Blueprints Navigation

You are currently in  

 1
Equity: References

American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.

Banks, J. A. (1991). Teaching multicultural literacy to teachers. Teaching Education, 41(1), 135-144.

Casserly, P. L. (1980). Factors affecting female participation in advanced placement programs in mathematics, chemistry and physics. In L. Fox, L. Brody, & D. Tobin (Eds.), Women and the mathematical mystique. Baltimore, MD: The Johns Hopkins University Press.

Cummins, J. (1980). The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue. TESOL Quarterly, 14(2), 175-187.

Darling-Hammond, L. (1991). The implications of testing policy on quality and quantity. Phi Delta Kappan, 73(3), 220-225.

Department of Education. (1996). The condition of education 1996. Washington, D.C.: Author.

Eccles, J.S. (1992). School and family effects on the ontogeny of children's interests, self-perceptions, and activity choice. In J. Jacobs (ed.), Nebraska symposium on motivation, 1992. Lincoln, NE: University of Nebraska Press.

Fradd, S. H., & Larringa-McGee, P. (1994). Instructional assessment: An integrative approach to evaluating student performance. Reading, MA: Addison-Wesley.

Fradd, S. H., & Lee, O. (1995). Promoting science literacy for all Americans including culturally and linguistically diverse students: Keeping the promise. (NSF Grant No. REC-9552556). Coral Gables, FL: University of Miami.

Kahlenberg, R. (1995). Class, not race. The New Republic, 21, 24-27

Lacelle-Peterson, M., & Rivera, C. (1993). Will the national goals improve the progress of English language learners? (ERIC Document Reproduction Service No. ED 362073).

National Center for Education Statistics. (1996). 1995 Digest of educational statistics. Washington, D.C.: Author.

National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: Author.

National Research Council. (1996). National science education standards. Washington, D.C.: National Academy of Sciences.

National Science Foundation. (1996). Indicators of science and mathematics education 1995. Arlington, VA: Author.

Oakes, J. (1985). Keeping track. New Haven, CT: Yale University Press.

Oakes, J., Gamoran, A., & Page, R. N. (1992). Curriculum differentiation: Opportunities, outcomes, and meanings. In P. W. Jackson (Ed.), Handbook of research on curriculum. New York: MacMillan Publishing.

Patton, J., Polloway, E., & Cronin, M. (1986). Science education for students with mild disabilities: A status report. ED370329.

Rosebery, A. S., Warren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2, 61-94.

Shamos, M. (1996). The myth of scientific literacy. New Brunswick, NJ: Rutgers University Press.

Spurlin, Q. (1995). Making science compatible for language minority students. Science Teacher Education, 6(2), 71-78.

Treisman, E. U. (1990). Academic peristroika: Teaching, learning, and the faculty's role in turbulent times. Fund for the Improvement of Postsecondary Education lecture. California State University, San Bernadino.

Bibliography


Allen, B. A., & Boykin, A. W. (1992). African American children and the educational process: Alleviating cultural discontinuity through prescriptive pedagogy. School Psychology Review, 21, 586-596.

Allen, N. J. (1995). Voices from the bridge. Kickapoo Indian students and science education: A world view comparison. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Alsalam, N., Fischer, G. E., Ogle, L. T., & Smith, T. M. (1993). The condition of education 1993. Washington, D.C.: U.S. Government Printing Office.

American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.

American Association for the Advancement of Science. (1989). Science for all Americans. New York: Oxford University Press.

American Association of University Women. (1992). How schools shortchange girls. Washington, D.C.: Author.

American Indian Science and Engineering Society. (1995). Educating American Indian/Alaska Native elementary and secondary students. Arlington, VA: The National Science Foundation.

Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.

Bach, R. L. (1984). Labor for participation and employment of Southeast Asian refugees in the United States. Washington, D.C.: Department of Health and Human Services.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191-215.

Banks, J. A. (1991). Teaching multicultural literacy to teachers. Teaching Education, 41(1), 135-144.

Barringer, H. (1990). Education, occupational prestige, and income of Asian Americans. Sociology of Education, 63(1), 27-43.

