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CURRICULUM DESIGN FOR THE STUDY OF ETHNIC SURVIVALS
Title
A CURRICULUM DESIGN FOR THE STUDY OF ETHNIC SURVIVALS.
Creator
Diaz, Carlos F., Florida Atlantic University, Cook, Joseph B.
Abstract/Description
The problem examined by this study is that there is no conceptual design for teachers and students in the social sciences for (1) organizing ethnic content and (2) comparing and analyzing ethnic group experiences. The following research questions were addressed: (1) What factors about the experiences of ethnic groups inhibit or promote the retention of original cultural characteristics? (2) Which of the original cultural characteristics of an ethnic group were lost voluntarily and which were...
Show moreThe problem examined by this study is that there is no conceptual design for teachers and students in the social sciences for (1) organizing ethnic content and (2) comparing and analyzing ethnic group experiences. The following research questions were addressed: (1) What factors about the experiences of ethnic groups inhibit or promote the retention of original cultural characteristics? (2) Which of the original cultural characteristics of an ethnic group were lost voluntarily and which were lost as the price for inclusion into the larger society? (3) What factors account for the different rates of retention of original cultural characteristics among various ethnic groups? (4) What is the significance of presenting material in the social sciences from a monoethnic perspective? (5) Among the original cultural characteristics that ethnic groups have, which are most susceptible to extinction or modification? (6) What is the effect of the length of stay of an ethnic group in the host society on the retention of original cultural characteristics? and (7) What is the difference in the retention of original cultural characteristics, if any, among ethnic group members who settled in rural or urban areas? The study reviewed the literature in two categories: literature on the topic of ethnicity and works on incorporating ethnic content to create a multiethnic curriculum. The literature on ethnicity produced a series of characteristics which help to define the parameters of ethnic identity. This literature also gives steps which facilitate or retard the integration of an ethnic group in the host society. The literature on teaching ethnic content revealed some very useful approaches, models and typologies. Host materials in this field were found to have been published in the last decade. This literature did not produce a detailed design that could be used in the classroom to analyze the factors which affect the retention or loss of an ethnic group's original cultural characteristics. The theme developed in this study begins with an analysis of selected characteristics of an ethnic group's original culture. Experiences of an ethnic group which modified one or more of the characteristics of original culture were identified. The final phase is the determination of what characteristics selected survived until the present and in what form. The design then documents the characteristics at the point of origin, passing through the modifying experiences and the extent to which the characteristics chosen survived. The initial design was sent to a panel of experts in multiethnic education. Their reactions were then incorporated into a revised design. The revised design was then applied to three ethnic groups: Black, Cuban and Jewish-Americans. These groups were chosen because they represent ethnicity along racial, national and religious lines. The application of the design revealed that the design contained the flexibility to accommodate the analysis of different types of ethnic groups. The design was of significant assistance in examining and classifying information on each of the three ethnic groups as well as providing a framework from which a summary about each group could be compiled. Several recommendations for future research were made as a result of this study. The recommendations are: (1) Future research could focus on a cross-national comparison of an ethnic group's adaptation in two or more societies. (2) An analysis of stages of ethnic identification and the factors that affect this spectrum of identity is recommended. (3) More study needs to be done on cultural characteristics developed by an ethnic group which are neither derived from its original culture nor similar to patterns found elsewhere in the host society.
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Date Issued
1980
PURL
http://purl.flvc.org/fcla/dt/11764
Subject Headings
Social sciences--Study and teaching
Format
Document (PDF)
The development, implementation, and evaluation of a Strategic Prejudice Reduction Framework and its effect on dogmatism levels of college students
Title
The development, implementation, and evaluation of a Strategic Prejudice Reduction Framework and its effect on dogmatism levels of college students.
Creator
Allgood, Ilene, Florida Atlantic University, Diaz, Carlos F., Pisapia, John
Abstract/Description
Dogmatism is an uncritical, rigid way of thinking that correlates strongly with prejudice. Prejudice is an attitude, usually unfavorable, toward individuals or groups, arrived at through an uncritical thought process and a disregard of the facts. Dogmatism, because of its connection with prejudice, vitiates students' chances for learning. Dogmatism in teachers creates an inequitable distribution of education to the extent that marginalized minority students are shortchanged educational...
