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ERIC Number: ED324595
Record Type: RIE
Publication Date: 1990
Pages: 92
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Family Life Education in Multicultural Classrooms. Practical Guidelines.
Abbey, Nancy; And Others
This guide presents approaches and guidelines for developing culturally appropriate and relevant family life education. It begins with a definition of culture and a look at different types of acculturation. A section on cultural relevance in family life education briefly explains the challenge of a multicultural approach in family life education and offers some initial recommendations. A section on self-esteem provides an explanation of the Clemes and Bean Theory of Self-Esteem, with a discussion of its multicultural application. Two specific guidelines are then outlined. The first, Guidelines for Teachers, are designed to help educators develop and teach family life education classes that are sensitive to and reflective of the cultural and ethnic diversity of the students in the classroom. The second, Guidelines for School Districts and Decision Makers, were developed to improve educational opportunities for students. Under the heading Special Sections additional tools specifically addressed to the classroom teacher are provided: a list of questions intended as a private self-assessment of teacher's biases; a list of questions that will help teachers assess the responsiveness of the curriculum to the multicultural needs of students; and four sample lessons from the "Latino Family Life Education Curriculum Series" which exemplify the application of the Clemes and Bean Theory of Self-Esteem. The concepts and suggestions in this guide are designed to be integrated into an existing family life education curriculum. A list of resources is also provided. (NB)
Network Publications, 1700 Mission St., Suite 203, P.O. Box 1830, Santa Cruz, CA 95061-1830 ($9.95).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Publication was made possible by a grant from the General Service Foundation, St. Paul, MN.