Rural Education and Diverse Populations (2001)

Page Contents

A      B      BB      C      D      E      F      G      H      HH      I      J      K      L      M      MM      N      O      P      R      S      SS      T      U      V      W      Y      Z

A

Alexander, C. S., Allen, P., Crawford, M. A., & McCormick, L. K. (1 November 1999). Taking a First Puff: cigarette smoking experiences among ethnically diverse adolescents. Ethnicity and Health, 4(4), 245-257(213). Objectives. To study the social contexts and physiological consequences of an initial cigarette smoking experience among adolescents from four ethnic groups (African American, European American, Hispanic, Native American) who vary by gender and locale (e.g. urban vs rural). Method. A qualitative study using individual interviews and focus groups. Results. Results both amplify and reinforce conclusions about peer and family influences on adolescent smoking initiation reported in quantitative studies of teen smoking. Within the broader themes of peers and family, several important sub-themes emerged. The study findings suggest that peer influence can be characterized as social conformity or social acceptance. Males were more likely than females to describe experiences involving peers exerting strong messages to conform to smoking behaviors. Roles played by family members in the initiation process were complex and included those of initiator, prompter, accomplice, and inadvertent source of cigarettes. European American and Hispanic girls provided descriptions of parents/family members as instigators of their first smoking experience. Hispanic adolescents descripted instances in which family members prompted cigarette use at a young age by encouraging the young person to light the adult's cigarette. Finally, ethnic differences in the physiological responses to initial smoking suggest the need to further explore the role of brand preference and variations in inhaling among ethnically diverse adolescents. Conclusion. In order to design effective cigarette smoking prevention programs for adolescents, it is important to understand the meaning of smoking behaviors for adolescents from different ethnic and social backgrounds.

Allen, A. W., III, & Kleinfeld, J., Ed. (1990). Cross-Cultural Counseling: The Guidance Project and the Reluctant Seniors. Teaching Cases in Cross-Cultural Education No. 7., 85p. This case report describes a rural Alaska high school teacher's efforts to motivate nine Yup'ik Indian seniors to plan for their futures after high school. The case was written as a training tool to help teaching students to: (1) spot issues and frame problems in complex teaching situations; (2) interpret a situation from different perspectives; (3) identify different possibilities for action; and (4) consider the ramifications of different courses of action. The teacher in the case wants his students to attend college or vocational school and volunteers for the difficult position of "site guidance counselor." The report describes the teacher's efforts to develop a guidance program, his concerns about whether he is pushing his students too hard and whether his aspirations for them conflict with their Indian cultural values. It describes how he plans a special 2- week guidance project, the result of his project, and what finally happens to the students the year after high school. Discussion questions encourage prospective teachers to consider cultural shifts and conflicts faced by the rural Yup'ik students, their understanding of possible adult lifestyles, possible modifications in the guidance program, and the measures of its success. Other topics discussed include the following: (1) the nurturing nature of rural Indian villages that might hinder students' ability to prepare for adulthood; (2) college entrance rates in Alaska by ethnicity and gender; (3) participation of Inupiat men and women in the wage economy; (4) counseling programs in small rural high schools; and (5) broadening students' experience with travel programs. (TES) ED325269

Ambler, M. (1994). Telecommunications: Where the Red Road Meets the Information Superhighway. Paper presented at the 7pp. Photographs will not reproduce well. This newsletter article addresses the increasing role of telecommunications and its effect on American Indian institutions. Advocates believe that telecommunications could make rural Indian reservations more viable places to live, work, educate children, and treat illnesses. Additionally, new technology could revolutionize reservation economies. However, before Indian communities leap onto the "information superhighway," they must be willing to take action to determine how the information system is designed and regulated. American Indian Telecommunications and Americans for Indian Opportunity (AIO) have attempted to educate Indian communities concerning the urgency and necessity of becoming a part of the telecommunications movement. American Indian Telecommunications was created to promote Indian use of computers and telecommunications in a culturally appropriate manner. AIO raised money and started INDIANnet, which provides subscribers with free job announcements, information from the Federal Register and several federal agencies, research services, and free access to Internet. Despite such growing involvement, Indian people must do much more at the national and local level with regard to the national telecommunications agenda. To protect their sovereign rights, tribal institutions must ensure the nation's telecommunications policies reflect various Indian concerns including privacy of data, cost sharing, safeguarding traditional tribal beliefs and values, and encouraging Indian people to become producers of media as well as consumers. (LP) ED374924

Anderson, L., & Stein, W. (1992). The American Indians in Mathematics Project (AIM). Paper presented at the Journal of Rural and Small Schools, 5, 2, 24-31. Describes a three-year summer program for American Indian ninth and tenth grade student leaders from reservation schools designed to increase mathematics achievement. Involves intensive teacher training, workshops for parents, follow- up technology/visualization workshops, and ongoing communication among teachers, students, and the Montana State University faculty. (KS) EJ444993

Andon, H. B. (1997). Patterns of Injury Mortality among Athabascan Indians in Interior Alaska 1977- 1987. Paper presented at the American Indian and Alaska Native Mental Health Research, v7, 3, 11-33. During 1977-87, almost half of all deaths in rural interior Alaska resulted from accidents, suicide, or homicide. These causes of death were significantly higher among Natives compared to non-Natives or to other Alaska Native populations, among males compared to females, and among adolescents and young adults compared to other age groups. Includes data tables and graphs. (SV) EJ545135

Anghel, F. (1994). Functional Literacy in Romania: Between Myth & Reality. Chapter 13., 21pp. In: Alpha 94: Literacy and Cultural Development Strategies in Rural Areas; see RC 020 235. This chapter reviews the history of literacy training in Romania through the pretotalitarian period (1890-1945), the totalitarian period (1945-1989), and the posttotalitarian period (1989-present). Current literacy development efforts face many challenges including the facts that 592 classrooms do not have indoor plumbing, that more than 1,700 teaching positions in village and commune schools are held by individuals without specialized education, and that 60 percent of functional illiterates live in rural areas. An evaluation of rural literacy training shows that, during the most difficult stage of totalitarianism (1980- 1989), great strides were made, including establishing a school in every village, free education for all, access to cultural activities and written information, original cultural productions, and mass cultural demonstrations. However, the dictatorship controlled the content of written and visual communication, practiced censorship, and imposed codes of the Ruling Power through propaganda that became known as "gobbledygook." Objectives for a posttotalitarian rural literacy training program include abandoning the idea that only schools can provide literacy training; discovering community-based methods and encouraging nongovernmental agencies to launch literacy projects; producing tools to raise awareness of functional illiteracy in Romania; making use of projects and programs established by other agencies for the education of women and youth and for training; and enlarging the field of literacy training to include cultural minorities. Projects in progress include developing a rural university, a wide scale evaluation of the human and material resources in rural areas, and the establishment of a national network of facilitators for rural areas. (LP) ED386350

Antoun, R. T., Quataert, D., & NetLibrary Inc. (1999). Syria society, culture, and polity. Boulder, Colo.: NetLibrary Inc. Ds92.3.s97 1999 956.91 NetLibrary Inc.

Arthur, C., & Dash, J. M. (1999). A Haiti anthology: libète. Princeton, NJ London Kingston: Markus Wiener Publishers ; Latin America Bureau ; Ian Randle Publishers. F1921.h13 1999 972.94

Asayesh, G., & Others, A. (1992). Listening to Mothers' Voices: A Reporter's Guide to Family Literacy., 35pp. Pre-publication copy. Prepared by the national professional association of education reporters, this publication contains five articles that emphasize stories about mothers' crucial roles in their children's literacy. Reporters in five different parts of the United States sought out and interviewed young mothers with school-age children. "An Overview: Mothers' Voices" (Anne C. Lewis), is followed by "Rural Kentucky: Dreams Derailed by Poverty" (Jamie Lucke), which concerns white mothers raising children on their own in a rural Appalachian county in Kentucky. "Charleston, S.C.: Trying To Break the Chain" (Herb Frazier) concerns a black mother in a South Carolina urban area. "Baltimore, Md.: Aching To Do Better" (Gelareh Asayesh) relates stories about two- and three-generation, single-parent, black families in an inner-city area in Baltimore, Maryland. The efforts of newly arrived Hispanic families in Dallas, Texas to achieve literacy are described "Dallas, Texas: De Nada a LiteracyIn One Generation" (David Fritze). Finally, "Portland, Ore.: To Speak or Not To SpeakThe Home Language" (Miko Yim) addresses efforts of Hmong and Vietnamese families in Portland, Oregon to learn English. Summary comments about the stories are offered in the introduction to the report, which notes that family circumstances often outweigh educational concerns in the families described. The mothers see survival as a more central issue than schooling. Although many of the mothers have almost overcome the limitations of their backgrounds, they do not seem to be able to change or escape from their environment. The schools do not cope well with children who are different from other children, and parents are often intimidated by the schools. In spite of these difficulties with schooling, literacy behaviors in the homes are reinforced even by parents who do not know English. Contains eight references. (LB) ED344684

Asquith, P. J., & Kalland, A. (1997). Japanese images of nature: cultural perspectives. Richmond, Surrey: Curzon Press. Ds821.j345 1997

