The use of the "traditional passive" form of the Japanese verb indicates to a native speaker that the subject of the verb was involuntarily subjected to something unpleasant. When combined with the causative form (passive causative), it is felt that the subject of the sentence was "caused to" take an action and is therefore not…

The contents of this compendium, dealing with the proper role of the schools in the socialization of Afro-American, Mexican-American, Native American, Asian-American, European-American, and mainland Puerto Rican children, are organized into four parts. The introduction is an essay by Thomas F. Pettigrew, "Racially Separate or Together?" Part 1,…

The contents of this compendium are organized in four parts, as follows: Part 1, "Blacks in Transition: An Overview of Afro-Americans," includes: "Introduction," Clement Cottingham, Jr.; "The New Negro," Nathan I. Huggins; "Political Change in the Negro Ghetto, 1900-1940's," Martin Kilson; "Minority Group Psychology: Implications for Social…

This elementary text for teaching English as a second language is the second volume of the seven-volume Asian Project series for beginning and intermediate English. Volume 2 consists of lessons 21-40, which have the same components as lessons 1-20 of volume 1. Optional activities for additional practice and pronunciation drills are included for…

"Having a diversity of cultures within a single country can be a threat, a problem, or an asset." The contributors to this book argue that cultural pluralism rather than cultural homogeneity must be recognized and accepted within our educational institutions--not as a necessary evil, but as a strong positive force. For different does not mean…

This book is organized in four parts. Part one, "The Colonial Era," includes the following essays: "The treatment of the Indians in Plymouth Colony," D. Bushnell; "The dynamics of unopposed capitalism," S. Elkins; "Benjamin Franklin and the Pennsylvania Germans," G. Weaver; and "Frontier society," J. Leyburn. Part two, "The Young Republic,"…

This bibliography begins with a critique of the state of research in Black, Mexican American, Native American, and Chinese and Japanese-American gerontology. For Blacks, research is needed to answer the following questions: (1) What are the problems of Black aged being helped by white personnel in institutional settings? (2) What African cultural…

On February 19, 1942, at the height of U.S. involvement in World War II, President Roosevelt authorized military leaders within the War Department to place all Japanese Americans residing on the West Coast in detention camps. The following months saw the relocation of some 120,000 Japanese Americans, of whom 77,000 were U.S. citizens. The decision…

This study explores the relationship between English and Japanese in bilingual children. The Bilingual Verbal Ability Tests (BVATs) were administered to 40 children of Japanese heritage and their mothers residing in the San Francisco Bay Area. All the subjects were either enrolled in bilingual programs in public elementary schools or attending…

Highlights the scholarship that exists on the World War II homefront covering topics such as World War II as a good war, Franklin D. Roosevelt, economic policy, propaganda, status of women and women's employment, the role of African Americans, racial violence, and the Japanese American experience. (CMK)

Discusses the moral exclusion of American citizens of Japanese descent during World War II. Compares perceptions of moral community, fairness, and redress for three groups. Contrasts the views of Caucasian Americans; the Nisei, interned American citizens; and the Sansei, children of Nisei born after World War II. (JS)

Argues that oftentimes simple parallel constructions and choice of examples reflect an unconscious bias in history textbooks. Reveals a number of these, particularly related to the United States' treatment of minorities in World War II. Advocates using strategies to identify and challenge biases in history textbooks. (MJP)

By definition, a biracial person participates in deconstructing the prevailing paradigm of racial categories. The author experienced the ambiguity of being half Japanese and only began to claim a positive ethnic identity in college. She discusses the "both/and" of being biracial and affirms its importance in counseling. (EMK)

We often speak the same language and assume that we mean the same thing. Experiences in Ghana refocused this author's earlier experiences of racism. As a counselor educator, she encourages students to appreciate the richness of experience available in a society that embraces diversity. (EMK)

To meet the needs of students who are Asian and Hispanic refugees, as well as the needs of a democratic society, teachers must be able to teach effectively an understanding and appreciation of the U.S. legal and judicial system while acknowledging, responding to, and integrating the cultural backgrounds and experiences of a diverse student…