Barth, P. (1994). Curriculum Connections Blueprint. Paper prepared for the American Association for the Advancement of Science, Project 2061, Washington, D.C.

Bay, M., Staver, J. R., Bryan, T., & Hale, J. B. (1992). Science instruction for the mildly handicapped: Direct instruction versus discovery teaching. Journal of Research in Science Teaching, 29(6), 555-570.

Becker, J. R. (1981). Differential treatment of females and males in mathematics classes. Journal of Research in Mathematics Education, 72, 119-132.

Benjamin, D. (1986). The Japanese school: Lessons for industrial America. New York: Praeger Publishers.

Betz, N. E., & Hackett, G. (1981). The relationship of career-related self-efficacy expectations to perceived career options in college women and men. Journal of Counseling Psychology, 28, 399-410.

Bobo, L. (1988). Group conflict, prejudice, and the paradox of contemporary racial attitudes. In P. Katz and D. Taylor (Eds.), Eliminating racism: Profiles in controversy. New York: Plenum Press.

Booth, W. (1995, July 21). University of California ends racial preferences. The Washington Post, pp. A1, A13.

Boswell, S. (1979). Nice girls don't study mathematics: The perspective from elementary school. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel and A. H. Halsey (Eds.), Power and ideology in education. New York: Oxford University Press.

Boykin, A. W. (1977). Experimental psychology from a black perspective: Issues and examples. Journal of Black Psychology, 2, 29-49.

Brody, L., & Fox, L. H. (1980). An accelerated intervention program for mathematically gifted girls. In L.H. Fox, L. Brody, & D. Tobin (Eds.), Women and the mathematical mystique. Baltimore, MD: The Johns Hopkins University Press.

Brophy, J. E., & Good, T. (1974). Teacher-student relationships: Causes and consequences. New York: Holt, Reinhart, and Winston.

Brush, L. (1980). Encouraging girls in mathematics: The problem and the solution. Boston, MA: ABT Books.

Callahan, C.M. (1979). The gifted and talented woman. In A.H. Passow (Ed.), The gifted and talented: Their education and development. The Seventy-Eighth Yearbook of the National Society for the Study of Education. Chicago, IL: The University of Chicago Press.

Campbell, J. R. (1991). The roots of gender equity in technical areas. Journal of Research in Science Teaching, 28(3), 251-264.

Campbell, J. R., & Connolly, C. (1987). Deciphering the effects of socialization. Journal of Educational Equity and Leadership, 7(3), 208-222.

Caplan, N., Choy, M. H., & Whitmore, J. K. (1992). Indochinese refugee families and academic achievement. Scientific American, 266(2), 36-42.

Casserly, P. (1975). An assessment of factors affecting female participation in advanced placement programs in mathematics, chemistry, and physics. Report to the National Science Foundation. Reprinted in L. H. Fox, L. Brody, and D. Tobin (Eds.), (1980), Women and the mathematical mystique. Baltimore, MD: The Johns Hopkins University Press.

Casserly, P. L. (1980). Factors affecting female participation in advanced placement programs in mathematics, chemistry and physics. In L. Fox, L. Brody, & D. Tobin (Eds.), Women and the mathematical mystique. Baltimore, MD: The Johns Hopkins University Press.

Cawley, J. F., Kahn, H., & Tedesco, A. (1989). Vocational education and students with learning disabilities. Journal of Learning Disabilities, 22, 630-634.

Cawley, J. F., Miller, J., Sentman, R., & Bennett, S. (In progress). Science for all children (SAC). Unpublished science curriculum. Buffalo, NY: State University of New York at Buffalo.

Ceci, S. J. (1991). How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence. Developmental Psychology, 27, 703-722.

Chan, S., & Wang, L. (1990). Racism and the model minority: Asian Americans in higher education. In M. T. Nettles (Ed.), The effect of assessment on minority student participation (New Directions for Institutional Research, No. 65) (pp. 43-67). San Francisco, CA: Jossey-Bass.

Chipman, S., & Thomas, V. G. (1987). The participation of women and minorities in mathematical, scientific, and technical fields. In E. Z. Rothkopf (Ed.), Review of Research in Education, 14, 387-430. Washington, D.C.: American Educational Research Association.

