The objectives of excellence and equity in minority teacher education are discussed in terms of recent social realignment. It is argued that, because most institutionalized discrimination has been eliminated, perpetuation of multiple sets of requirements for teacher candidates is not needed. (MT)

Holds that the "Bakke" decision simply reaffirmed an insufficient commitment to equal opportunities for Blacks in higher education. Reviews several studies, including research conducted at the Institute for the Study of Educational Policy (ISEP) that has focused on the social and economic context of educational discrimination. (GC)

Examines the implications for early childhood education of certain countries' failure to entrench children's rights in statutes or advocate forcefully on behalf of children. Argues for the rights of the child, especially where there is discrimination or inequality or where early education has to contend with excessive population growth. (BG)

This paper argues that social justice demands that discrimination on the basis of irrelevant qualifications be made illegal. Just as historically it was seen as 'natural' for discrimination in employment and education to be made on the basis of class, gender, ethnicity, sexuality, disability and age, so (at present) most people see discrimination…

While the academy has made real efforts at creating opportunities for people of color in the last several decades, real integration remains wanting. In the majority White, upper-class academy, people of color are often seen but not heard. Working from the experience of the author--a first generation Latino in higher education--this piece examines…

Instructional validity indicates that a district is testing what is taught. Minimum standards of fairness in pursuing educational equity are proposed. The standards include efforts to remediate students who fail competency tests, use instructional validity studies; present an adequate opportunity to learn, make an appropriate use of results, and…

Discusses problems in the Japanese educational system, such as increasing school violence, controversy over textbook revisions, budget cuts and the educational discrimination against minorities, particularly Burakumins and Koreans. (CMG)

Describes public education for Blacks and Coloureds in Namibia as a tool of the apartheid system meant to ensure that Namibians will be illiterate or at best semi-skilled. Also describes efforts of the United Nations Council for Namibia and the Southwest People's Organization to provide Namibians with equal education. (CMG)

Argues that in 1982 inequality in U.S. education grew while racism gained new ground. (CMG)

Teacher prejudices exert powerful influences on student growth and development and are naturally restrictive whether the prejudice comes from biases about intelligence, sexuality, ethnicity, physical appearance, or socioeconomic status. (JMF)

Describes how formal and informal school policies exacerbate the alienation of minority students and intensify social stratification. Discusses the effects of school sanctions, tracking and leveling, economics, sorting and selection, and dependency on minority students. Recommends six state-mandated changes. (DMM)

Discusses the inherent inequalities of the child-care and education system in the United States, in which the middle and upper classes have access to well-funded private and community institutions, while the lower class has to make do with substandard and compensatory programs, such as Head Start, which are often poorly funded. (MDM)

Inequalities produced by the school system are an important topic for feminist thought and debate. Schools are an integral part of the institutional processes for the differential allocation of agency. They reproduce the social organization of inequality and exclusion at multiple levels. School systems are well-insulated from change initiatives…

Differentiates the various semantic levels and dimensions of the concept of equal opportunity and examines whether the demand for equal opportunity in education will help eliminate inequality. (Author/BSR)

Reviews presidential and congressional support for school desegregation over the past decade and discusses four recent court cases. Holds that lack of federal support for school desegregation and the failure to retain busing as a remedy for segregated schools mean that educational inequalities will persist for minority students. (GC)