Contains 20 references.)

Turner, Tony, and Turner, Sheila. (1993). Preparing Teachers for Science in Multicultural Scools: A Survey of Practice in Initial Teacher Education, Research in Science and Technological Education, vol.11 (2), 157-170. Presents results of a survey to science education tutors in university departments of education in the United Kingdom (43 responses). Among the conclusions was the most frequent strategy for raising issues of race, and science teaching appears through analysis of texts for bias or stereotyping and through discussion of the nature of science.

Warren, Beth, and Rosebery, Ann S. (1993). Equity in the Future Tense: Redefining Relationships among Teachers, Students, and Science in Linguistic Minority Classrooms. Working Paper 1-93, National Center for Research in Mathematical Sciences Education, Madison, WI.; National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.; TERC Communications, Cambridge, MA., 39 pp.This paper discusses teaching science to language minority students and describes work with linguistic minority children and their teachers. A key goal of this work is to create scientific sense-making communities in the classroom that parallel science as it is practiced in the world. Following a critique of current practice in science education, the paper explores what conditions are necessary to create classroom communities of scientific sense-making. This is followed by a look at a new approach to teacher development based on the belief that the teacher, whether bilingual, English-As-A-Second-Language, or science specialist, is critical to creating communities of scientific sense-making. Also discussed is the role of discourse appropriation in teacher development, with an example of teachers and students reviewing a homework assignment on acids and bases. A case study of one teacher's experience of learning science in order to teach science illustrates the nature and complexity of the learning process that undergirds the creation of classroom communities. A conclusion brings the issues together and emphasizes that in their reflective practice, teachers can construct a view of science as a socially constituted, meaning-making activity that includes rather than excludes linguistic minority children. (Contains 62 references.)

Wolf, Alvin. (1992). Multicultural Content in California's Adopted Eighth Grade History Textbooks: An Analysis, Social Studies Review, vol.31 (3), 22-45.Discusses the texts' coverage of African Americans, American Indians, Hispanics, Asian Americans, and immigrants from Europe. Evaluates visual presentations as well as quantity and quality of information.

Zuckerman, J. J. (1987). The Chemist as Teacher of History, Journal of Chemical Education, vol.64 (10), 28-35.Discussed is the teaching of history related to chemistry in college chemistry courses. Problem areas including naming things and biases (linguistic, geographical, national, religious, ethnic, racial, cultural, sexual, world views, and government) are discussed. Five suggestions for improving instruction are given.

No author provided. (1993). African Americans in Science, Mathematics, Medicine, and Invention, Curriculum Guide. A Multicultural Curriculum, Peoples Publishing Group, Inc., P.O. Box 70, Rochelle Park, NJ 07662, 149 pp. (AN: ED367759. Document Not Available from EDRS)."The Contributions of African Americans to Science, Medicine, and Invention" is a 39-minute videotape developed for elementary and middle school students and staff. The video, the script, and the curriculum guide in this kit provide significant historical information that is not often available. The video uses student actors to stress the economic and social impact of many contributions made by Africans and African Americans in science, medicine, and invention. Curriculum activities, which are both teacher-and student-directed, use social studies, science, language arts, and mathematics skills to explore other topics introduced by the video. Four sets of task cards and two sets of puzzle cards, correlated to each section of the video; and a list of 73 sources for additional reading, marked for the appropriate age group, are included.