Multicultural Teaching
Bibliography
Hawaiian Collection, Special Collections, University of Hawaiʻi at Mānoa Library
Bibliographies and assignment guides
Collections, manuscripts and archives
How to find Special Collections books
How to get to Special Collections in Hamilton Library
Special Collections Reading Room
Joan Hori
Hawaiian Collection
Hamilton Library, UH Manoa
Sherie
Gusukuma
Honolulu Community College Library
January 1997
Objective of
Bibliography
This brief bibliography addresses the cultural values and
learning styles of students of minority languages and
cultures in Hawaii. This bibliography concentrates on works
about Native Hawaiians, Pacific Islanders, Filipinos, and
Southeast Asians. Works about Japanese, Chinese, and Korean
groups are not included since information about these ethnic
groups is readily available. Some general items on
multicultural education teaching techniques are also
included.
Works on collaborative learning have been excluded from this bibliography. Should you want this portion of the 1992 bibliography,* please contact:
Sherie Gusukuma
Honolulu Community College Library (845-9463).
Format of
Bibliography
Literature searches were conducted on the following online
indexes:
UH Library Catalog
Hawaii Pacific Journal Index
UnCover
Expanded Academic Index
PsycLit (Psychological Abstracts)
Sociofile (Sociological Abstracts)
ERIC
Works are arranged alphabetically by the author's last name. Works without designated authors are listed alphabetically by title. Subject headings that indicate the main topic(s) of the work are listed at the end of each entry.
Most items have been reviewed and annotated. Annotations ending with database accession numbers indicate that the summaries were taken in part from annotations listed in the online databases. These works were not fully reviewed.
* "BI: Hawaiian Style: Multicultural/Collaborative Learning Bibliography"
compiled by
Lynette Furukawa, Laura Gerwitz, Sherie Gusukuma, Joan Hori,
Anne McKenna, June 1992.
Author(s): Agbayani-Siewert, Pauline (School of Social
Welfare, University of Washington)
Title: Filipino American Culture and Family:
guidelines for practitioners
Journal: Families in Society, volume no. 75, issue no.
7, pages 129-138
Date: September 1991
Abstract: An examination of Filipino-American values
about the family and the extended-family,
marital relations, and child-rearing
practices. Filipino family structure appears
to be based on cultural values that reflect
a spirit of cooperation and mutual support.
Filipinos also regard confrontation and
directness as impolite. Guidelines for
social work with Filipino-Americans are
offered.
51 references listed. (Sociofile #95W21209)
Filipinos -- cultural values
----------------
Author(s): Anthony, Alberta Pualani (Department of Indo-
Pacific Languages, UH Manoa)
Title: Hawaiian non-verbal communication: two
classroom applications
Publisher: [Honolulu]: paper presented at National
Association of Asian American and Pacific
Education Conference
Date: 1979
Abstract: Describes patterns of Hawaiian non-verbal
communication, common to Hawaiians in
varying degrees. Covers body contact, use of
personal space, orientation of individual's
body in relation to others, appearance,
posture, use of head, facial expressions,
gestures, and eye contact. Rural children,
especially those who have not assimilated to
middle class, white American norms of
behavior (regarded as standard in the school
system), have a difficult time in school due
to the failure of the school system to
recognize and accept Hawaiian non-verbal
behavior. Anthony feels that teachers and
students need to become aware that
misunderstandings may be due to divergent
nonverbal behavior, rather than one-to-one
conflicts between teacher and student.
Hawaiians -- education
Hawaiians -- nonverbal communication
----------------
Author(s): Boggs, Stephen T. (Professor Emeritus of
Anthropology, UH Manoa)
Title: Speaking, relating, and learning: a
study of Hawaiian children at home
and at school
Publisher: Horwood, NJ: Albex Publishing Corporation
Date: 1985
Abstract: Case study report on the use of culturally
compatible teaching strategies with part-
Hawaiian children in the classroom, as a
method to develop reading skills. Features
teaching methods developed by the Kamehameha
Early Education Project (KEEP). Shows how
literacy skills are developed within a
social context. An example of this is the
joint development and recapitulation of a
story in a book that motivates and enables
students to participate; this is consistent
with "talk story" in Hawaii, in which one or
more speakers, with the aid of the audience,
jointly develop a storyline over a series of
exchanges.
Hawaiians -- cultural values
Hawaiians -- learning styles
Kamehameha Early Education Project (KEEP)
----------------
Author(s): Brislin, Richard, editor (Research Associate,
Institute of Culture and Communication,
East-West Center; Affiliated Graduate
Faculty, Department of Psychology, UH Manoa)
Title: Applied cross-cultural psychology
Publisher: Newbury Park, CA: Sage Publications (Cross-
Cultural Research and Methodology Series 14)
Date: 1990
Abstract: Collection of readings that offers a
psychological perspective on intercultural
communication and education. Authors believe
that practitioners and trainees should be
aware of cross-cultural research to interact
successfully with multicultural clientele.