Show moreDogmatism is an uncritical, rigid way of thinking that correlates strongly with prejudice. Prejudice is an attitude, usually unfavorable, toward individuals or groups, arrived at through an uncritical thought process and a disregard of the facts. Dogmatism, because of its connection with prejudice, vitiates students' chances for learning. Dogmatism in teachers creates an inequitable distribution of education to the extent that marginalized minority students are shortchanged educational opportunities. The nature of dogmatism and its impact on education is covered in the literature. Moreover, pedagogical and andragogical strategies which utilize the cognitive and affective domains to heighten critical thinking ability and empathy for others are also addressed in the literature. A Strategic Prejudice-Reduction Framework, the Dogmatism Diminution Model (DDM), was developed, implemented, and evaluated in a university setting. The DDM is not designed to be a discrete course; rather it is meant to be infused within a multicultural education class. The key features of the DDM are its domains, the Cognitive, Reflective, Emotive, and Active through which the course content is relayed. The Cognitive and Emotive domains of the DDM correspond to the cognitive and affective literature, the Reflective domain corresponds to the literature on critical thinking, but the Active domain of the DDM is not associated with the behavioral domain of the literature. Instead it is related to the research on service learning. Three hypotheses were tested. Two dealt with the DDM and the third with a demographic correlate of dogmatism. In order to determine the effectiveness of the DDM, Milton Rokeach's (1960) Dogmatism Scale was administered in a pretest/posttest design. The data were submitted to an ANCOVA and subsequently to a post hoc Scheffe test to determine between which pairs of groups differences in means occurred. ANCOVA was used to compensate for the effect that the pretest might have on the results of the posttest. The comparison of means among the four groups identified a significant reduction in the level of dogmatism at the alpha = .05 level between the DDM group and the Control group as well as one of the other two experimental groups. However, in a paired-score comparison of the treatment group itself, no significance was found with the sample of 31 subjects. This could be attributed to a lack of power in the sample size. Finally, a Pearson Product Moment Correlation of .154 was significant at the 95% confidence level between the variables of dogmatism and degree of religiosity.
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Date Issued
1998
PURL
http://purl.flvc.org/fcla/dt/12583
Subject Headings
Dogmatism, College students--Attitudes, Multicultural education, Prejudices, Teacher-student relationships
Format
Document (PDF)
From Economics to Resources: Teaching Environmental Sustainability in Peru's Public Education
Title
From Economics to Resources: Teaching Environmental Sustainability in Peru's Public Education.
Creator
Adriazola-Rodriguez, Ana, Keaton, Kenneth, Diaz, Carlos F., Florida Atlantic University
Abstract/Description
This dissertation examines the teaching of environmental awareness in Peru's public educational system and how it needs to be consciously taught and improved in order to overcome contamination and pollution of resources and decrease poverty. This is a situation afflicting a significant percentage of Peruvians, who face difficulty in surviving and living well because the scarcity of clean air and water, unpolluted land, and affordable energy, which are basic environmental resources. The...
Show moreThis dissertation examines the teaching of environmental awareness in Peru's public educational system and how it needs to be consciously taught and improved in order to overcome contamination and pollution of resources and decrease poverty. This is a situation afflicting a significant percentage of Peruvians, who face difficulty in surviving and living well because the scarcity of clean air and water, unpolluted land, and affordable energy, which are basic environmental resources. The teaching of environmental awareness, as mandated by Educational Peruvian Laws and curriculum, should be redesigned to promote environmental ethical awareness and sustainability to guard Peru's natural and cultural resources, bounty and beauty before it is too late. In this way, education will promote a better level of life for the majority of Peruvians. Peruvian public education is presently in a state of emergency, as has been recognized by the former minister of education Javier Sota Nadal (2004-2006). Only 1 0% of students leaving high school understand what they read and only 4% do well in mathematics. A number of reasons contribute to this tragedy. Among them is principally the low quality of teaching and the inadequate budget available for public education. Peru's laws, echoing the Universal Declaration of Human Rights, and mandate good and free education and guarantee the right to live well. The reality is that none of these rights are properly given to the majority of poor Peruvians. This dissertation offers a course of action to teach and spread out not only environmental awareness, but also environmental ethics and sustainability from a personal perspective. This rounded concept, if applied, will form citizens able to guard, protect, and preserve natural and cultural resources. The needed environmental ethics and sustainability education will gradually guarantee, from early in life, a truthful way to love, care, protect and preserve the ecosystem. Also encompassed within this concept is to positively influence the behavior of professionals, economists, politicians, and citizens. It envisions interconnectedness between humans and the environment based on the teaching of environmental ethics and sustainability, educating children to develop critical thinking, and creativity, as well as adopting eco-design principles. This different approach could definitely better the new generation's contribution to preserve natural and cultural resources and to reduce poverty as well as contribute an example to other countries. Present and future Peruvian generations will be able to connect, care, protect, and sustain resources, so when it comes to sustainable development, they will be fully aware of the consequences of their actions toward the environment, themselves and their children's well being. In this way, education would truly fulfill its responsibility.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000564
Subject Headings
Education and state--Peru, Environmental education--Peru, Sustainable development--Study and teaching--Peru
Format
Document (PDF)