ERIC ED135895: Administrator's Checklist for Enhancing Multi-Cultural Curriculum (Multi-Ethnic, Non-Sexist).

DOCQHENI fiESUHE

DD 016

Boyer, James B.

Administrator's Checklist for Enhancing

Hulti'-Cultural Curriculum (Bulti-EthniC/

Non-Sexist) .

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♦Check lists; *Chisf Administrators; Colleges; ♦Cross
Cultural Training; Cultural Background; Cultural
Environment; ♦Cultural Factors ; ♦Curriculum
Development; *Curriculum Problems; ♦Ethnic Groups;
Eacial Discrimination ;• School Environment; Sex
Discrimination; Social Discrimination
Age Discrimination

This ^checklist is presented as a self-test for school
administrators (including principals, superintendents, supervisors,
curriculum assistants, subject-matter specialists-consultants,
librarians, deans and presidents) whose work helps to enhance
multi-cultural curriculum development in schools and colleges* The
goal of tiiis kind of curriculum is to eliminate racism, sexism,
elitism, and ageism. It ^incorporates the anthlropological concept of
culture and includes the physiological, psychological and
sociological dimensions of a group of people. A multicultural
curriculum is concerned with minorities and other groups. It
emphasizes an understanding of third world concepts and recognizes
content which is not of European origin. (Authar/AM)

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ED 135 895

AUIUOB
TITLE

PDB DATE
NOTE

EDBS PEICE
DESCEIPTOES

IDENTIFIEES
ABSIBACT

O

60

Administrator's Checklist

^ FOR ENHANCING

IVIulti-Cultural Curriculum

(Multi-Ethnic, Non-Sexi§t)

/

A Practical Self-Test and Guide to Curriculum Development for
Multi-Culturalism in Schools and Colleges

(Toward Eliminating Racism, Sexism, Elitism and Ageism
in the Totality of the Curriculum)

U S. DEPARTMENT OF HEALTH.
EDUCATION A WEUFAH6
NATIONAL INSTITUTE OF
EDUCATION

THIS OOCUMENT HAS »eP«0;
DUCEO EXACTLY AS REC'JiVcO PROM
THE PERSON OR ORGANIZATION ORIGIN-
ATINGIT POINTS OF VIEW OR OPINIONS
STATEO DO NOT NECESSARILY REPRE-
SENT OFFICIAL NATIONAL INSTITUTE OF
EOUCAHON POSITION OR POLICY

James B. Beyer
Professor and Multi-Cultural Curriculum Specialist
College of Education, Kansas State University
Manhattan, Kansas 66506

2

Boyer's Multi-Cultural Curriculum Checklist

MULTI-CULTURAL CURRICULUM

Multi-Cultural Curriculum incorporates the anthropological concept of culture and includes the physiologi-
cal, psychological, sociological dimensions of a group of people. This particularly includes instructional sequen-
ces which attempt to reflect the totality of American culture, not through assimilation, but through accultura-
tion and visible distinction of one cultural variation from another. Multi-Cultural Curriculum addresses both
the similarities and differences among people within the framework of equal respect Vor such differences. More
specifically, Multi-Cultural Curriculum (1) incorporates content data about highly visible minorities (Black
Americans, Mexican Americans, Puerto Ricars, Native Americans, Asian Americans) as well as others, (2) in-
cludes an understanding of the Third World concepts, (3) recognizes content which is not of European origin,
(4) specifically emphasizes intergroup relations, and (5) recognizes varied sources of content while reviewing
existing curriculum materials (textbooks, film, library books, etc.) for their ethnic diversity and/or objectivity.

ADMINISTRATIVE FUNCTION

Administrative-supervisory leadership in curricular thrusts can never be underestimated or replaced. Those
•educators who are assignee! leadership roles have a unique responsibility for working toward particular thrusts,
especially when those thrusts are not always understood by those who work with them. Persons in leadership
roles are now being called on to assist in enhancing the broad concepts of multi-cultural curriculum in schooling
at all levels (elementary, secondary and post-secondary). Such curricular thrust is needed even if all those enrol-
led in the schools are of European background (that is, even if no minorities are enrolled in the schools).

THE ADMINISTRATOR

For this Checklist, nn administrator is anyone who has managerial or developmental responsibility for (a)
curriculum, (b) personnel, and/or (c) budgetary concerns related to public or private schools. While there are
many administrators who do not directly implement the pupil-learning program, the influence of all school
people is reflected in the substance of curricular learnings. The following Checklist is offered as a Self-Test for
school administrators (including Principals, Superintendents, Supervisors,, Curriculum Assistants, Subject-Matter
Specialists-Consultants, Librarians, Deans and Presidents) whose work help to shape the real learnings of students
in our schools.

AS AN ADMIIMISTRATOR:

— I.Am I well informed of the broad concepts of multi-cultural curriculum entities - including the histori-
cal/sociological development?

'■■ ..}■ ■■ ■ 2. Do I conscipusly avoid innplying the "deficit model" in supporting multi-cultural curriculum?

3. Do I encourage teachers and others to experiment and "be creative" in quest of higher levels of multi-
cultural curriculum effort? If so, in what ways?

4. Am I prepared to work toward resolving conflict among staff persons and teachers who may disagree on
the concepts and procedures of multi-cultural curriculum?

5. Do I arrange time for teachers and staff to work on curriculum development efforts which would en-
hance the thrusts of multi-cultural curriculum?