_____ (1999). Falling through the Net: Defining the Digital Divide. A Report on the Telecommunications and Information Technology Gap in America. Revised., For the 1998 report, see ED 421 968. Page Length: 126. This report provides comprehensive data on the level of access by Americans to telephones, computers, and the Internet. It also provides valuable information about where Americans are gaining access and what they are doing with their online connections. These data, from the U.S. Census, provide a factual foundation for key policy initiatives to promote greater access for all Americans. Access to the Internet has soared for people in all demographic groups and geographic locations. At the end of 1998, over 40% of all U.S. households owned computers, and one-quarter of all households had access to the Internet. However, the digital divide persists between the information rich and the information poor, who include younger people, those with lower incomes and education levels, certain minorities, and those in rural areas or central cities. Whites are more likely to have access to the Internet from home than Blacks or Hispanics are from any location. Black and Hispanic households are approximately one-third as likely to have home Internet access as households of Asian/Pacific Islander descent and roughly two-fifths as likely as White households. Regardless of income level, Americans in rural areas lag in Internet access. At the lowest income levels, those in urban areas are more than twice as likely to have Internet access than those earning the same income in rural areas. For many groups, the digital gap has widened. An appendix contains information about the trendline study through 1998. (Contains 113 charts and 5 tables.) (SLD) ED440200

_____ (1999). Rio Arriba County Strategy To Combat Heroin Addiction. Hearing before a Subcommittee of the Committee on Appropriations, United States Senate, One Hundred Sixth Congress, First Session. Special Hearing (Espanola, New Mexico, March 30, 1999). At an Espanola (New Mexico) hearing, the Subcommittee on Commerce, Justice, and State, the Judiciary, and Related Agencies of the Senate Committee on Appropriations heard testimony on heroin addiction and intervention efforts in Rio Arriba County, New Mexico. An opening statement of Senator Pete Domenici outlined the problem of an epidemic of black tar heroin addiction afflicting the county, with accompanying crime and delinquency problems. A representative of the federal Office of Justice Programs (OJP) described relevant OJP initiatives, particularly Weed and Seed, which provides funding for community law enforcement, drug treatment programs, and after-school youth activities aimed at drug and delinquency prevention. Other federal officials discussed block grants and state incentive grants for drug prevention and treatment programs, the Starting Early Starting Smart program for children aged 0-7, physical and mental health problems related to drug abuse, the science of heroin addiction and treatment, and science-based drug education materials for grades 5-9. Representatives of state and local agencies discussed substance abuse-related detention costs; substance abuse, mental health, and related medical costs for local prisoners; the Rio Arriba Strategic Plan for Substance and Alcohol Abuse and Treatment; the rationale for a county-wide plan; current substance abuse reduction activities in the county; youth development as primary prevention; the high rates of drug-related death in New Mexico; the special problems of isolated rural communities; and a drug treatment program based on yoga, meditation, and nutrition. (SV) ED440816

Adams, J. (1994). The transformation of rural life: southern Illinois, 1890-1990. Chapel Hill: University of North Carolina Press. F547.u5 a34 1994 977.3/99504 norst

Adams, J., & NetLibrary Inc. (1999). The transformation of rural life southern Illinois, 1890-1990. Boulder, Colo.: NetLibrary Inc. F547.u5 a34 1999 977.3/99504 NetLibrary Inc.

Adriance, M. (1995). Promised land: base Christian communities and the struggle for the Amazon. Albany: State University of New York Press. Hd499.n66 a37 1995 333.3/1811 norst

Adriance, M., & NetLibrary Inc. (1999). Promised land base Christian communities and the struggle for the Amazon. Boulder, Colo.: NetLibrary Inc. Hd499.n66 a37 1999 333.3/1811 NetLibrary Inc.

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Black, N. (Jan 1997). Technical and Vocational Education for Rural Development: Delivery Patterns. Paper presented at the 9pp. Produced by the International Project on Technical and Vocational Education (UNEVOC), Berlin, Germany. Experts in technical and vocational education and training (TVET) from 11 countries participated in a UNESCO International Workshop. The countries were: Australia, Brazil, Canada, Colombia, India, Jordan, Kenya, Mexico, Poland, Republic of Korea, and South Africa. Workshop participants identified a range of issues relating to improving the contribution of TVET to rural development. Rural communities were defined as having more widely dispersed people and production; restricted access to basic services due to a lack of critical mass; and focus on cultivating or extracting primary products. The following recommendations were made: (1) future strategies for TVET development and delivery should involve the community, provide for relevance to rural situations, and include flexible course structures and delivery strategies; (2) UNESCO Member States should develop and implement appropriate strategies to popularize TVET; (3) Member States should review levels of literacy and numeracy achieved from school education to ensure students were prepared to use technologies required in TVET programs; (4) TVET subjects should be integrated into primary and secondary curricula for all students; (5) TVET curriculum should be developed to meet competency standards and provide for worker mobility; (6) TVET authorities should ensure teachers are suitably qualified; (7) learning centers should be established and funding sources pursued; and (8) a range of delivery modes should be adopted. (Contact addresses at UNESCO are appended.) (YLB) ED405503

Black, S. (1996). Size Matters. Paper presented at the Executive Educator, 18, 4, 31-33 Apr. Administrators everywhere should advocate smaller schools. Tom Sergiovanni says small size is a prerequisite for transforming schools into communities of learners. Other researchers find that small schools enhance personal relationships, are more intellectually oriented, and enhance student participation and academic performance. Administrators should exchange their entrepreneurial, "gesselschaft" mindscapes for caring, "gemeinschaft" communities. (13 references) (MLH) EJ522752

Blanke, D. (2000). Sowing the American dream: how consumer culture took root in the rural midwest. Athens, OH: Ohio University Press. Hc107.a14 b553 2000 306.3/0977

Blount, J. (1993). Dirt, Soil, and Schools: Patterns of Land Ownership and Schooling. Paper presented at the Issue focus: "Deep UnderstandingsA Conversation about Race, Community, and Schooling in a Rural African-American Town.". Explains how land conditions and local land ownership patterns have contributed to the educational change that left a rural, primarily African-American town in North Carolina without its own school. The town's history, largely interpreted by one elderly African-American man, shows how economic structures have evolved over the past century. (SLD) EJ480487

Bond-MaupinBond-Maupin, L. J., & MaupinMaupin, J. R. (10 September 1998). Juvenile justice decision making in a rural hispanic community - Legal processing of Chicano gang members. Journal of Criminal Justice, 26(5), 373-384(312). The processing of juveniles through the juvenile justice system of a jurisdiction encompassing two rural counties in New Mexico where the numerical majority of the population is Hispanic/Mexican American was examined. The official records of 591 juveniles referred to the Juvenile Probation and Parole Office were analyzed and interviews with all Juvenile Probation and Parole Officers (JPPOs) assigned to this jurisdiction were conducted. The results suggest that (1) juveniles are subject to considerable police surveillance; (2) this rural community relies extensively on formal social control; and (3) the diversity, rather than homogeneity, of this rural community affects the decision making of its juvenile justice professionals.

BondMaupin, L., & Maupin, J. (1998). Juvenile Justice Decision Making in a Rural Hispanic Community. Journal of criminal justice, 26(5), 373.

Boone, M. (15 Oct 1994). Community Stability and School Conflict: The Influence of Three Socioeconomic Factors., 18pp. Paper presented at the Research Forum of the National Rural Education Association (Tuscaloosa, AL, October 15, 1994). This paper explores the relationship between community stability and school conflict in a small rural Texas school district. Data included school district records; newspaper archives; and interviews with school district officials, community members, and officials of the League of United Latin American Citizens (LULAC). Texas County (a pseudonym) is composed of two communities (Richards and Burnett) with an overall ethnic composition of 55 percent Anglo, 35 percent Hispanic, and 9 percent Black. Richards and Burnett have seen their economic base seriously eroded in recent years, and in 1983, their school districts were consolidated to form the Texas County Consolidated Independent School District (TCCISD). Conflict began in TCCISD in 1990 over minority hiring practices and the lack of Hispanic teachers. The conflict evolved from charges of racism against the superintendent and a principal to a concerted effort backed by LULAC to change the way in which members of the TCCISD board were elected (to allow more Hispanic representation). The conflict within TCCISD is analyzed in terms of the "principles of rural organization": (1) centripetalism, the tendency of various social and economic forces to centralize themselves in one location; (2) inclusiveness, which works to hold community residents together; and (3) social distinction, by which the residents of one rural community distinguish themselves from residents of another rural community. Economic decline and the changing ethnic composition of the school district have broken the assumed cohesiveness of the community along racial and ethnic lines and forced into the open Hispanics' feelings of exclusion. (KS) ED377002

Bowsley, V., Dugi, A., Gonnie, P., Heimbecker, C., Jennings, M., Medina, C., Sorgnit, H., Watt, C., & Prater, G. (2000). Transition of Navajo Special Education Students in a Rural Environment., In: Capitalizing on Leadership in Rural Special Education: Making a Difference for Children and Families. Conference Proceedings (Alexandria, VA, March 16-18, 2000); see RC 022 337. Page Length: 7. The Kayenta Unified School District (KUSD)(Arizona) transition program helps prepare Dine (Navajo) special education students for postsecondary opportunities within their own communities and outside the Navajo Reservation. The senior transition class entails a year-long course that focuses on the application process for tribal and federal vocational rehabilitation services; vocational training, including job placement; incorporation of Dine culture; and involvement of family and community. Case studies describe the experiences of three male students with mild or learning disabilities who went through the transition program in 1997-99. During 1997-99, KUSD's Monument Valley High School graduated a total of 32 students with varying disabilities, of which 12 sought postsecondary vocational training. It appears that students are more successful with vocational training if they have parental support and are more likely to apply for postsecondary training if they are better informed about training services. (SV) ED439877