Of interest are chapers on: 1) cross-
cultural psychology and the formal
classroom; 2) international students--cross-
cultural psychological perspectives; 3)
psychology of acculturation--understanding
individuals moving between cultures; 4)
cross-cultural orientation programs.
Extensive references.
cross-cultural -- communication
multicultural education
----------------
Author(s): Chattergy, Virgie (Interim Director of the
Center for Studies of Multicultural Higher
Education and Associate Professor of
Education, UH Manoa)
Title: Bridging two worlds: the teacher and
the immigrant Filipino student
Journal: Kamehameha Journal of Education, volume no.
3, pages 23-28
Date: Fall 1992
Abstract: Discusses the relationship between culture
and learning styles of Filipino students and
the instructional decisions of teachers in
Hawaii. Stresses the need for teachers to
understand how Filipino students have been
taught to learn. Recommends that teachers
working with minority students: 1) make
explicit rules of the classroom; 2) know
there will be differences in perceptions and
interpretations of behavior between teacher
and minority students because of cultural
assumptions on both sides; 3) not equate
silence or difficulty with the use of
standard English with the inability to
think; 4) seek information about culturally
different students and develop knowledge
upon which to make instructional decisions;
and 5) believe that these students have the
will to learn but need your trust and
confidence to do so.
Filipinos -- learning styles
Multicultural education -- teaching styles
----------------
Author(s): Chattergy, Virgie; Ongteco, Belen C. (Interim
Director of the Center for Studies of
Multicultural Higher Education and Associate
Professor of Education, UH Manoa;
Educational Specialist, Hawaii State
Department of Education)
Title: Education needs of Filipino immigrant
students
Journal: Social Process in Hawaii, volume no. 33,
pages 142-152
Date: 1991
Abstract: Presents difficulties that Filipino immigrant
students experience in Hawaii public schools
which are related to cultural clashes
between the schools' cultural norms and
conventions and the Filipino's natal
culture. Focus is on elementary and
secondary levels. A table listing areas of
adjustment problems for Filipino immigrant
students compares and contrasts the home
culture and the expectations of Hawaii's
Department of Education.
Filipinos -- cultural values
Filipinos -- education
----------------
Author(s): D'Amato, John; Tharp, Roland (Center for
Studies of Multicultural Higher Education,
UH Manoa)
Title: Ethnic variablity in achievement in
formal educational settings: a review
of research and theoretical issues
Publisher: Unpublished paper available at the Center, UH
Manoa (Occasional Paper #1)
Date: 1988
Abstract: Concise overview of education models that
researchers developed to explain variations
among minorities in academic achievement.
Tharp, a psychologist, and D'Amato, an
anthropologist, have worked in this field
for many years and were major members that
developed the curriculum of the Kamehameha
Early Education Project (KEEP). Developed
four basic models of causation: 1)
individual attributes; 2) social effects
(social structure of society); 3)
instructional effects; 4) cultural
differences. Authors subscribe to cultural
differences model and relate achievement to
culturally compatible teaching strategies
designed for particular cultures.
Multicultural education
Kamehameha Early Education Project
----------------
Author(s): Fong, Rowena; Mokuau, Noreen (School of
Social Work, UH Manoa)
Title: Not simply "Asian Americans":
periodical literature review on Asians
and Pacific Islanders
Journal: Social Work, volume no. 39, issue no. 3,
pages 298-305
Date: 1994
Abstract: Surveys literature in four major social work
journals on direct practice with Asian
American and Pacific Islander populations
who constitute the fastest-growing minority
groups in the U.S. Highlights: 1)
differences between two groups; 2)
separating the Asian Americans into
different ethnic groups; 3) distinguishing
between immigrants and refugees; 4)
differences in age; 5) strengthening focus
on communities; 6) focusing more on gender
differences.
(Sociofile #95W21222)
Asian Americans -- cultural values
Pacific Islanders -- cultural values
----------------
Author(s); Gochenour, Theodore (Educator and consultant;
former Vice President of the Experiment in
International Living; former Director of
Southeast Asian Refugee Center, Bataan,
Philippines)
Title: Considering Filipinos
Publisher: Yarmouth, ME: Intercultural Press
Date: 1990
Abstract: An introduction to Philippine-American
intercultural relationships that examines
cultural traits of Filipinos and Americans
which influence their personal interactions.
Describes values and beliefs of Filipinos
(group identity, reliance on authority,
emphasis on harmonious relationships,
attention to reciprocal obligations, and
respect for tradition and status) and
compares these with American traits (e.g.