6. Are there professional opportunities (conferences, meetings, etc.) whioh teachers may attend that expand
the multi-cultural effort in the program for which I am responsible?

7. Do I provide Evaluative Criteria for teachers and staff to assess the multi-cultural impact on the curricu-
lum?

8. Have I examined the hallways, walls, libraries and other parts of tb,e buildings in my school(s) to discover
if the photographs, portraits, etc. there are reflective of the multi-cultural entity?

9. Are the photographs, materials, and other visible items in my office reflective of the multi-cultural
curriculum?

10. Have I communicated how strongly I feel that multi-cultural curriculum is appropriate despite the per-
centage of racially/culturally diverse learners enrolled in my school? in my district?

11. Have I specifically communicated with the Librarian about the acquisition of instructional materials
which would enhance the multi-cultural curriculum?

12. Do I suggest that the Professional Library (Teachers' Reading Center) in my school specifically include
multi-cultural professional jou-nals and books?

13. Do I schedule Professional Faculty Meetings during which the multi-cultural emphasis will be reviewed?

14. Do I provide direct help in assisting teachers to coordinate various disciplines in quest of the multi-
cultural thrust?

15. Do I suggest that the school program use current resources (newspapers, television, human . esources
etc.)?

16. Do I review the student activities program (band/choral music, athletic program. Library Club, Honor
Societies, etc.) in quest of multi-cultural emphasis?

17. Do I raise the issue of cultural diversity with regard to the school lunch menus - in quest of total curri-
cular development?

18. Do I provide opportunities for teachers and staff to share successes and difficulties in implementing mul-
ti-cultural curriculum?

19. Do I lead the staff effort to review the Test Program (standardized tests, teacher-made tests, etc.) in light
— ^_of fnulti-cultural awarerless, content, and instruction?

20. Are standardized tests given on Jewish holidays?

21. Has the issue of January 15 (Martin Luther King's Birthday) becoming a school holiday - been discussed
in your school?

22. Do I provide time for Instructional materials development? (Also assessing for stereotypes? for authenti-
city?)

23. Do I review the economic levels of those learners who are suspended, punished, sent to the PrincipaTs
V off ice, etc.?

24. Do I specifically work at giving visibility to those teachers who make particular effort to enhance the
multi-cultural entity in curriculum? ( Reward System)?

25. Do I suggest that the multi-cultural emphasis become orogram content for P-T-A meetings and the like?
Do I work at helping to communicate the multi-cultural curriculum to parents and the community? If so,
how?

ADDITIONAL MULTI-ETHNIC CONCERNS:

26. Am I familiar with the Council on Interracial Books for Children? ^1841 Broadway, New York 10023)

27. Am I familiar with the Japanese American Curriculum Project? (P, 0. Box 367, San Mateo California

94401)

^28. Am K familiar with "Test Your Textbooks for Racism Rating" and other Viewpoint Newsletters from

Foundation for Change? (1619 Broadway, New York, r.ew York 10019)

29. Am I familiar with Curriculum Guidelines for Multi-ethnic Education? (Position Statement, National

Council for Social Studies, 1515 Wilson Blvd., Arlington, Virginia 22209)

30. Am I familiar with the Mexican American Curriculum Office and its compilation of materials on Mexican

Americans? (c/o Xerox, Book Catalogs Dept., 300 North Zeeb Road, Ann Arbor, Michigan).

31. Am I familiar with the American Library Association's Bibliographic Materials on Multi-ethnic Media?

{ALA, 50 E. Huron Street, Chicago, Illinois 6061 1)

32. Am I familiar with Textbooks and the American Indian (by Jeanette Henry)? (c/o The Indian Historian,

1451 Masonic Avenue, San Francisco, California 941 17).

33. Am I familiar with national efforts to improve all aspects of children's literature?

34. Am I familiar with the work of the Human Relations Division of the National Education Association?

(1201 Sixteenth Street, N.*W., Washington, D. C. 20036).

35. Am I familiar with the nature of - and impact oi - Bilingualism in schooling? (See Learning in Two

Languages - a Phi Delta Kappa Fastback by Ricardo Garcia).

36. Am I familiar with Evaluative Criteria for Multi-Racial, Multi^Ethnic Education? {National Study of

Sc^lOol Evaluation, Arlington, Virginia).

37. Am I familiar with the Association for the Study of Afro-American Life and History? {1401 Fourteenth
Street, N. W., Washington, D. C.)

BOYER'S MULTI-ETHNIC INSTRUCTIONAL CONCEPT

Objectives

Content

Outcomes

(Skills, Concepts,

Behaviors) mm^

1

(Materials, Knowledges)
Ethnic Diversity

Achievement,
Understandings

The Checklist is intended as an awareness and behav- tive philosophy and perception regarding the substance

ioral guide for those administrator-supervisors who of curriculum are extremely significant factors in the

have (or are developing) a commitment to the elimina- ultimate quality of life (chilahood life and adult life) in

tion of racism, elitism, sexism/ and ageism, Administra- America.

' "~*!"/^' ' E P E ENCES

Au^^lf^^' Si^oe L. Boyer (Editors). Curriculum and Instruction Boyer. James B. & Joe L Boyer, Curriculum Desoflregation in Public • .5

After oeseflregation; Form, Substance, Proposals. Manhattan, Kansas: Ag Schools. (Pamphlet). Columbia, Missouri: Midwest Center for equal

Press Publishers. 1975. educational Opportunity. University of Missouri, 1975.