Branson, J., & Miller, D. (1998). Nationalism and the Linguistic Rights of Deaf Communities: Linguistic Imperialism and the Recognition and Development of Sign Languages. Paper presented at the Journal of Sociolinguistics, 2, 1, 3-34 Feb. Examines the impact of nationalism on the linguistic rights of Deaf communities. Explores the subtle hegemony of nationalism in relation to linguistic minorities, and discusses the impact of nationalism on sign languages from two perspectives in two contrasting situations. (Author/VWL) EJ597331

Braun, C., Comp. (Nov 1990). Bibliography of Rural Education in Canada. A Document Produced for the Conference: Prairie Forum on Rural Education (Brandon, Manitoba, Canada, November 8-9, 1990)., 65pp. For a related document, see RC 018 122. This selective annotated bibliography of rural education in Canada contains 235 citations of books, government documents, journal articles, and ERIC documents available at the Brandon University library. The list is not exhaustive, but is intended to highlight activities, events, writings, and projects concerned with rural education in Canada. This document contains an index and a list of rural education journals. Topics with the most references in the index include adult education, community education, counselors and counseling services, distance education, educational aspirations, government support, music education, Native students, occupational aspirations, professional development, public libraries, remote and rural communities, rural development, rural libraries, rural schools, rural-urban differences, school boards, school-community relationship, small schools, teacher profiles, technology, and vocational education. (SV) ED332846

Brenner, M., & Penslar, D. J. (1998). In search of Jewish community: Jewish identities in Germany and Austria, 1918-1933. Bloomington: Indiana University press. Ds135.g33 i42 1998 305.892/4043

Brescia, W. ([1991). Funding and Resources for American Indian and Alaska Native Education., 26pp. In: Indian Nations At Risk Task Force Commissioned Papers. See RC 018 612. Contains the title of a section yet to be developed. The Federal Government has a responsibility to fulfill treaty promises for Native education. However, spending for Native education has fallen since 1975, while overall educational spending has increased. Reversal of this trend must include a shift in focus from quantitative goals to qualitative goals and support of culturally relevant education. The Bureau of Indian Affairs (BIA) and the Office of Indian Education (OIE) are the major sources of funding for Native education. However, the BIA funding formula fails to consider non-federal funding available to public schools, the effects of remote location and sparse population, and unique transportation requirements in rural areas. In addition, BIA funds are often not available until well into the school year. BIA programs for school operations cover Indian School Equalization Program formula and adjustments; institutionalized handicapped; school board expenses and training; student transportation; solo parent program; technical support; and drug and alcohol education. The BIA also administers the Johnson-O'Malley program of contracts with states; funding for higher education scholarships, postsecondary schools, and tribally controlled community colleges; and tribal operations of tribal colleges and adult education. Funding from the U.S. Department of Education covers the OIE and numerous educational programs open to all eligible students. Private foundations donate less than 1% of their monies to Native education. Native communities have a meager tax base for education funding. The equivalent of a Marshall Plan is needed to support Native self-determination in education, rebuild each Native community's infrastructure, and restructure the entire Native educational delivery system. This paper contains 33 references and lists over 100 treaties with educational provisions. (SV) ED343758

Brodwin, P. (2000). Biotechnology and culture: bodies, anxieties, ethics. Bloomington: Indiana University Press. Tp248.2.b55117 2000 303.48/3

Brody, G. H., Flor, D. L., & Gibson, N. M. (1999). Linking Maternal Efficacy Beliefs, Developmental Goals, Parenting Practices, and Child Competence in Rural Single-Parent African American Families. Paper presented at the Child Development, 70, 5, 1197-1208 Sep-Oct. Traced links among family financial resource adequacy, maternal beliefs and behavior, developmental goals, and child outcomes in rural, single-parent African American families of 6- to 9-year-olds. Found that financial adequacy was linked with childrearing efficacy. Efficacy beliefs were linked with parenting practices indirectly through developmental goals. Parenting practices were indirectly linked with children's competence through association with children's self-regulation. (Author/KB) EJ597759

Brøgger, J. (1971). Montevarese. A study of peasant society and culture in Southern Italy. Bergen,: Universitetsforlaget. Hn475.5.b74 301.44/43

Brook, L., Ed. (1993). Serving Communities., 146p. This book contains 15 articles about various aspects of community further education (FE) programs in Great Britain, including program rationales/benefits, administration, and delivery. The following articles are included: "Foreword" (Bradshaw); "Commitment to Community Is Good Business and Practical Politics" (Brook); "Can We Serve Communities in the Market-Place?" (Johnston); "The Community Profile as a Key to Growth and Equity" (Powell, Buffton); "More and Different: Funding Regimes and Community FE" (Tuckett, Powell); "Taking Education and Training into the Community: East Birmingham College" (Addey); "Serving Communities that Lose Their Livelihoods: The Miners of South Wales" (Trotman, Francis); "Mobilising Communities for Learning: The Sheffield Black Literacy Campaign" (Gurnah); "Community Access to Further Education through Open College Credits" (Webb, Redhead); "Supporting Visually Impaired Students in Vocational Education" (Connell); "When I Get Old..." (Soulsby); "The College in the Countryside" (Cathles, Fazaeli); "Efficient and Effectiveand Serving the Community" (Sawyer); "Ireland: Serving a Divided Community" (Shanahan); "Serving the Community: Community Colleges in the USA" (Evans); and "An Education and an Economy for Survival: Committed to Communities in Latin America" (conversation of Luna, Gardener, and Brook translated by Payne). (MN) ED378354

Brown, S. G. (2000). Words in the Wilderness: Critical Literacy in the Borderlands. SUNY Series, Interruptions: Border Testimony(ies) and Critical Discourse/s., Foreword by Gary A. Olson. Page Length: 240. This book relates a White teacher's experiences in an Athabascan village in Alaska in an attempt to theorize pedagogy in a real-world situation. The book presents itself as a hybrid of autobiography, Native American resistance struggle, postcolonial discourse, radical composition theory, case study, and ethnography. The teacher's narrative explains how he came to be a bush teacher; describes complex classroom dynamics, where some students resisted the dominant culture, some were alienated from Native culture, and others were marginalized from both; discusses his growing acquaintance with his students and their competence in the outdoors; describes how students were engaged by a Foxfire-style, outdoor, culture-based project; and examines his own journey of self-discovery and realization of the teacher's role as cultural imperialist. Several pedagogies are critiqued: traditional cognitivist pedagogy, basic writing practice, "contact zone" pedagogy, conflict-oriented pedagogy, and Foxfire teaching practices. The aim throughout is to illustrate the possibilities for a pedagogy in the "bicultural borderlands" that more truly serves the interests and needs of the marginalized borderland learner: a pedagogy whose goal is not acculturation but agency, that is not predicated on the transmission of knowledge but on the transference of authority, that does not foreground assimilation into the dominant culture but spiritual redemption through reconnection to an indigenous subculture. The narrative also investigates the manner in which ethnicity, deracination, and acculturation affect the acquisition of literacy, and the ways in which literacy has been used as a cultural weapon. (Contains 112 references and an index.) (SV) ED439863

Burds, J. (1998). Peasant dreams & market politics: labor migration and the Russian village, 1861-1905. Pittsburgh, Pa.: University of Pittsburgh Press. Hd1536.r9 b848 1998 305.5/633/094709034

Burds, J., & NetLibrary Inc. (1999). Peasant dreams & market politics labor migration and the Russian village, 1861-1905. Boulder, Colo.: NetLibrary Inc. Hd1536.r9 b848 1999 305.5/633/094709034 NetLibrary Inc.

Burns, S. (1989). Pastoral inventions: rural life in nineteenth-century American art and culture. Philadelphia: Temple University Press. Nx650.c69 b87 1989 973/.09/734 Nx650.c69 b87 1989 artarc

Bushweller, K. (1995). Ahead of the Curve. Paper presented at the Executive Educator, 17, 1, 25-27 Jan. Whereas a controversial new book claims that racial background is a strongly associated with intelligence and achievement in life, the Surrey County (Virginia) Schools are proving that success depends more on expectations. Under Superintendent C.P. Penn's direction, the largely black, rural county has become a state leader in the percentage of students pursuing postsecondary education. (MLH) EJ494717

Butterfield, K. L. (1908). Chapters in rural progress. Chicago,: The University of Chicago press. S441.b94 630 630 b98

Bandyopadhyay, M., & MacPherson, S. (1998). Women and health: tradition and culture in rural India. Aldershot, Hants, England ; Brookfield, Vt., USA: Ashgate. Ra771.7.i4 b26 1998 362.8309541409049

Barber, C., Bledsoe, T., Pequin, L., & Montgomery, D. (1999). Increasing Native American Involvement in Gifted Programs through Authentic Discovery and Rural Linkages., In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888. Page Length: 6. Project Leadership Excellence Achievement and Performance (LEAP) was designed to respond to the needs of gifted students enrolled in secondary schools in rural areas. This paper describes Project LEAP's implementation in four rural Oklahoma high schools with high American Indian enrollments and high percentages of low-income families and limited English proficient students. It demonstrates how the two major overarching outcomes of the project, authentic discovery and rural linkages, provide the framework and foundation for the project's success. Project goals are discussed along with specific indicators of success in the areas of collaboration, identification, curriculum development, and community/parent involvement. The project served over 120 high school students who were not currently identified or served by gifted programs; about 60 percent were Native American. Project LEAP provided students with individualized instruction and specially developed study units that responded to students' assessed strengths and interests and emphasized the language and culture of Native American participants. Project students demonstrated an overall increase in performance on the ACT/SAT scores. Project sites showed statistically significant increases in the number of students applying for college, and no student who applied was denied acceptance to college. Factors influencing the success of the project include authenticity in identification of participants (use of portfolio assessment), linkages between schools and community, superior qualifications of project personnel, and project administration by an interdistrict cooperative. Contains 11 references. (CDS) ED429749