Filipino group versus American personal
independence). Aimed at the American
businessman, this book offers suggestions
for harmonious working relationships. In a
superior-subordinate relationship, the
superior should establish a friendly
atmosphere, show personal concern and
interest in subordinate, adopt a non-
threatening and relaxed posture, and use a
quiet conversational style. Other Filipino
traits are sensitivity to nonverbal
communication and preference for explicit
rules.
cross-cultural -- communication
Filipinos -- cultural values
----------------
Author(s): Gollnick, Donna; Chinn, Philip (National
Council for Accreditation of Teacher
Education; California State University at
Los Angeles)
Title: Multicultural education in a
pluralistic society
Publisher: Columbus, OH: Merrill Publishing Company
Date: 1990
Abstract: Represents trend to include gender, age,
socio-economic class, language, religion,
and exceptionality (as well as ethnicity) in
its definition of multicultural education.
Describes microcultures within the America
macroculture and explains how membership in
these subcultures influences people's
behaviors, beliefs, attitudes, and
educational implications. Summarizes types
of teaching strategies that have proven
successful in meeting different learning
needs of diverse student population. Written
for pre-service and in-services teachers.
Includes references and suggested readings.
multicultural education
multicultural education -- teaching styles
----------------
Author(s): Gonzales, Miriam R.
Title: Multicultural education in practice:
teachers' social constructions and
classroom enactments.
Publisher: San Francisco: paper presented at Annual
Meeting of the American Educational Research
Association
Date: April 18-22, 1995
Abstract: Explored how and why organizational,
individual-teacher, and student factors
interact to shape ways multicultural
curriculum is constructed and practiced by
classroom teachers. Major themes found were
that most teachers: 1) address content and
process to make education multicultural; 2)
may combine teacher-centered and student-
centered approaches; 3) consider language
diversity and bilingual programs as part of
multicultural education; 4) are influenced
by school leadership, collaborative school
structures, and school-wide programs and
resources in their development of a
multicultural curricula.
multicultural education
multicultural education -- teaching styles
----------------
Author(s): Gudykunst, William B. (Speech Communication,
California State University at Fullerton)
Title: Bridging differences: effective
intergroup communication
Publisher: Newbury Park, CA: Sage Publications
Date: 1991
Abstract: Overview of communication process which
includes information and skills to
communicate more effectively in the context
of cultural diversity. Examines sources of
diversity that affect our communication,
including differences between
individualistic and collectivistic
societies. Considers factors that require
special attention when communicating with
strangers, such as expectations and
attitudes. Provides information on how we
can make sense of strangers' behaviors.
Includes questionnaires to assess one's own
tendencies (collectivist/individualist),
cultural and ethnic identities, attitudes
(toward ethnocentricism, prejudices,
stereotypes), and orientations (empathy,
flexibility, uncertainty, etc.). Extensive
bibliography.
cross-cultural -- communication
----------------
Author(s): Gueulette, David G.
Title: International Training Research Project
Culturefax
Publisher: New Orleans: presented at the 15th Annual
Convention of the Association for
Educational Communications and Technology
Date: January 13-17, 1993
Abstract: Researchers at Northern Illinois University
have compiled findings from a study
investigating the most critical audience
factors impacting the design and delivery of
instruction for international learners in
higher education settings in the U.S.
Findings are incorporated into small
bulletins, "Culturefaxes" that highlight
cultural facts that may help instructors to
become more culturally sensitive and more
effective in multicultural classrooms. Key
theoretical considerations of the research
are reviewed. A sample of a "Culturefax" on
Filipinos is included.
(ERIC ED362166)
Filipinos -- cultural values
Multicultural education -- values
Culturefax
----------------
Author(s): Haas, Michael (Co-director of the Center for
Research on Ethnic Relations, Social Science
Research Institute, UH Manoa and Professor,
Department of Political Science, UH Manoa)
Title: The Hawaiian multicultural ethos: what
is it and how did it develop?
Publisher: Paper presented at the American Sociological
Association
Date: 1994
Abstract: Re-examines Hawaii model of ethnic relations
that cannot be explained in terms of number
and size of ethnic groups, political and
labor history, interracial marriages,
statehood. Concludes that the new ethos is
defined and traced to interaction among
successive waves of migrants. The contents
of the ethos is identified as: aloha,
inclusiveness, charismatic humility, the "no
talk stink" norm, ethnic humor, "talk story"
conflict mediation, nonexploitative
relations, incrementalism rather than
universalistic problem solving, search for
unique solutions, and boundary maintenance
norms. (Sociofile #94S30403)
multicultural values -- Hawaii
----------------
Author(s): Hao, Ramona Newton and others
Title: Methods: an integrated interdisciplinary
approach
Journal: Kamehameha Journal of Education, volume no.
4, pages 39-88
Date: Fall 1993
Abstract: Several articles explain the integrated
interdisciplinary approach used in Hawaii's
PETOM (Preservice Education for Teachers of
Minorities) program, which prepares
educators to teach students from culturally
diverse backgrounds. After an overview of
PETOM, the articles look at the mathematics,
science, art, and social sciences modules.
