Identifies two conceptual and methodological limitations to current treatments of cultural diversity in social science research: the tendency to treat race, ethnicity, culture, and social class as fixed categories and the tendency to focus on single levels of analysis. Proposes strategic guidelines for mitigating these limitations, illustrating…

Responds to T. Hatch's article "If the 'Kids' Are Not 'Alright,' I'm 'Clueless'" (1996) which raised questions about the quasi-documentary film "Kids" and its relevance for addressing questions of representation of youth in the media. Considers what educators might use in connecting strategies of understanding and intervention…

This rejoinder reiterates the author's position that the self-fulfilling prophesy phenomenon can not be proved. Unsuccessful efforts to replicate the "Pygmalion" study are presented. Because replication is essential to proofs in behavioral science research, the phenomenon can not be considered valid to behavioral scientists. (VM)

Recommends the integration of cultural socialization and identity processes in learning within educational research in order to improve educational outcomes for racial/ethnic minorities and youth facing persistent intergenerational poverty. Suggests that educational researchers must understand the cultural niches in which young people develop,…

Charges that virtually all existing educational research perspectives are laced with epistemological racism. Discusses five categories of racism and their linkages to research. Concluding comments offer suggestions about what initially needs to be done to address epistemological racism. (GR)

Present discussion concerns the use rather than the content of tests. Four models of fair selection of tests are presented which describe the complexities of test fairness. Implications for the selection procedures practiced in our country are discussed. (Author/AM)

There is not much evidence that supports the notion of the self-fulfilling prophecy as applied to teachers' expectations of students. The "Pygmalion" study is often cited by courts and in the media; but it is highly criticized in scholarly circles, and its findings could not be replicated. (VM)

The weight of evidence to date suggests that distinctions among traditional remedial and special education classifications do not correspond to distinctions in the instructional approaches that are needed. Direct teaching of basic skills and frequent assessment of pupil progress seem to be effective for all children with academic difficulties.…

Examines the virtues and excesses of parental involvement in public schools, including how minority parents are treated, and the dominant influence of some parents as they attempt to impose their particular beliefs onto the educational system. Explores research about the parent/teacher/school system relationship and teacher competence to deal with…

Examines several problems posed for empirical and theoretical research by the achievement of hegemony by one culture or system of thought over others. Discusses minority underrepresentation and its impact on knowledge production in education and the social sciences. Questions the universal utility of some highly respected tenets of science. (JS)

Efforts by the American Educational Research Association (AERA) to promote diversity in the educational research community are reviewed. In spite of the association's efforts to advance women and minorities, the pipeline problem of supply remains. Educational systems must encourage students of various cultures to enter fields of education and…

Reviews the book, "Contradictions of School Reform: Educational Costs of Standardized Testing," (Linda M. McNeil, 2000) which explores the effects of state- and school district-imposed accountability measures, including standardized testing, on teachers and students (most of whom are children of color) in an urban setting. The book…

Asserts that educators must look beyond standardized test scores and scripted instructional programs in order to educate all children, noting they must cease questioning the capacity of low income students of color, instead creating rigorous, engaging instruction based on knowing their students' cultural, intellectual, historical, and political…

From a disability studies (DS) perspective, the authors analyze how the historical conflation of disability with other identity factors and the ideology of normalcy contribute to the disproportionality problem in K-12 special education. They argue that this conflation and ideology make labeling and segregated education seem natural and legitimate…

In the knowledge-based economy that characterizes the 21st century, most previously industrialized countries are making massive investments in education. The United States ranks poorly on many leading indicators, however, primarily because of the great inequality in educational inputs and outcomes between White students and non-Asian…