Barfield, M. A., & Beaulieu, L. J. (July 1999). The Changing Nature of Work in the South: The Polarization of Tomorrow's Workforce. Rural Development Issues Impacting the South. This report examines the changing industrial structure of work in the southern United States, with particular emphasis on industry and occupational projections for this region and the educational requirements for tomorrow's jobs. Also examined are expected annual earnings, projected unemployment rates, and part-time employment trends associated with emerging jobs in the South. A switch from industrial production to service employment has been occurring. The largest numbers of new jobs are among those occupations requiring no postsecondary degree, but a significant portion of the fastest growing jobs are demanding postsecondary training or degrees. This polarization will exacerbate the gap between the educated and undereducated. A section on the state of education in the rural South shows that while the number of Southerners graduating from high school and attending college is growing, the region as a whole still lags behind the rest of the nation in terms of educational attainment and academic performance. It is critical that policy makers devote balanced attention to education/training and the expansion of better paying job opportunities in the rural South. Educational improvement efforts must include the non- college bound, African Americans, and Hispanics. Factors associated with community economic growth that rely on improvements in education include high public education expenditures, greater high school completion rates, higher concentrations of employment in service industries and higher adult literacy rates. (Contains 42 references.) (TD) ED433162

Barker, B. O., & Taylor, D. R. (Jul 1993). An Overview of Distance Learning and Telecommunications in Rural Schools., 17pp. Paper presented at the Annual Conference of the National Association of Counties (58th, Chicago, IL, July 16-20, 1993). Technological developments of the past decade have increased the potential of distance learning and telecommunications to help rural schools overcome disadvantages of remoteness, geographic isolation, lack of specialized staff, and limited program offerings. Classroom-focused distance learning is distance insensitive and involves transmission of a teacher's lessons from a host classroom to multiple receiving classrooms in distant locations. Network-focused distance learning, on the other hand, is both distance and time insensitive and involves use of electronic databases, electronic bulletin boards, or electronic mail. Classroom-focused distance technologies and applications include: (1) electronic field trips; (2) audiographics programs (one-way transmission of computer graphics plus two-way telephone communication); (3) interactive satellite television programs; and (4) two-way interactive television systems linking several schools. Network-focused services usually involve acquisition of information from large electronic databases or electronic bulletin boards, or communication among users via electronic mail. It is estimated that over 14,000 electronic databases are available to U.S. computer users, with over 5,000 available online. Databases and online services of particular interest to educators include ERIC (accessible via Internet), ERIC/CRESS Online, National Distance Learning Center Online, America Tomorrow Leadership Information Service, American Indian Science and Engineering Society Electronic Network, SpecialNet, CLASSMATE and Classroom Instruction Program (accessible through DIALOG), statewide networks, and government sponsored bulletin boards. The potential of Internet as a telecommunications resource for K-12 schools is discussed. (SV) ED365502

Barnhardt, C. (October 1999). Kuinerrarmiut Elitnaurviat: The School of the People of Quinhagak. Case Study., For final report and related case studies, see RC 022 206 and RC 022 208- 213. Appendices contain reprinted materials that may not reproduce adequately. As part of a larger study of systemic educational reform in rural Alaska, this case study examines recent efforts by the people of Quinhagak to integrate Yup'ik language, values, and beliefs into school practices and policies. Quinhagak is a Yup'ik Eskimo community of 550 people on the southwest coast of Alaska. Nearly all residents can communicate in both Yup'ik and English. The K-12 school enrolls about 140 students. A brief history of the community and its schools is drawn from the experiences of an elder and her descendants. As a participant in Alaska Onward to Excellence (AOTE), a district-driven reform process implemented around the state, the Quinhagak community leadership team developed an AOTE action plan that encompassed 10 statements of values and beliefs, a mission statement, and one student learning goal of communicating more effectively in Yup'ik. With that, the team decided upon two areas of study: (1) community involvement in schooling decisions and (2) the contribution of Yup'ik proficiency to overall student achievement. The case study gathered information on school organization; elementary and secondary facilities, personnel, and curriculum; special education and discipline programs; parent and community involvement; and assessment. Evidence of changes and trends is listed. Final comments summarize factors contributing to community choices for its school, factors enabling the school to implement new and self-determined educational priorities and challenges to narrowing the school-community gap and approving achievement. Appendices include school district statistics, school documents, and related publications. (Contains 14 references.) (SV) ED437252

Barnhardt, R. (1990). Two Cultures, One School: St. Mary's, Alaska. Paper presented at the Theme issue with title "Through Two Pairs of Eyes.". Describes the successful school serving preschool-twelfth grade in St. Mary's Alaskaa small remote Yupik community. Examines the bilingual curriculum, strong community support, and the school's philosophy and goals emphasizing integration of Yupik ways and values and the educational responsibility of the community. (SV) EJ420524

Barnhardt, R., & Dubbs, P. J. (1998). The Log School: A Case for Appropriate Design., 22p. For many remote northern communities, especially Native American communities, school design, construction, and heating would be more culturally and technologically appropriate if local materials and expertise were utilized. Following World War II, the period of the most rapid "de- localization" of northern communities, the allegedly uncomfortable log/frame schools were gradually replaced by larger, more modern, structures. The de-localized school's design is not congruent with local cultural configurations. Expensive, physically unsuitable, imported materials are used in construction done by imported laborers. The facility's electrical, heating (dependent on imported fuel), water, and sewer systems are costly to install and maintain. All of these factors lead to the school building being an alien object in the local indigenous community. Students are more likely to have a successful learning experience if the physical school environment reflects a culturally compatible social and physical environment in which the indigenous culture is recognized and built upon. The standardized approach to school design has not allowed for local user participation in planning and design. Log schools provide a physically, technologically, and economically appropriate alternative for northern communities in forested areas that wish to maintain local control. An example of the construction of a rural Alaska high school illustrates conflicts between outside architects and local citizens and the influence of building codes and health and fire safety standards. Examples are given of other alternative construction designs in northern areas that take advantage of local resources and labor. (Contains 15 references.) (SAS) ED425033 Available from: Web site: http://www.ankn.uaf.edu/LogSchool.html You may be able to order this document from the ERIC Document Reproduction Service.

Barron, H. S. (1997). Mixed harvest: the second great transformation in the rural North, 1870-1930. Chapel Hill, N.C.: University of North Carolina Press. Hn57.b334 1997 307.72/0973

Barron, H. S., & NetLibrary Inc. (1997). Mixed harvest the second great transformation in the rural North, 1870-1930 [xiv, 301 p.:]. Chapel Hill, N.C.: University of North Carolina Press. HN57.B334 1997b Hn57.b334 1997 307.72/0973 University of North Carolina Press

Basu, A. M. (1992). Culture, the status of women, and demographic behaviour. Oxford [England] New York: Clarendon Press ; Oxford University Press. Hb1050.d45 b38 1992 305.4/0954/56

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Bates, C. (Jun 1997). Alaska Native Education: Some Recommendations from This Corner., 22p. Based on a literature review and the 20 years experience of an Alaskan teacher and administrator, some recommendations are proposed to improve education in rural Alaska school districts with Alaska Native students, particularly Yup'ik Eskimos. Currently such school districts have an education system similar to that found throughout the United States and do not take into account the Native culture and heritage. Social and educational indicators show that rural Alaska schools are often not graduating individuals with adequate skills and attitudes. While there is no single definition of what constitutes success, a goal is suggested for rural schools: to graduate students who are confident and capable individuals, whether living in the traditional culture or the global society. To work toward this goal, recommendations are offered in the areas of oral language, intellectual strengths, instruction, and educator training. Eskimo children live in a world without print where the culture emphasizes learning through observation rather than verbal explanations. To provide a foundation for reading and writing, schools must emphasize oral language development for Native students in the early grades. Schools should build on the strengths that Eskimo children consistently demonstrate: superior perceptual skills and spatial ability. Instruction could be improved by matching student learning styles and by moving to an ungraded elementary program. Finally, teachers must receive special training to understand the situation and meet student needs in rural Alaska schools. Contains 24 references. (SV) ED409151

Baumeister, M., & Morris, R. K. (1992). Rural Delivery Model for Vocational Education. Paper presented at the Teaching Exceptional Children, 24, 4, 40-43 Sum 1992. The Black Hills Special Services Cooperative provides innovative and model practices for serving individuals with disabilities in a rural area of South Dakota. This article reviews the program's history and background, curriculum development, evaluation, and transitional and supported employment utilizing an entrepreneurial model of partnerships with private businesses. (DB) EJ445846

Baxter, J., Bryant, L. L., Scarbro, S., & Shetterly, S. M. (January 2001). Patterns of Rural Hispanic and Non-Hispanic White Health Care Use: The San Luis Valley Health and Aging Study. Research on Aging, 23(1), 37-60(24). This cross-sectional study examines utilization of health care resources, including nursing homes, among 1,433 rural Hispanic and non-Hispanic White participants in the San Luis Valley Health and Aging Study. Results show substantially greater non-Hispanic White residence in nursing homes, greater Hispanic use of professional home nursing services, but little ethnic difference in outpatient care or hospitalization. Analyses based on the behavior model of utilization find health care use strongly associated with need factors. In particular, outpatient care correlated with disease and instrumental daily living activity dependence, home nursing care with basic daily living activity dependence, and nursing home use with daily living activity dependence and cognitive impairment. Predisposing characteristics (age, marital status, education) and enabling supports and barriers (insurance, availability of no- or low-cost care, transportation difficulties) also influenced utilization. The differential ethnic pattern of nursing home use persisted after controlling for these important characteristics.