(ERIC EF497026)
Multicultural education -- teaching styles
Preservice Education for Teachers of
Minorities
----------------
Author(s): Howard, Alan (Professor of Anthropology, UH
Manoa)
Title: Ain't no big thing: coping strategies
in a Hawaiian-American community
Publisher: Honolulu: University of Hawaii
Date: 1974
Abstract: Considered a classic analysis of a Hawaiian-
American community on Oahu based on three
years of anthropological field work. Goal of
study was to "generate a theory of Hawaiian
behavior patterns." Found that Hawaiians
emphasized affiliation and maintenance of
interpersonal harmony over individual
achievement, which is in sharp contrast to
mainstream American society. This
fundamental clash between socialization
patterns of Hawaiian and western society has
important implications for educational
practices. Howard stresses need to
restructure the schools to meet the cultural
learning styles of diverse populations of
students. Benchmark study offers insights
not only to Native Hawaiian culture, but
also to the dominant Asian and Caucasian
cultures of Hawaii. Includes appendices and
references.
Hawaiians -- cultural values
Hawaiians -- education
----------------
Author(s): Huynh, Dinh Te
Title: Vietnamese cultural patterns and values
as expressed in proverbs (microfilm)
Publisher: New York: Columbia University (Thesis -
Ph.D.)
Date: 1962
Location: Hamilton Library: ASIA Microfilm S00088 item
1
proverbs, Vietnamese
Vietnamese -- cultural values
----------------
Author(s): Irujo, Suzanne
Title: An introduction to intercultural
differences and similarities in
nonverbal communication in Wurzel, Jaime,
ed. Toward multiculturalism: a reader
in multi cultural education
Publisher: Yarmouth, MN: Intercultural Press
Date: 1988
Abstract: Communication also includes subtle forms of
nonverbal gestures, tone of voice, and
postures. Author provides an introduction to
research on cultural variations in nonverbal
forms of communication. Topics include: 1)
facial expressions; 2) eye contact; 3)
kinesics (body movements); 4) posture; 5)
haptics (touching); 6) proxemics (personal
space); 7) paralinguistics (vocal
qualities). Knowledge of these variations is
important when working with members of
different cultures or subcultures to prevent
misunderstandings. For example, research
shows that differences in eye contact and
hand gesture behaviors cause the most
problems in intercultural communication,
while facial expressions tend to express
similar emotions across cultures.
cross-cultural -- nonverbal communication
----------------
Author(s): Jordan, Cathie (Anthropologist, Kamehameha
Center for the Development of Early
Education)
Title: Translating culture: from ethnographic
information to educational program
Journal: Anthropology and Education Quarterly, volume
no. 16, pages 107-123
Date: 1985
Abstract: Describes how the research and development
team translated anthropological knowledge
into effective educational practices and
programs at the Kamehameha Schools. Provides
brief descriptions on the background and
history of the project, the project's goals,
the research team, and the culturally
compatible curriculum (in language arts)
that was eventually developed. The project
team of teachers, anthropologists, and
psychologists tried to follow the principle
of "least change" and drew upon accepted
educational practices that were appropriate
to the culture of Hawaiian children. They
did not want to reproduce the culture of the
home or the community in the classroom, but
rather tried to create a culturally
compatible environment within the school
culture. Jordan emphasizes the
multidisciplinary, collaborative efforts
between the researchers and the teachers and
between ethnography (cultural description),
educational design, implementation, and
evaluation. Includes references.
Hawaiians -- education
Hawaiians -- learning styles
multicultural education -- curriculum design
Kamehameha Early Education Project (KEEP)
----------------
Author(s): Kawakami, Alice (Ph.D.)
Title: Culture and learning at home and school
in primary grades: a study in Kosrae
State
Publisher: Honolulu: Pacific Region Educational
Laboratory
Date: 1995
Abstract: A preliminary investigation of learning
styles of children in the primary grades in
home and school environments in Kosrae State
(Federated States of Micronesia). Presents
preliminary recommendations for integrating
home and community learning styles in the
schools. Found significant differences
between home and school learning contexts,
with home learning occurring in group
contexts, being child-initiated, and
focusing on functional activities. School
learning tended to be in less flexible
groups, teacher-directed, and required
language-based responses. A classroom
implementation phase integrated some of the
home learning features into the classroom.
