In "Teaching Toward Rightful Presence in Middle School STEM," Edna Tan and Angela Calabrese Barton introduce the rightful presence framework, a multifaceted approach to instruction that enables historically marginalized students to gain agency in their science, technology, engineering, and mathematics (STEM) learning. This necessary work…

A need exists in schools for conflict resolution programs to help young people deal with differences. This booklet describes the Educators for Social Responsibility (ESR) conflict resolution program. The program follows nine key concepts: (1) conflict is a part of life; (2) many conflict situations can achieve "win-win" solutions; (3)…

This study examined several facets of institutional racism from the vantage point of 32 white male undergraduates at the University of Illinois at Chicago. The focus was on the situation of minorities already enrolled in the institution and on the perceived equity of certain steps taken, or to be taken, to support their academic progress, social…

Noting that there is near universal agreement that children from families with higher socioeconomic status (SES) have access to more of the resources needed to support their positive development than do lower SES children, this monograph examines the myriad questions remaining regarding relations among SES, parenting, and child development from a…

This volume of essays on class, race, and gender in American education contains an introduction by Lois Weis. Cameron McCarthy and Michael W. Apple contributed an overview, "Race, Class, and Gender in American Educational Research: Toward a Nonsynchronous Parallelist Position." The book has two parts. Part 1, "Different Knowledge,…

Maintains that, during the 1980s, it was difficult to find classroom approaches that effectively challenged racial and class stereotypes. Describes a college community service project designed to teach students about racial, social, and gender discrimination. (CFR)