Bean, S. W., Chivers, L. A., O'Hara, J. P., Bowles, P., & Jeffrey, P. (September 1998). 1977-1997 Fall Enrollment by Race/Ethnicity. Data are provided about student enrollment by race/ethnicity in Utah since 1977, the first year that this enrollment information was available. The growth in enrollment in Utah's schools since 1977 has primarily resulted from internal growth, with a secondary increase because of migration. From 1977, enrollment increased at a strong 2.2% or more a year until 1987. Then, in a period of economic recession, growth dipped below 2.2% until 1990. The rate remained at 2.1% for 2 years, and has since declined to less than 1.0% per year. This decline is a demographic phenomenon as the baby boomers leave the child-bearing years. It is projected that statewide enrollment rates will increase after the year 2000. As reflected in the 1997 total enrollment percentages, most students by race/ethnic category also live in four metropolitan counties. Most of Utah's minority group students live in these counties, with the exception of American Indians, who are more likely to live in rural areas. There are only six states with less racial and ethnic diversity than Utah, where about 89% of the students are white. Other groups are experiencing strong growth in percentage terms, although there numbers are still small. Hispanics are experiencing a 7.5% growth rate, and there were over 31,000 Hispanic students enrolled in 1997. Tables contain information about the state's 40 school districts. (Contains 1 map, 6 charts, and 113 tables.) (SLD) ED434191

Bell, R., Quandt, S., & Arcury, T. (2000). Health Behaviors of Rural White, African American, and Native American Elders. American Journal of Health Behavior, 24(5), 349.

Bengtson, V. L., Schaie, K. W., & Burton, L. (1995). Adult intergenerational relations: effects of societal change. New York: Springer Pub. Co. Hq1061.a35 1995 305.26 norst

Bennett, N. G., Li, J., Song, Y., & Yang, K. (1999 Length: 13 Page(s); 1 Microfiche). Young Children in Poverty: A Statistical Update., For 1998 edition, see ED 417 840. This document continues a series of statistical reports from the National Center for Children in Poverty about young child poverty in the United States. The highlights of this update include the current profile of extremely poor, poor, and near poor population of young children; an examination of the changing association between higher education among parents and the economic well-being of young children; and an analysis of the impact of the Earned Income Tax Credit on young child poverty. Among the findings noted in the report are the following: (1) the poverty rate for young children and the number of poor young children have declined significantly since 1993, yet remain well above levels seen in earlier decades; (2) almost half of young poor children live in extreme poverty; (3) poverty continues to occur disproportionately among black and Hispanic young children; (4) racial differences in young child poverty rates have narrowed; (5) whites remain the largest racial or ethnic group of young children in poverty; (6) poverty rates are highest in urban areas, but 60 percent of the poor young children live in suburban or rural areas; (7) the young child poverty rate has risen fastest in suburban areas; (8) the risk of experiencing poverty is related to living in a single parent family, low parental educational attainment, and part-time or lack of parental employment; and (9) in 1997, the young child poverty estimate would have been 24 percent higher in the absence of the earned income tax credit. (KB ED430709

Benson, C., Ed. (1998). Becoming Teacher Researchers. Paper presented at the Bread Loaf Rural Teacher Network Magazine, Sum. This serial issue contains eight articles all on the theme of "Becoming Teacher Researchers." "Becoming a Network of Teacher Researchers" (Scott Christian) discusses how portfolios of classroom work provide documentation and encourage more systematic teacher research involving established research techniques. "Identifying Features of Language: Listening, Writing, Performing" (Ellen Temple) describes how fifth-graders developed language skills by studying oral genresexamining and classifying their everyday language use. In "Teaching Standard English to African American Students: Conceptualizing the Research Project" (Renee Moore), results from teacher research indicate that teacher attitude compensates for Black students' resistance to learning standard English. "The Golden Age of Teacher Research: An Interview With Marty Rutherford" (Chris Benson) pursues questions concerning the importance of the relationship between teacher, student, and community; the characteristics of good teacher researchers; wider acceptance of ethnographic and qualitative research; and the importance of online collaboration among teacher researchers who are spread out across the country. "Watching and Listening in and outside the Classroom" (Sheri Skelton) recounts how a teacher in an Inupiaq village in northwestern Alaska incorporated aspects of Native learning and teaching styles in the classroom. "Students Teaching: In Season at Peoples Academy" (Moira Donovan) documents a Vermont high school's use of high school seniors as teaching assistants and mentors in inclusive classrooms. "Have You Graded Our Essays Yet?" (Risa Udall) discusses teacher research on how ungraded writing allowed Arizona high school students to improve their writing skills. In "Something Invisible Became Visible" (Robert Baroz), a teacher-student research team studied the value of classroom language use in reinforcing learning. (TD) ED436318

Bhola, H. S. (19 Oct 1990). Adult Literacy and Adult Education in the Socialist Modernization of China: Policy, Performance, Lessons., 17pp. Paper presented at the International Literacy Year Colloquium: Literacy The Foundation for Development, organized by the Summer Institute of Linguistics and ERIC/Center for Applied Linguistics (Washington, DC, October 19, 1990). Accounts differ as to the state of adult literacy education in China. One scholar says that programs are contracting severely, whereas Chinese officials contend that programs are operating with more students and more efficiency. A true picture of literacy education in China depends on research and statistics that are being gathered. The overall tone of this emerging picture is optimistic. China today is conducting the world's largest and most promising experiment in using adult education for social change. However, some problems surface; for example, national aspirations for literacy promotion are now focusing only on the age group 15-40 and thereby making the illiteracy problem shrink to one-third its size. Lessons that can be learned from the Chinese experience include the following: (1) political commitment to social reform and adult education is necessary; (2) it is possible to bring development to rural areas concurrently with urban areas; (3) policy should be disseminated among the people by catchy slogans and phrases; (4) adult education should be institutionalized; (5) culture is likely to be neglected in societies in which economic deprivations are most acutely felt; and (6) special efforts are needed to bring literacy education to women and minorities. (KC) ED327650

Bhowmik, K. L. (1988). Current anthropoligical [sic] & archaeological perspectives. New Delhi, India: Inter-India Publications. Gn3 GN3.I34 1985 v.1 NORLIN GN3.I34 1985 v.2 NORLIN GN3.I34 1985 v.3 NORLIN GN3.I34 1985 v.4 NORLIN GN3.I34 1985 v.5 NORLIN GN3.I34 1985 v.6 NORLIN GN3.I34 1985 v.7 NORLIN GN3.I34 1985 v.8 NORLIN GN3.I34 1985 v.9 NORLIN GN3.I34 1985 v.10 NORLIN GN3.I34 1985 v.11

Bigart, R. (1997). Tribal College Land-Grant Future: Promise and Peril. Paper presented at the Tribal College, 8, 4, 36-37 Spr. Discusses land-grant legislation of the past century and how it has, and will continue to, affect tribal colleges and rural America. (YKH) EJ558601

Birdwell-Pheasant, D., & Lawrence-Zúñiga, D. (1999). House life: space, place and family in Europe. Oxford ; New York: Berg. Hq612

Birkenholz, R. H., & Others, A. (Dec 1993). Pilot Study of Agricultural Literacy. Final Report., 102p. A study assessed the knowledge and perceptions of U.S. citizens regarding agriculture, food, and natural resources. Data were collected from 2,005 respondents representing the following groups: purposely selected primarily white Indiana high school students and primarily black Michigan high school students, randomly selected rural Missouri adults attending one of several town meetings, and randomly selected urban Missouri adults contacted in various settings (including churches, libraries, and grocery stores). Adults were more knowledgeable about agriculture than were high school students. Respondents were most knowledgeable and positive about natural resources and least knowledgeable and positive about agricultural policy. No differences among ethnic groups' perceptions of agriculture or between rural and urban Missouri adults' knowledge of agricultural concepts were discovered. The study recommendations included the following: integrating agricultural instruction throughout elementary and secondary school curricula, developing agricultural literacy instructional efforts targeting inner city minority students, broadcasting television agricultural literacy programs for adults in urban areas, and establishing a National Center for Agricultural Literacy to coordinate agricultural literacy efforts at a national level. (Appended are knowledge statement responses by group, 12 data charts, and the survey instrument. Contains 12 references and 20 tables. (MN) ED369890

Bachman, R., & Straus, M. A. (1990). Alcohol, Stress, and Violence in American Indian Families., 25pp. Paper presented at the Annual Meeting of the American Society of Criminology (42nd, Baltimore, MD, November 7-10, 1990). This study examined the link between alcohol use and domestic violence in the American Indian population. A total of 204 American Indian families and 2,007 non- American Indian Whites were analyzed using the 1985 National Family Violence Resurvey. The rates of family violence were first calculated by ethnicity, and then compared to a sample of non-American Indian White families. The second part of the analysis looked at spousal violence in American Indian families. The incidence rates of couple violence were estimated to be at least 15.5 per 100 American Indian couples. Acts of spousal assaults were also found to be higher in the American Indian sample compared to the White comparison group. After controlling for economic deprivation, age and urbanicity, it was found that both high rates of alcohol consumption and high rates of perceived stress significantly increased the probability of couple violence in general and the probability of husband-to-wife assaults. The statistical relationship found between alcohol consumption and violence has been documented qualitatively in other studies. A shortage of treatment programs exists along with other problems inherent in many treatment facilities on reservations and in rural areas in general. Dealing with alcoholism alone, however, does not deal with what are more likely the underlying contributors of domestic violence. Nonetheless, spousal assault is a major problem among American Indian communities, which needs further attention. (LLL) ED334521