Micronesians -- education
Micronesians -- learning styles
----------------
Author(s): Levin, Paula E. (University of California at
San Diego)
Title: Culturally contextualized apprenticeship:
teaching and learning through helping
in Hawaiian families
Journal: Quarterly Newsletter of the Laboratory of
Comparative Human Cognition, volume no. 12,
issue no. 2, pages 80-86
Date: April 1990
Abstract: Examines children's learning of home chores
and school work in contemporary Native
Hawaiian families, drawing on interview data
of 102 parents of 4-year-olds. Hawaiian
parents perform household chores with
expertise and since these skills fit into a
helping framework and play a part in
defining a valued Hawaiian family and
community member, the model of
apprenticeship learning fits acquisition of
household chores well. In contrast, Hawaiian
parents express less confidence in the
domain of literacy skills, which, by
benefiting the individual over the group,
does not fit into a helping framework. These
two factors make parent-child interactions
in the teaching of literacy skills brief and
unresponsive, thus disrupting the social
transfer of learning. (Sociofile #91S25192)
Hawaiians -- cultural values
Hawaiians -- learning styles
----------------
Author(s): Lynch, Eleanor W.; Hanson, Marci J., eds.
Title: Developing cross-cultural competence:
a guide for working with young children
and their families
Publisher: Baltimore, MD: Paul H. Brookes Publishing
Company
Date: 1992
Abstract: Aims to develop cross-cultural skills.
Organized into three sections: 1) deals with
issues surrounding working with families
from diverse backgrounds; 2) introduces
major U.S. cultural and ethnic groups; 3)
recommends sensitivity and awareness methods
to work with cultural differences. Major
ethnic groups reviewed were Anglo European,
Native American, African American, Latino,
Asian American, Pilipino, Native Hawaiian
and Pacific Islanders, and Middle
Easterners. (ERIC ED346190)
Filipinos -- cultural values
Hawaiians -- cultural values
Pacific Islanders -- cultural values
----------------
Author(s): Martini, Mary
Title: Encountering problems at home and at
school: language and cognition in two
settings
Publisher: Honolulu: paper presented at 3rd Annual
International Conference on Thinking
Date: 1994
Abstract: Discusses cognitive communicative training of
a 5-month study of 11 Hawaiian preschoolers
that examined how children interacted with
each other, used language, manipulated
objects, and solved problems at home and at
school. It did not find the expected split
between adult and child realms in Hawaiian
households. It did find that children tended
to use objects in complex, goal-directed
ways more frequently at home than at school,
and tended to encounter and solve more
problems by themselves at home than at
school. Study found that children grew up in
widely diverse family settings, with no
evidence for a prototypical Hawaiian family
type or environment. (ERIC ED382314)
Hawaiians -- learning styles
----------------
Author(s): Mau, Rosalind Y.
Title: Cultural conflict and gender socialization
as obstacles to high school graduation:
some insights from Samoan adolescent
women in Demos, Vasilike and Segal,
Marcia Texler, eds. Ethnic women:
multiple status reality
Publisher: Dix Hills, NY: General Hall, Inc.
Date: 1991
Abstract: Cultural and gender socialization factors
contribute to the poor academic performance
of 12 adolescent Samoan females attending
Hawaii public high schools. Samoan parents
had high educational expectations for their
children and high regard for education's
value as a vehicle for occupational and
social advancement. However, Samoans'
cultural practices -- ranging from disdain
for showing off and competition to the
emphasis of learning by rote and
experiential learning -- conflicted with the
behaviors needed to succeed in school.
Likewise, gender socialization of female
Samoans, especially their responsibilities
in caring for younger children, undermined
opportunities to succeed. Samoan females
tried to cope with the conflict between
school and culture and the Samoan avoidance
of confrontation by running away from school
or home, by using drugs or alcohol, and by
participating in sexual activities.
(Sociofile #96c02527)
Samoans -- adolescent females
Samoans -- cultural values
----------------
Author(s): Menton, Linda K.
Title: The use of simulation as a teaching
strategy for civic understanding and
participation
Journal: Teaching History: A Journal of Methods,
volume no. 19, issue no. 1, pages 3-18
Date: Spring 1994
Abstract: Asserts that simulations are considered a
highly effective pedgogical tool because
they involve students in problem-solving and
inquiry-based activities. Presents a model
simulation designed to prepare secondary or
college students for civic discourse about
reparations as an important public policy
issue. (ERIC EJ49042)
multicultural education -- teaching styles
----------------
Author(s): Nash, Jesse William
Title: Vietnamese values: Confucian, Catholic,
American
Publisher: Tulane University (Ph.D.)
Date: 1987
Location: Hamilton Library ASIA Microfiche S30258
Vietnamese -- cultural values
----------------
Title: Native Hawaiian Education Summit, April
24-25, 1993
Publisher: [Honolulu]: The Summit
Date: 1993
Abstract: Issue papers on the condition of education of
Native Hawaiians presented at hearings
before the U.S. Senate Committee on Indian
Affairs that was presided over by Senator
Daniel Inouye. Papers include enrollment and
persistence statistics of Hawaiian students,
educational assessments of Native Hawaiians,
rates of Native Hawaiians in special
education classes, list of learning styles
more compatible with Native Hawaiians.
