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Descriptors:
Black Culture; Black History; Curriculum Development; Educational Theories; History Instruction; Minority Groups; Multicultural Education; Racial Bias; Racial Differences; Racial Relations; Social Theories

Abstract:
Most white, middle-class citizens see society from a monocultural perspective, a perspective that assumes, often unconsciously, that persons of all races are in the same cultural system together. This single-system form of seeing the world, is blind to its own cultural specificity. People who see persons of other races monoculturally cannot imagine the reality that those "others" think of themselves not in relation to the majority race but in terms of their own culturally specific identities. This paper presents an "interactive phase theory" with regard to race that is intended to reassess school curricula in terms of heightened levels of consciousness concerning race. In the context of U.S. history courses, five phases are presented: phase one: all-white history; phase two: exceptional minority individuals in U.S. history; phase three: minority issues, or minority groups as problems, anomalies, absences, or victims in U.S. history; phase four: the lives and cultures of people of color everywhere as history; and phase five: history redefined and reconstructed to include all people. (DB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Higher Education; Males; Racial Discrimination; Sex Discrimination; Sex Fairness; Whites; Womens Studies

Abstract:
In much the same way that men are not taught to acknowledge all the ways they are privileged in society, whites are not taught to recognize how their status as white people confers on them many privileges. Arguing that male privilege and white privilege are interrelated, and that both types of privilege are unearned and unjustified, this paper begins by reviewing several layers of denial that men have about their privilege and that work to protect, prevent awareness about, and entrench that privilege. The paper goes on to present parallels from one woman's personal experience, with the denials that veil the facts of white privilege. Forty-six ordinary and daily ways in which this one individual experiences having white privilege within her life situation and its particular social and political frameworks, are listed, and ways in which the list applies equally to heterosexual privilege are also pointed out. It is concluded that all the various interlocking oppressions take two forms: an active form which can be seen; and an embedded form which members of the dominant group are taught not to see. To redesign the social system therefore requires acknowledgement of its colossal unseen dimensions. (DB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Philosophy; Educational Policy; Elementary Secondary Education; Federal Government; Federal Programs; Feminism; Political Influences; Politics; Role of Education; Sex; Sex Bias; Sex Differences; Sex Role

Abstract:
This conference address, which originally concerned "gender issues in the schools," was modified at the last minute to contain arguments that counter and criticize a federal program for education put forth by President Ronald Reagan in a speech delivered earlier at the same conference, and the text of which is included here. The key themes within the President's five-point program were choice, teachers, curriculum, setting, and parents. This countering address argued that President Reagan's program was an attempt to use education to perpetuate the existing status quo and continue the marginalization of women, blacks, and other groups traditionally lacking in power. The countering address also presented a theoretical framework in which to see gender issues in education. The framework centered on the idea that society and the human psyche have been artificially divided into competitive and collaborative functions, and that these functions have caused gender roles and public institutions to become deeply flawed. A theory for revisualizing the history curriculum, and the study of women within it, is outlined and discussed. (DB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Development; Educational Change; Females; Feminism; Graduate Study; Liberal Arts; Scholarships; Social Science Research; Undergraduate Study; Womens Studies

Abstract:
This directory lists and describes projects at colleges and universities that are designed to integrate the work of feminist scholars into the higher education curriculum. The directory is designed to provide a support system among the coordinators of these programs by informing them of each other's existence and progress. The directory also is designed to serve as a source for those interested in initiating curriculum change projects at the college and university level. Sixty institutions are covered in the directory. (DB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Course Content; Curriculum Design; Curriculum Development; Females; Feminism; Higher Education; History Instruction; Sex Bias; Sex Fairness; Womens Education; Womens History; Womens Studies

Abstract:
Presented from a feminist perspective, the document describes five interactive phases of curricular revision. Each phase occupies a different level on a "broken pyramid" hierarchical structure representing different ways in which women are included in curriculum. In such a structure, winners are few and near the peak; losers many and nearer to the bottom. Examples from the study of history serve to describe the five phases. In phase 1, "womanless history" would be history that focuses not on the vast majority of the world's population (woman and nonwhite males), but rather on a privileged class of men in the western world. In phase 2, "women in history," historians focus on more women than phase 1, but only on a famous few. Phase 3 acknowledges more women than phases 1 and 2 but acknowledges women not as part of the norm, but as a problem for the scholar, the society, or the world of the powerful. Phase 4, "women as history," includes more women that the previous stages and explores all life beyond the public world of winning and losing, into private, invisible, and domestic spheres. Curriculum revision in phase 5, the hardest to achieve, redefines and reconstructs history to include women collectively, based on global imagery of self and society rather than on a winning-losing pyramid. The document concludes with hypothetical examples (told in storytelling format) of young women encountering these five interactive phases of curriculum development in five specific disciplines (English literature, psychology, biology, art history, and history). (LH) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Caregivers; Educational Research; Employment Potential; Employment Practices; Females; Higher Education; Policy Formation; Program Descriptions; Research and Development Centers; Research Projects; Research Utilization; Sex Discrimination; Sex Fairness; Social Science Research

Abstract:
Research on women can influence policies and behavior in the public and private sectors if existing institutional structures and the areas to be influenced are taken into consideration. Five projects undertaken by the Center for Research on Women and Wellesley College (Massachusetts) illustrate optimum strategies for conducting applied and policy-oriented research on women. Individual projects addressed the problems of a dearth of research on women conducted by women, women's inability to compete equally with men in the job market because of family responsibilities, the absence of women in positions of executive power within American businesses, the failure of men to take responsibility for the daily care of their children, and the Center's failure to award grants for women's research to minority women. Each of these projects met considerable success in alleviating the given problem because it worked from within accepted political or social structures and thus the findings and recommendations were accepted and publicized. For example, the goal of encouraging research on women by women was met by establishing a grant program for tenured female faculty within the college, the problem of female entry into executive business positions was studied through a grant provided by a private business corporation, and the issue of women's inability to compete with men for jobs because of child care demands was addressed through a United States Civil Rights Commission grant to study child care facilities. (LP) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (223K)