Bailey, L. H. (1900). The principles of fruit-growing ( 3rd ed.). New York, London,: The Macmillan Company. Sb355 634

Bair, B., & Cayleff, S. E. (1993). Wings of gauze: women of color and the experience of health and illness. Detroit: Wayne State University Press. Ra564.86.w55 1993 362.1/08/693

Baker, J., & Aina, T. A. (1995). The migration experience in Africa. Uppsala: Nordiska Afrikainstitutet. Hb2121.a3 m53 1995 304.80967

Baker, V. J. (Mar 1991). Australian Aboriginal Education at the Fulcrum of Forces of Change: Remote Queensland Communities., 13pp. Paper presented at the Annual Conference of the Comparative and International Education Society (Pittsburgh, PA, March 14-17, 1991). Schools in Australian Aboriginal communities are pulled between an educational model that stresses cultural pride and preservation and one that emphasizes uniformity of education to prepare Aboriginal students for a place in the dominant society. The tension between these objectives is seen in these case studies of schools in two remote Queensland Aboriginal communities. Lying 30 miles off the mainland, Palm Island served as an Aboriginal penal colony in the early 1900s. Community problems include high rates of violent crime, alcoholism, and family abuse; inadequate housing; and a 90% unemployment rate. Yarrabah is a remote coastal community with similar problems. Public schools in these two communities have modern facilities, and are making efforts to involve students in learning. However, teachers (virtually all white) are assigned to these schools and experience alienation and culture shock. Few stay more than the required 2 years. Community values are often at odds with academic competitiveness and success, and community and family problems have negative effects on student behavior and achievement. Common student problems are poor attendance, dropping out, low achievement, inappropriate classroom behavior, and hearing problems. St. Michael's, a private Catholic school on Palm Island, follows a different model from state schools and has a community school board, some black teachers, and black teacher aides that serve as community liaisons. The teachers are dedicated and work hard at bridging the gap between school and community. While some progress has been made in making school attractive to students, the forces militating against the success of the school are overwhelming. (SV) ED336224

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critical ethnographies of schooling and local practice. Boulder, Colo.: NetLibrary Inc. Lb45.c83 1999 370.1/92 NetLibrary Inc.

Champion, J. (1999). Effect of Abuse on Self-perception of Rural Mexican-American and Non-Hispanic White Adolescents. Archives of psychiatric nursing, 13(1), 12.

Chance, E. W., & Neuhauser, M. (1991). Preparing Women and Minorities as Rural School Administrators. Paper presented at the Rural Educator, 12, 2, 1-5 Win. A nontraditional Master's degree program in educational administration at South Dakota State University was designed to encourage participation by women and minorities. Twenty-four women completed the two-year program, which featured weekend classes, reduced tuition, and special courses focusing on instructional leadership, administrative vision, and networking strategies. (SV) EJ427609

Chenoweth, K. (1998). The College Board Decries Preparation Gap. Paper presented at the Black Issues in Higher Education, 15, 15, 24-25 Sep 17. The College Board released the profile of 1998 college freshmen who took the Scholastic Assessment Tests and Advanced Placement exams and reported that the number of well-prepared students of all ethnicities is increasing, as is the number of poorly prepared students. The most striking differences found were between suburban schools and schools in both urban and rural areas. (MSE) EJ573818

Chimerine, C. B., & Others, A. (Apr 1994). Alternatives for Federally-Sponsored Technical Assistance for School Improvement: Lessons from Chapter 1 Program Improvement., 17pp. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 18-22, 1994). This report discusses the accomplishments and limitations of the Nine-Site Program Improvement initiative, a 3-year venture in which federal contractors provided technical assistance to schools. The contractors, Chapter 1 Technical Assistance Centers (TACs) and Rural Technical Assistance Centers (RTACs) received about $60,000 per year for their work with each site. Participating schools had programs funded by Chapter 1 that had been identified as needing improvement. Five sites were large urban districts in Baltimore, Maryland; Chicago, Illinois; Detroit, Michigan; Los Angeles, California; and Dade County, Florida. Three sites included relatively small, isolated rural schools in Pike County, Kentucky; southeastern Iowa; and the Mississippi Delta. Seven schools administered by the Bureau of Indian Affairs comprised the ninth site. The initiative offers lessons about ways of organizing and conducting technical assistance that goes directly to individual schools and that is sustained over a period of time. The assistance given by the TACs and RTACs was generally considered good. At five of the nine sites, efforts are being made to extend assistance another year. Overall, however, the impact of the technical assistance was limited by the lack of clear and well-articulated visions of how schools might be different. (Contains three references.) (SLD) ED383810

Clinton, B., & Others, A. (1 Nov 1990). Against the Odds: Parenting in Disadvantaged Communities., 49p. This report discusses the results of a qualitative evaluation of the Maternal Infant Health Outreach Worker (MIHOW) project which served over 500 low-income women from 1982 through 1990. The MIHOW project provides outreach services to low- income families in rural communities in Tennessee, Kentucky, Virginia, and West Virginia. Working in partnership with Vanderbilt University, locally based community organizations provide training and supervision to local women leaders, all of whom are uniquely qualified to support their peers and to implement high quality child development services. Forty-six participants responded to open- ended questions which were defined through focus groups. The report describes the poverty of the participants and their lack of education, health care, and employment. The extended family is often a source of support for mothers, but if the mother is unmarried, she is often rejected by her family. Although fathers are not active in the program, they show some interest in becoming involved. The MIHOW worker is able to develop and maintain a relationship with the client because of a shared history, sound information, confidentiality, and a warm personality. The MIHOW project has impacted participants in the following ways: (1) combatting isolation and loneliness; (2) developing a relationship with a caring person (the MIHOW worker); (3) fostering assertiveness; (3) improving self- esteem and goal setting; (4) making sounder health decisions for both mother and child; (5) improving children's skills; and (6) helping parents to gain insights into their children's behavior. Recommendations focus on relationships between workers and mothers, education and work needs, and additional group sharing meetings for participants. Numerous black and white photographs illustrate the text. Study questions are appended. (KS) ED330530

Cockrell, K. S. ([Apr 1992). Voices of Native America: A Native American Community's Perception of Home/School Communication., 10pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992). This study examined the process of parent-school communication from the perspective of Native American parents in a consolidated, rural school district. The multi-model qualitative study used participant observation, open-ended interviews, and document collection to focus on the relatively wealthy, rural consolidated district, encompassing three communities. The results show that Native American parents perceived communication with school personnel to be almost nonexistent. School personnel most often made contacts with parents for disciplinary or health-related reasons. Many Native American parents therefore viewed the nature of school contacts as hostile and discriminatory. They believed the communication process flowed one way: from school administrators to parents. Differences in communication styles also hindered communication. The data produced five perceived types of communication barrier: (1) distrust of schools among Native Americans; (2) racial tension; (3) maintenance of tribal identity; (4) Native American dependency on government; and (5) Native community's isolation from the community at large. Beliefs, attitudes, and educators' actions are more influential on education and the communication process than school financing. An ethnocentric cultural view, as it is imposed upon educational institutions, prevents inclusion of culturally different people. Native Americans should be actively engaged in the identification of educational problems and the search for solutions. (TES) ED351163

Cohen, L. G., & Others, A. (Mar 1997). Early Literacy Activities: Experiences of Rural Families of Children with Disabilities., 10pp. In: Promoting Progress in Times of Change: Rural Communities Leading the Way; see RC 020 986. A study examined the early literacy experiences of rural disabled children, ages 3-8. Data originated from a subset of the National Household Education Survey of 1995 that included 1,316 families with disabled children and 8,009 families with nondisabled children. Participants were asked about their race/ethnicity, education level, native language, presence of children with disabilities in the household, child and family literacy activities, and children's grade level. Results indicate that of families with disabled children, 85 percent of those living in rural areas and 72 percent living outside urban areas were White, whereas, there was greater racial and ethnic diversity in urban areas; English was the native language for the vast majority of mothers in rural areas; the incidence of disabled children was higher among parents with less than a high school education; and Black children had a higher incidence of disabilities than did other racial and ethnic groups. With regard to early literacy, over half of the children, both with and without disabilities, were read to every day by a family member and three quarters of the children were read to on a regular basis each week (at least three or more times). However, rural families differed from urban families in several respects: a greater percentage of urban disabled children were not read to at all by a family member, but a greater percentage of rural disabled children did not read to a family member on a regular basis. During the primary grades, families who had disabled children were as involved with early literacy activities as families with nondisabled children. However, preschool children with disabilities engaged in early literacy activities with family members to a lesser extent than preschool children without disabilities. Includes demographic tables. (LP) ED406117

Colorado Agricultural College. Extension Service., Colorado Agricultural and Mechanical College. Agricultural Extension Service., Colorado State College (Fort Collins Colo.). Extension Service., & Colorado A & M College. Extension Service. (1957). Bulletin ( Vol. Ceased with 444-A). Fort Collins, Colo.: Colorado A & M College Agricultural Extension Service [and] Agricultural Experiment Station cooperating. UCSU20/6.3/no S41 630.76 Ucsu20/6.3/

Commission of the European Communities. Directorate-General for Audiovisual Information Communication and Culture. (1992). New vitality for the countryside. Luxembourg: Office for Official Publications of the European Communities. Hn380.5.z9 1000 E19 Eu74f 1992- 869

Commission of the European Communities.Directorate-General Information Communication Culture. (1989). The European Community and Rural Development. Brussels: The Commission. 1000 E20I Eu74d no.62 1990 govin

Conrad, J., Hollenbach, K., & Feigelson, H. (1998). Use of Prenatal Services by Hispanic Women in San Diego County: A Comparison of Urban and Rural Settings. Journal of nurse-midwifery, 43(2), 90.