Location: Hamilton Library: HAWN LC3501.H3 N369 1993
Hawaiians -- education
Hawaiians -- learning styles
----------------
Title: Native Hawaiian Educational Assessment
Project, 1993
Publisher: Honolulu: Kamehameha Schools Bernice Pauahi
Bishop Estate
Date: 1993
Abstract: Update of 1983 Assessment Project that is
used to plan and support various educational
programs, including the Native Hawaiian
Education Act (P.L. 100-297, 1988). It looks
at different aspects of the socio-economic
status of Native Hawaiians tracing their
educational changes since the 1983 report.
Book is structured around six goals for
Native Hawaiian students. Each chapter is
supported by research reports and
statistical data. Of particular interest is
chapter six on cultural understanding.
Impacts on the use and integration of the
Hawaiian language, Hawaiian games, music,
Hawaiian navigational skills in the
education of Native Hawaiians are
highlighted.
Hawaiians -- education -- curriculum design
Hawaiians -- education -- programs
Hawaiians -- education -- statistics
----------------
Title: Native Hawaiian educational assessment
project: final report July 1983
Publisher: Honolulu: Kamehameha Schools and Bernice
Pauahi Bishop Estate
Date: 1983
Abstract: Major study, funded by the Kamemeha Schools
and Bishop Estate, had two major goals: 1)
to identify the unique educational needs of
Native Hawaiians; and 2) to identify
effective Native American and local programs
that could meet the unique educational needs
of Native Hawaiians, ages 0-18 years. The
researchers studied not only academic
achievement, learning styles, etc., but also
other major areas of influence on children's
lives (socio-economic status, physical
health, mental health, school system
barriers, physical environment, childrearing
patterns, cultural practices and cultural
identity. Major findings were: 1) Native
Hawaiians score the lowest of the four major
ethnic groups in Hawaii's schools; 2)
educational needs are inextricably
interwoven with other social and physical
needs; 3) Hawaiians have unique educational
needs and different learning styles;
4) Hawaiians tend to have low self images
(but the renaissance in Hawaiian culture is
developing a strong sense of pride in
Hawaiians); 5) the curriculum in the public
schools is not culturally relevant to
Hawaiians; and 6) the existing programs
developed for Native Americans do not fit
the needs of Native Hawaiians. Major
recommendations included: 1) the development
of interagency programs to address the total
needs of children; 2) support for
Hawaiian/multicultural studies programs; 3)
emphasis on basic skills with dissemination
of culturally compatible skills curricula.
Includes comprehensive bibliography.
Hawaiians -- education
Hawaiians -- learning styles
multicultural education
----------------
Author(s): Ogbu, John U. (University of California at
Berkeley)
Title: Adaption to minority status and impact
on school success
Journal: Theory into Practice, volume no. 31, issue
no. 4, pages 287-295
Date: Autumn 1992
Abstract: Alternative framework to understand problems
in school adjustment and academic
performance of minority groups. Community
forces create options that allow choices of
actions that lead to outcomes of individual
differences in schooling. Most explanations
of relatively low school performance have
limited their focus on school, family, or
the individual and cannot explain
differences among minority groups
themselves. Voluntary minorities (Chinese,
Punjabi, & South American) respond
differently than involuntary minorities that
are part of the U.S. because of slavery,
conquest, or colonization (African
Americans, Mexican Americans, Native
Americans, Native Hawaiians). The voluntary
minorities endorse academic success as a
path to get ahead in the U.S. while the
involuntary minorities are skeptical of
achievement through mainstream belief and
strategies, attributing their difficulties
to institutionalized discrimination and
maintaining group identity and separateness.
(Sociofile #9306100)
minorities -- cultural values
minorities -- education
----------------
Author(s): Okamura, Jonathan (Research Associate, Center
for Studies of Multicultural Higher
Education and Office of Minority Student
Programs, UH Manoa)
Title: Filipino cultural norms and values and
higher education
Journal: Teaching and Learning at the University of
Hawaii, volume no. 5, issue no. 3, pages 6-7
Date: March 1991
Abstract: Focuses on Filipino values and norms that are
relevant to the education of Filipino
American students. Two values that pertain
to interpersonal relations and influence
Filipino learning styles are respect for
authority and pakikipagkapwa-tao, or concern
for others. The value placed on concern for
others is related to Filipinos' sensitivity
to interpersonal relationships. In the
college situation, interpersonal
relationships with instructors and fellow
students are of great concern to Filipino
American students. The cultural norm of
respect of authority figures discourages
disagreement with or excessive familiarity
with authority figures, such as professors.
Recommendations are made for adjustments in
teaching strategies that are culturally
sensitive to Filipino learning styles.
