Teaching Diverse Populations

Formulating a Knowledge Base

Edited by Etta R. Hollins, Joyce E. King, and Warren C. Hayman

Subjects: Social Context Of Education
Series: SUNY series, The Social Context of Education
Paperback : 9780791417225, 304 pages, January 1994
Hardcover : 9780791417218, 304 pages, February 1994

Alternative formats available from:

Table of contents

Irving P. McPhail


Part I. Shaping a Vision for the Schooling of Diverse Populations

1. Cultural Congruence in Instruction
Kathryn H. Au and Alice J. Kawakami

2. The Purpose of Schooling for African American Children: Including Cultural Knowledge
Joyce E. King

Part II. Developing a Holistic View of Schooling for Diverse Populations

3. Teaching for Change in Appalachia
Rebecca Eller-Powell

4. Culturally Responsible Pedagogy in Action: American Indian Magnet School
Cornel D. Pewewardy

5. Attributes of Effective Schools for Language Minority Students
Eugene E. Garcia

6. Teaching and Learning in Puerto Rican/Latino Collaboratives: Implications for Teacher Education
Maria E. Torres-Guzman, Carmen I. Mercado, Ana Helvia Quintero, and Diana Rivera Viera

7. Who Will Teach Our Children: Preparing Teachers to Successfully Teach African American Studies
Gloria Ladson-Billings

Part III. Taking a Closer Look at Schooling for One Sociocultural Group: African Americans

8. Benchmarks in Meeting the Challenges of Effective Schooling for African American Youngsters
Etta R. Hollins, Helen Smiler, and Kathleen Spencer

9. Understanding the African American Learner
Barbara J. Shade

10. New and Prevailing Misconceptions of African American English for Logic and Mathematics
John Baugh

11. Ethnic Identity as a Variable in the Learning Equation
Curtis W. Branch

12. Effective Black Teachers:  A Literature Review
Michele Foster

13. Afrocultural Expression and Its Implications for Schooling
A. Wade Boykin




This book presents current knowledge about teaching culturally diverse populations, traditionally underserved in the nation's public schools. It approaches the challenge of improving public school education for these students in a variety of ways including relating of cultural and experiential knowledge to classroom instruction, examining the behaviors of teachers who are effective with culturally diverse populations, analyzing effective school models, reviewing models of effective instruction, and exploring ethnic identity as a variable in the formula for school success. The discussions reveal significant insights about the implications and shortcomings of existing knowledge and its application, and offer directions for future research.

Dr. Etta R. Hollins is Professor in the Department of Teacher Education, California State University—Hayward. Dr. Joyce E. King is Director of Teacher Education in the Department of Counseling Psychology and Education, Santa Clara University. Dr. Warren C. Hayman is Program Coordinator at the School of Continuing Studies at the Johns Hopkins University.


"I read the entire book, page by page, to determine whether or not old information was being rehashed. I found that this is not the case. I also read to ascertain how my students would respond to it as a text. The volume passed both tests. "—Clara A. New, University of Wisconsin—Parkside