Conrad, J. K., Hollenbach, K. A., Fullerton, J. T., & Feigelson, H. S. (March 1998). Use of Prenatal Services by Hispanic Women in San Diego County - the role of social class, acculturation and social isolation. Journal of Nurse-Midwifery, 43(2), 90-96(97). The purpose of this study was to investigate patterns of prenatal care use among urban and rural Hispanic women in San Diego County, California. A cohort study of Hispanic women delivering at one of five San Diego County hospitals between July 1991 and January 1992 was conducted (N = 587). Data were collected by in-person interview and medical record abstraction. Logistic regression was used to identify variables associated with late entry into prenatal care, while simultaneously adjusting for important confounding variables. Three factors were found to be significantly associated with late entry into prenatal care. Women who resided in urban areas were two times more likely to enter prenatal care late as compared to women who lived in rural areas (odds ratio = 2.11; 95% confidence intervals (CI) = 1.12, 4.0). Women who reported not having initially ''wanted'' the pregnancy were 2.2 times more likely to enter prenatal care late (95% CI = 1.05, 4.59). The risk of entering prenatal care late increased by 20% for each additional barrier to care that was reported (95% CI = 1.09, 1.34). Results indicate that timely entry into prenatal care may be improved among San Diego Hispanic women by targeting specific barriers to prenatal care identified in this study and by providing greater family planning assistance to this population to decrease unwanted pregnancies.

Conway, G. E., & ERIC Clearinghouse on Rural Education and Small Schools. (1994). Small scale and school culture

Conway, G. E., & ERIC Clearinghouse on Rural Education and Small Schools. (1994). Small scale and school culture: the experience of private schools. [Charleston, WV: Clearinghouse on Rural Education and Small Schools Appalachia Educational Laboratory. Ed 1.331/2:edo-rc-94-6

Coogle, C. L., Ed., & Finley, R. B., Ed. (30 Nov 1994). Assisting Black and Rural Caregivers of Elders with Dementia: Progressive Training through Trusted Resources. Final Report., 261pp. Cover title varies: "Families Who Care: Assisting African American and Rural Families Dealing with Dementia. Final Report." For related documents, see RC 020 823-824. A program was developed in Virginia to train Black and rural family caregivers of persons with dementia, particularly Alzheimer's disease. This final program report begins with project briefs that summarize major products and findings, program objectives and accomplishments, and dissemination activities. Chapter 1 addresses issues related to dementia and caregiving in Black and rural communities. Chapter 2 describes activities related to program objectives, including forming partnerships with organizations and community members who helped develop the training curriculum, developing the training package, implementing the "train the trainer" model, evaluating the project, and developing the replication plan. Chapter 3 summarizes results of program evaluation. The 69 community leaders who participated in training gained significant knowledge about implementing workshops for family caregivers and rated the training highly. The 208 family caregivers who attended workshops given by the 69 community leaders also gained significant knowledge and judged the workshops to be useful and relevant. The last chapter discusses additional program outcomes related to community collaboration, outreach strategies, capacity building, and evaluation. Appendices include suggested readings for trainers and caregivers; directories of community resources in Central and Southside Virginia; forms necessary for program implementation; results of nominal group process for regional needs and resource teams from central and southside Virginia; and evaluation reports for first-level training (trainers), second-level training (trainees), and comparison of full and abbreviated training programs. These reports contain all forms necessary for program evaluation including pretest and posttest questionnaires. (LP) ED398042

Coogle, C. L., Ed., & Finley, R. B., Ed. (1994). Families Who Care: Assisting African American and Rural Caregivers Dealing with Dementia. A Replication Plan., 142pp. For related documents, see RC 020 822-823. This Replication Plan describes an Administration on Aging funded Project, "Assisting Caregivers of Black and Rural Elders with Dementia: Progressive Training through Trusted Resources." The project directly developed the capacities of trusted community leaders (n=69) who served as trainers of African American and rural family caregivers (n=200) in Central and Southside Virginia. The project indirectly improved the capacities of caregivers through the conduct of workshops, and subsequently increased the ability of elders with dementia to remain, as appropriate, in their communities and avoid premature institutionalization. A proven model, this project has been used by the Administration on Aging at national and regional meetings to demonstrate its effectiveness as an educational delivery system. The primary products from this project were a substantive training manual ("Families Who Care: Assisting African American and Rural Family Caregivers Dealing with Dementia" (RC020823)); two directories of helpful resourcesone with national resources, and the other, Virginia resources; this Replication Plan; and a Final Report to the Administration on Aging (RC020822). The pilot project officially ended August 30, 1994, but its benefits will continue to be felt via the community leaders who have been empowered to help those in their communities through linkages with their local chapters of the Alzheimer's Association and other community based resources. (AA/Author) ED398044

Cox, O. C. (1976). Race relations: elements and social dynamics. Detroit: Wayne State University Press. E185.615.c693 1976 301.45/19/6073 E185.615 C693 1976 c.2 NORLIN E185.615 c693 1976

Crowe, T. R., Ed. (1990). Marilou Awiakta: Reweaving the Future. Paper presented at the Appalachian Journal, 18, 1, 40-54 Fall. Taped interview in which Appalachian Indian poet Marilou Awiakta examines her own life and work. Discusses effects of rural upbringing, Cherokee culture, modern science, and life abroad on writing. Examines themes of feminism and technology in life and work. Includes six poems. (TES) EJ418861

Culbertson, W. R., & Tanner, D. C. (1998). The Power of the Internet: Training Speech Pathology Assistants on Indian Reservations., 5pp. Paper presented at the California State University Northridge Conference on Technology and Persons with Disabilities (Los Angeles, CA, March 1998). This paper describes a pilot project to train rural native American paraprofessional personnel to deliver routine speech-language services to children under the overall supervision of a certified professional. The program had three components: on-site visits, desk-top conferencing, and distance training. The program was implemented at one reservation school in Arizona with a caseload of 38 students and one trainee. Faculty and graduate students initially visited on-site to evaluate students' communicative abilities, to develop and review treatment programs, and to confer with parents and staff. Desk-top conferencing allowed the paraprofessional trainee to communicate problems and concerns about students as needed. Program evaluation involved trainee responses to objective test questions via computer interface, trainee completion of a questionnaire regarding her impressions, and responses of other school faculty to a questionnaire regarding program quality. Some unexpected problems were encountered in project implementation including climatic problems (daily monsoon thunderstorms which threatened computer operations and led to suspension of the program) and demographic problems (lack of appropriate electrical connections and unfamiliarity with technology.) (DB) ED422704 Available from: http://www.dinf.org/csun 98/csun98 017.htm

Cypher, T. W. ([1993). Minority and Traditional Elementary Students: A Comparison Study., 14p. This ethnographic study relates the differences reported by student teachers as they experienced teaching in a culturally diverse elementary school that contained a large population of minority students and compared that placement with a rural school that had few or no minority students. The methodology involved preplacement interviews, journals, written comparisons, and postplacement interviews with 20 student teachers in South Central Pennsylvania. Tables I through IV contain the major findings of the study and relate: (1) the preplacement expectations of the student teachers; (2) the postplacement reactions; and (3) the differences between the school that contained the large minority population and the school that contained few or no minority students. Student teachers reported that there was a lack of praise of students in the minority school, and that black students tended to be ambivalent toward academic efforts and success, findings that point to a need for more praise, not less. The comparisons made by these student teachers indicate the necessity of helping teachers develop cultural awareness. (Contains 15 references.) (SLD) ED364620

Cahalane, B. H. (Mar 1996). The Disproportionate Representation of Minorities in Rural Special Education Programs and What Can Be Done about It., 7pp. Paper presented at the Annual Conference of the American Council on Rural Special Education (ACRES) (Baltimore, MD, March 1996). Overrepresentation of minorities in special education has been a problem for 25 years and was targeted by the Office of Civil Rights as an initiative in 1993. One rural southeastern state examined its special education process from referral to placement to determine if procedures significantly overidentified or underidentified a particular racial group. Ten percent of the students from each of 25 school districts' special education tracking lists were selected to create a pool of 750 potential subjects. From this group, the 341 students that were assessed and referred for special education services for learning problems became the sample for the study. Results indicated that African Americans were overrepresented in programs for mild mentally retarded students, underrepresented in programs for specific learning disabled students, and overrepresented in the initial referral stage. The disproportionate representations of African Americans are findings consistent with results elsewhere in the literature, and indicate that variables such as attitude or expectations toward various races might be explored in future research. Strategies to determine the real causes of overrepresentation of minorities in special education are recommended for state, district, and higher education levels. Contains 16 references. (TD) ED408119

Campobasso, M. (1995). The Youngest College. Paper presented at the Tribal College, 7, 1, 18-19,41 Sum. Describes the 1995 founding of the Salish Kootenai College branch campus in Wellpinit, Washington, located on the Spokane Indian Reservation, which is one of the country's newest tribal colleges. Highlights tribal expenditures on the college and issues of college operation. Indicates that tribal colleges take from four to six years to become stable institutions. (MAB) EJ513886