Filipinos -- cultural values
Filipinos -- learning styles
----------------
Author(s): Ponce, Danilo E.; Forman, Sheila (Associate
Professor of Psychiatry, John A. Burns
School of Medicine, UH Manoa; Program
Director of Community Resource Development,
Mental Health Association, Honolulu)
Title: The Filipinos in Tseng, Wen-Shing Jr.;
McDermott, John F.; Maretzki, Thomas W.,
eds. People and cultures in Hawaii: an
introduction for mental health workers
Publisher: Honolulu: John A. Burns School of Medicine,
UH Manoa
Date: 1974
Abstract: Introduces important characteristics of the
Filipino culture, including the concept of
the extended family, the hierarchical nature
of relationships, and the conflicting and
contradictory Malay, Spanish, and American
influences upon the Filipino culture and
character. Explains five distinctive
characteristics of Filipinos: 1) amor
proprio, self-esteem; 2) hiya, shame/
embarrassment; 3) utang ng loob, the debt of
gratitude; 4) pakikisam, getting along
harmoniously; 5) bahala na, leaving things
to fate. Describes the Filipino experience
in Hawaii and the life and goals of the
people during the three distinct periods of
immigration.
Filipinos -- cultural values
----------------
Author(s): Pukui, Mary; Haertig, E.W.; Lee, Catherine A.
Title: Nana I Ke Kumu (look to the source) volume II
Publisher: Honolulu: Hui Hanai
Date: 1972
Abstract: Work funded by the Queen Lili'uokalani
Children's Center staff to understand the
Hawaiian cultural heritage and to help
health and social service professionals
improve their services to Hawaiians. Essays
are based on Mary Kawena Pukui's
explanantion of traditional beliefs,
concepts, and practices. Contains sections
on how children learn and on qualities of
aggression (including competition).
Hawaiians -- cultural values
Hawaiians -- learning styles
----------------
Author(s): Sing, David K. (Director, Center for Gifted
and Talented Native Hawaiian Children, UH Hilo)
Title: Success models for gifted Native students
Publisher: Mobile, AL: paper presented at the 25th
Annual Convention of the National Indian
Education Association
Date: 1993
Abstract: Overview of the Center for Gifted and
Talented Native Hawaiian Children at UH Hilo
that develops culturally-appropriate gifted
and talented programs for Native Hawaiian
children. Programs include: 1) super
enrichment Saturday (open-enrollment, theme-
oriented enrichment programs for K-9
children; 2) 3-week interdisciplinary,
culturally-oriented program for K-5 gifted
students identified in Super Saturday
events; 3) 2-week residential summer
institutes for grades 6-11 gifted students;
4) Kamalani children's chorus for talented
singers and dancers for grades 4-6; 5)
individualized courses for underachieving
gifted high school students to develop self-
esteem and study habits; 6) advanced
programs for high school students who have
completed summer institutes. Also includes
worksheets for observational assessment of
giftedness, activities planning, and sample
problem on a student application. (ERIC
ED465493)
Hawaiians -- education
Hawaiians -- learning styles
Center for Gifted and Talented Native
Hawaiian Childrent, UH Hilo
----------------
Author(s): Suleman, Mahmoud F.; Moore, Rock
Title: Teaching math and science to language
minority children: implications for
teachers
Publisher: Hays, KS: paper presented at the Annual
Meeting of the Kansas Association of
Teachers of Mathematics
Date: October 1995
Abstract: Factors influencing the learning of
mathematics in the linguistically diverse
classroom are examined. Teachers are
encouraged to be aware that several
linguistic, cultural, and cognitive factors
affect the learner's academic performance,
and to use linguistically and culturally
sensitive instructional methods to ensure
success. Classroom activities recommended
are word problems that encourage repetitive
language use, concrete and sensory
experiences, cooperative activities that
encourage interpersonal contact and problem-
solving, writing and rewriting math
problems, songs, and rhymes. (ERIC ED391390)
multicultural education -- teaching styles
multicultural education -- mathematics
multicultural education -- science
----------------
Author(s): Tharp, Roland G. (Department of Psychology,
UH Manoa)
Title: Psychocultural variables and constants:
effects on teaching and learning in
schools
Journal: American Psychologist, volume no. 44, pages
349-359
Date: February 1, 1989
Abstract: Conclusions of the Kamehameha Early Education
Project (KEEP), developed by
anthropologists, psychologists, and
educators for Native Hawaiian children.
After careful study of the learning and
social interaction patterns in Hawaiian
homes, the researchers designed a culturally
compatible language arts program for K-3
children at the Kamehameha Schools. The
program was highly successful in raising
students' tests scores and in raising levels
of participation in class. When the program
was tried in a Navajo classroom in Arizona,
however, it failed. Only after the
researchers redesigned it to integrate
Navajo cultural practices did the program
enjoy acceptance and success. Author
believes that certain educational practices
need to be culturally specific (the
variables) and some should be used with all
children (constants).
