ERIC Number: ED174383
Record Type: Non-Journal
Publication Date: 1977
Reference Count: N/A
The Theory of Incompatibilities: A Conceptual Framework for Responding to the Educational Needs of Mexican American Children.
Cardenas, Jose A.; Cardenas, Blandina
According to the Cardenas-Cardenas Theory of Incompatibilities, Black, Mexican American, and economically disadvantaged children have not enjoyed the same success in school as that of the typical middle-class American because of a lack of compatibility between the characteristics of minority children and the characteristics of a typical instruction program. Over forty incompatibilities have been identified and grouped into five broad areas: poverty, culture, language, mobility, and societal perceptions. The interrelatedness and interdependence of any programs to address these incompatibilities and the inherent racism in the concept of having minority children adapt to typical programs must be considered prior to the development of an educational plan. A comprehensive education plan aimed at eliminating the incomptibilities between the school and minority children must consider a wide array of change and incorporate the following elements of school activity: educational philosophies, governances (policies, rules, and regulations), scope and sequence, curriculum, staffing, cocurricular activities, student personnel services, non-instructional needs, community involvement, and evaluation. A developmental matrix, produced by the interrelationship of incompatibilities and elements, serves as the basis of an instructional program which will improve the performance of minority children, protect the rights of minority children, and provide equality of educational opportunity. (NEC)
Descriptors: Biculturalism, Bilingual Education, Blacks, Community Involvement, Culture, Curriculum, Disadvantaged Youth, Educational Needs, Educational Philosophy, Educational Policy, Evaluation, Extracurricular Activities, Hispanic Americans, Language, Low Income Groups, Mexican Americans, Minority Groups, Mobility, Poverty, Social Influences, Student Personnel Services, Teachers
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Intercultural Development Research Association, San Antonio, TX.