Capper, C. A. ([1990). Exploring the Influence of Community Socioeconomic Class, Location, and Culture on Effective School Linkages for Preschool Students with Disabilities., 41p. This study explored how community socioeconomic class, setting (rural, small- town, suburban, or urban), and culture influence effective school linkages for preschool children with disabilities. The study utilized a model of school success based on effective schools research. The study analyzed data previously reported for four school districts in a midwestern state and an additional site. School districts represented a suburban affluent setting and four economically disadvantaged settings (urban, small town, rural, and a Native American Indian reservation). The investigator observed all classes serving preschool children with disabilities that included in-depth observation of one 3-year-old child per classroom. Analysis indicated that effective school linkages differed among the five communities with some linkages similar and others distinctly different between low and high socioeconomic level communities and between urban/suburban and rural/small-town communities. Some differences followed a continuum from affluent to urban poverty, to small town, to rural, and to Native American communities. Findings were interpreted to suggest that the low socioeconomic level in some communities raised barriers to principal actions typically found in effective schools and that a rural or small town setting further impeded effective strategies. Minimal involvement of principals and low or ambiguous expectations for student achievement characterized poorer and rural schools. (Contains 33 references.) (DB) ED348781

Carlson, E. M., Bearinger, L. H., Skay, C. L., Resnick, M. D., & Blum, R. W. (February 1996). Demographics of sexual orientation among native American adolescents. Journal of Adolescent Health, 18(2), 137-137(131). OBJECTIVE: Although recent studies have explored patterns of sexual orientation among adolescents, studies have not included large numbers of Native American teens. This study examined patterns of sexual orientation among a national sample of reservation-based Native American adolescents (N=13,035) compared with a group (N=11,247) of rural Anglo students.DESIGN: Both samples participated in an anonymous school-based survey of health and risk behaviors. The two samples were similar in age and gender. Five items pertaining to sexual attraction, fantasy, behavior, and self-labeling were embedded in the 170-question survey which also included questions about sexual experience, history of pregnancy, and sexual abuse. Chi-square analyses were performed for responses both by sample and by gender within each sample.RESULTS: For attraction, self-labeling, and fantasies, findings showed much lower prevalence of heterosexual responses among Native American [N.A.] than Anglo [Ang.] youth (52.4%N.A.; 83.5% Ang.), higher bisexual and homosexual responses (1.1% & 0.5% N.A.; 0.8% & 0.3% Ang.), much higher unsure responses (28.7% N.A.; 12.3% Ang.), and much higher non-response rates (17.3% N.A.; 3.1% Ang.). These findings held true even when compared by gender; all findings were significant (p=<.001). Findings also showed slightly higher prevalence of same-gender sexual experience (1.4% N.A.; 0.9% Ang., p=<.001), a significantly lower prevalence of opposite-gender sexual experience (41.8% N.A.; 53.1% Ang., p=<.001) and similar prevalence of sexual experience with more than one gender (0.7% both groups).Within the Native American group, bisexual or homosexual teens were less likely to have opposite-gender sexual experience, more likely to have same-gender sexual experience, and more likely to report sexual experience with both males and females, than were heterosexual teens (all findings p=<.001). Gay and bisexual Native American teens with heterosexual experience were more likely than heterosexual Native Americans to report both an earlier age of sexual debut and a history of sexual abuse (both p=<.001). Lesbian and bisexual girls were less likely to report a history of pregnancy (p=<.001), but homosexual boys were more likely to report having gotten someone pregnant than their heterosexual or unsure counterparts (p=<.001).CONCLUSIONS: These findings suggest significant cultural differences in conceptualizing sexual and gender identities. Health care providers working with Native American youth should be aware of these concepts of sexuality and gender in their provisions of services and anticipatory guidance related to health behavior and sexuality.

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Dean, A. L., Ducey, S. J., & Malik, M. M. (1997). Teenage pregnancy: the interaction of psyche and culture. Hillsdale, NJ: Analytic Press. Hq759.4.d45 1997 306.874/3

DelanyBarmann, G., Prater, G., & Minner, S. (1997). Preparing Native American Special Education Teachers: Lessons From The Rural Special Education Project. Rural special education quarterly, 16(4), 10.

DelValle, L., Quintana, Y., & Weinstein, P. (1998). Early childhood caries and risk factors in rural Puerto Rican children. ASDC. Journal of dentistry for children, 65(2), 132.

Demko, G. J., & Jackson, M. C. (1995). Populations at risk in America: vulnerable groups at the end of the twentieth century. Boulder, Colo.: Westview Press. Hn90.m26 p67 1995 305.5/6/0973 norst

Deseran, F. A., & Keithly, D. (1994). Teenagers in the U.S. Labor Force: Local Labor Markets, Race, and Family. Paper presented at the Rural Sociology, 59, 4, 668-92 Win. Among youth aged 16-18 living at home in 1980, employment was proportionately higher among whites than blacks and among metropolitan compared to nonmetropolitan youth. Employment of white youth was linked more closely than that of black youth to family resources (income and occupational status) and local labor market characteristics. Discusses queuing theory and racist implications. Contains 49 references. (SV) EJ500057

Desimone, L. M. (1993). Racial Discourse in a Community: Language and the Social Construction of Race. Paper presented at the Issue focus: "Deep UnderstandingsA Conversation about Race, Community, and Schooling in a Rural African-American Town.". Examines the language of race in a rural, primarily African-American town in North Carolina, focusing on the Civil War, social interactions, school before desegregation, the closing of the town's elementary school, and school dropouts. The roles of repression and denial in socializing talk about racially charged issues are illustrated. (SLD) EJ480488

DeYoung, A. J. (1995). The life and death of a rural American high school: farewell, Little Kanawha. New York: Garland Pub. Ld7501.b74 d49 1994 373.754/66 norst

Dreier, W. H. (2 Apr 1993). Early Schools in Two Townships of Black Hawk County, Iowa, USA., 17pp. Diagrams may not reproduce clearly. This paper provides a history of early public schools in two Iowa townships. Townships are six by six mile areas of land that were established as the result of the Northwest Ordinance of 1787. The civil townships of Bennington and Cedar Falls were part of 17 townships located in Black Hawk County, Iowa. The Northwest Ordinance specified that the sale or income from a section in each township would be used by the state to build and support public schools. Additionally, an act of the Iowa Legislature in 1858 made each civil township a school district, ensuring that the tax unit for common schools was no smaller than a township. In Bennington and Cedar Falls Townships, nine subunits were created, each containing a school. Schools were usually started by a family or teacher and were private or subscription schools that required payment per child from the family to the village. In 1872, the Iowa General Assembly allowed a township to divide into nine rural independent districts, each having a three-member local board. After 1872, many townships voted to create independent districts that consisted of nine tax units instead of one. The number of school districts in Iowa increased rapidly in the next 4 years, until this authorization was withdrawn by the General Assembly in 1876. In the mid-1950s, due to low attendance and the passage of the School District Reorganization Law, most one-room schools became part of consolidated high school districts. Diagrams illustrate changes in school districts. (LP) ED360128

Duara, P. (1988). Culture, power, and the state: rural North China, 1900-1942. Stanford, Calif.: Stanford University Press. Hn740.z9 c633 1988 307.7/2/09514 Hn740.z9 c633 1988

Dubin, F., & Kuhlman, N. A. (1992). Cross-cultural literacy: global perspectives on reading and writing. Englewood Cliffs, N.J.: Regents/Prentice Hall. Lc149.c75 1992 302.2/244

Dula, A., & Goering, S. (1994). "It just ain't fair": the ethics of health care for African Americans. Westport, Conn.: Praeger. Ra448.5.n4 i8 1994 174/.2 scist

Duling, G. A. (1997). Oral Life Histories of One-Room Schoolhouse Teachers: Voices from the Recitation Bench., 310p. This book examines Gallia County (Ohio) one-room schools through the oral life histories of 14 retired female teachers. Interviews with the teachers focused on conditions and practices in one-room schoolhouses in the early to mid-20th century in rural southeastern Ohio, and on the common characteristics of one-room school teachers who became rural career teachers. The introduction describes the rationale for the geographical area chosen and the methodology used. Chapter 1 is an autobiographical narrative presenting the author's personal bias. Chapter 2 discusses oral history as a methodological tool and reviews the oral history literature on one-room school teachers from the late 19th and early 20th century. Chapter 3 presents background on the study site and draws on interview material to describe elementary school experiences; environmental conditions of the one- room school; the typical school day; discipline; commonalities of multiroom and one-room schools; the recitation as a teaching method; the Boxwell test; and the education of the teacher participants. Chapters 4 and 5 discuss teacher preparation, the multicultural history of the region, and the first year of teaching. Chapter 6 addresses personal and professional issues of female teachers, the communities and conditions in which they taught, opportunities for school administration, racial integration, and personal sacrifice for achievement. The conclusion reflects on the common philosophy, characteristics, and experiences of the one-room school teachers. Appendixes include the survey form, interview questions, and historical material from Rio Grande College. Contains references, an index, and photographs. (SAS) ED426825 Available from: Edwin Mellen Press, Box 450, Lewiston, NY 14092-0450; Tel: 716-754-2788; e- mail: mellen@ag.net; Web site: http://www.mellon.com ($99.95).

Durant, T. J., Jr. (1991). Rural Ethnic Minorities: An Endangered Species. Paper presented at the Rural Sociologist, 11, 1, 5-6 Win. Observes lower numbers of ethnic and cultural studies, despite growing need. Argues for appropriate, affirmative action to increase number of rural sociological studies. Sees "ray of hope" in 1990 meeting of Rural Sociological Society. Suggests more training, scholarships, monographs, resear