Hawaiians -- cultural values
Hawaiians -- learning styles
multicultural education -- curriculum design
Kamehameha Early Education Program (KEEP)
----------------
Author(s): Timm, Joan Thrower (College of Education and
Human Services, University of Wisconsin)
Title: Hmong values and American education
Journal: Equity and Excellence in Education, volume
no. 27, issue no. 2, pages 36-44
Date: September 1994
Abstract: Interviews 23 Hmong males and females on
childrearing practices, social customs,
educational values, and family
communication. Also interviewed 100+
educators. Project showed that the Hmong
sort into three cultural groups: the older
Hmong focus on Laotian traditions, the young
adults trying to integrate the two cultures,
and the children with no experience with the
Laotian culture. The primary ideological
conflict between Hmong and U.S. cultures is
the emphasis on the family/clan versus
individual freedom. In addition, the Hmong
have more clearly defined gender-role
expectations than found in the U.S. Hmong
parents and U.S. educators differ on the
value of parent-teacher conferences, the use
of corporal punishment, rote versus
discovery learning, and homework. (Sociofile
#9501091)
Hmong (Laos) -- cultural values
Hmong (Laos) -- education
----------------
Author(s): Tsuchida, John Nobuya (Director of the Office
for Minority and Special Student Affairs and
Adjunct Professor of East Asian Studies and
American Studies, University of Minnesota)
Title: Filipino Americans in A guide on Asian
and Pacific Islander American students
Publisher: Washington, D.C.: National Education
Association of the United States
Date: 1991
Abstract: Chapter describes key educational issues of
Filipino Americans as: 1) many post-1965
immigrants have high levels of formal
education in the Philippines, but their
children have academic and social adjustment
problems in American schools because of high
parental expectations, stereotyping of high-
achieving Asian American students, gang
activity, and lack of parenting skills of
immigrant parents in relation to their
Americanized children; 2) students' lack of
English proficiency; 3) Filipino immigrant
students do not maintain eye contact with
persons of authority; 4) Filipino American
students are not aggressive or quick to
seize recognition in the classroom; 5)
Filipino immigrant students are not used to
or good at taking standardized tests; 6)
immigrant students from the Philippines are
very different from 3rd generation Filipino
Americans.
Filipinos -- cultural values
Filipinos -- education
----------------
Producers: Waianae Women's Support Group (WWSG) and
Hawaii State Teachers Association
Title: He makana no na kumu kula: the gift for
the school teachers.
Production: Honolulu: Alpha Media and Na Maka O Ka Aina
Date:
Abstract: 30-minute videotape developed and produced by
the WWSG examines old Hawaiian teaching
strategies and techniques that have been
effective in teaching Hawaiian students.
Video was undertaken by WSSG to determine
why their children had the lowest test
scores in Hawaii in a 1983 DOE survey. The
WWSG found that in the same year of the
survey, 60% of Waianae's teachers were of
Japanese ancestry who were often new
graduates, who were not usually prepared to
teach Native Hawaiian children, and who were
not familiar with non-traditional,
nonWestern teaching methods which have
proven to be effective with Hawaiian
children. Hawaiian teaching methods reviewed
were: 1) providing the answer before posing
the question to avoid putting the child on
the spot; 2) utilizing hands-on learning
techniques; 3) the sharing of food; 4)
highlighting performance to inspire and
create pride; 5) visits by role models for
students to create success options for
children.
Hawaiians -- cultural values
Hawaiians -- education
Hawaiians -- learning styles
----------------
Author(s): Young, Benjamin B.C. (Associate Dean of
Student Affairs and Assistant Professor of
Psychiatry John A. Burns School of Medicine,
UH Manoa)
Title: The Hawaiians in McDermott, John F.;
Tseng, Wen-Sheng Jr.; Martezki, Thomas
W. eds. Peoples and cultures of Hawaii:
a psychological profile
Publisher: Honolulu: University Press of Hawaii
Date: 1980
Abstract: Describes coping mechanisms that are unique
to 20th century Hawaiians. With an
increasing ethnically intermixed population,
the Hawaiian cultural system and lifestyle
can still be considered in the context of
the ohana (extended family), which
emphasizes the importance of relationships
and group orientation. The importance of
relationships is illustrated by the Hawaiian
love of children, constant human physical
contact, and the need to keep relationships
free of conflicts. Examples of methods to
avoid conflicts are: 1) not asking questions
which might embarrass someone; 2) not
running out of refreshments at parties; 3)
avoidance of individual success and
competition (although performance to benefit
the group is acceptable). The author also
points out the importance of dreams to
Hawaiians and the process of ho'oponopono in
coping with problems. Historically, a
process of therapy for the immediate or
extended family, it involves prayer, problem
definition, solution, the necessity for
truthfulness and sincerity, the need for a
leader to direct the session, restitution,
and forgiveness. Avoidance and denial of
problems and avoidance of intimate
invovlement with outsiders are other coping
mechanisms.
Hawaiians -- cultural values
Hawaiians -- learning styles
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