Intensive research attention has focused on developing students' evaluative judgement within the higher education curriculum, but little has addressed how it can be measured. The contextual nature of evaluative judgement makes it difficult to generate an encompassing instrument, highlighting the need for situated measurement tools. Against this…

Rejects the hypothesis that low achievement by migrant children is because of deficient cultural attributes or institutional ethnocentrism of schools. Suggests that schools always discriminate--positively or negatively--when, according to their institutional logic, it appears to be appropriate. (CFR)

Since World War II the United States has become the leader among Western industrial countries in attempting to export its own educational values to developing nations. United States policies, however, have not been based on careful consideration of the specific political, economic, and social realities of these nations. As a result, the…

The combination of Afrocentric students in Eurocentric schools results in a conflict of cultures that places black students at risk. Although schools endorse societal beliefs concerning equal treatment and equality of educational opportunities, certain practices such as the hidden curriculum, tracking, and discriminatory discipline practices are…