Cleminson, A. (1990). Establishing an epistemological base for science teaching in light of contemporary notions of the nature of science and how children learn science. Journal of Research in Science Teaching, 27(5), 429-445.

Clewell, B. C., & Ficklen, M. S. (1986). Improving minority retention in higher education: A search for effective practices (Report No. RR-86-17). Princeton, NJ: Educational Testing Service.

Clewell, B. C., Thorpe, M. E., & Anderson, B. T. (1987). Intervention programs in math, science, and computer science for minority and female students in grades four through eight. Princeton, NJ: Educational Testing Service.

Crandall, V. C. (1969). Sex differences in expectancy of intellectual and academic reinforcement. In C.P. Smith (Ed.), Achievement-related behaviors in children (pp. 11-45). New York: Russell Sage Foundation.

Cummins, J. (1980). The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue. TESOL Quarterly, 14(2), 175-187.

Darling-Hammond, L. (1991). The implications of testing policy on quality and quantity. Phi Delta Kappan, 73(3), 220-225.

Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280-898.

Donahoe, K., & Zigmond, N. (1988). High school grades of urban LD students and low-achieving peers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Donmoyer, R. & Kos, R. (1993). At-risk students: Portraits, policies programs and practices. Albany, NY: State University of New York Press.

Doran, R. L., Cawley, J. F., Parmar, R. S., & Sentman, R. (1995). Science for the handicapped. Final report to the National Science Association. Buffalo, NY: State University of New York at Buffalo.

Dresselhaus, M. S., Franz, J. R., & Clark, B. C. (1994, March 11). Interventions to increase the participation of women in physics. Science, 263, 1392-93.

Dunteman, G. H., Wisenbaker, J., and Taylor, M. E. (1978). Race and sex differences in college science program participation. Report to the National Science Foundation. Research Triangle Park, NC: Research Triangle Institute.

Dweck, C. S., & Elliott. (1983). Achievement motivation. In E. M. Hetherington (Ed.), Socialization, personality, and social development: Vol. 4 (pp. 643-691). New York, NY: Wiley.

Dweck, C. S., & Licht, B. G. (1980). Learned helplessness and intellectual achievement. In J. Garber and M.E.P. Seligman (Eds.), Human helplessness: Theory and applications. New York: Academic Press.

Eccles, J. S. (1984). Sex differences in mathematics participation. In M. Steinkamp and M. Maehr (Eds.), Women in science. Greenwich, CT: JAI Press, Inc.

Eccles, J. S. (1989). Bringing young women to math and science. In M. Crawford and M. Gentry (Eds.), Gender and thought. New York: Springer Verlag.

Eccles, J. S. (1992). School and family effects on the ontogeny of children's interests, self-perceptions, and activity choice. In J. Jacobs (Ed.), Nebraska symposium on motivation, 1992. Lincoln, NE: University of Nebraska Press.

Eccles, J. S., & Blumenfeld. (1985). Classroom experiences and student gender: Are there differences and do they matter? In L.C. Wilkinson and C. Marrett (Ed.), Gender influences in classroom interaction (pp. 79-114). Hillsdale, NJ: Lawrence Erlbaum Associates.

Eccles, J. S., & Harold, R. D. (1990). Gender differences in educational and occupational patterns among the gifted. In N. Colangelo, S.G. Assouline, & D.L. Amronson (Eds.), Talent development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development. Unionville, NY: Trillium Press.

Eccles, J. S., & Harold, R. D. (1992). Gender differences in educational and occupational patterns among the gifted. In N. Colangelo, S. G. Assouline, & D. L. Amronson (Eds.), Talent development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp.3-29). Unionville, NY: Trillium Press.

Eccles (Parsons), J. S., Adler, T. F., & Meece, J. L. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology, 46, 26-43.

Eccles, J.S., Jacobs, J.E., & Harold, R.D. (1990). Gender-role stereotypes, expectancy effects, and parents' role in socialization of gender differences in self-perceptions and skill acquisition. Journal of Social Issues, 46, 182-201.

Encyclopedia Britannica. (1992). Full option science system. Chicago, IL: Encyclopedia Brittanica, Co.

Endo, J. J. (1990). Assessing the educational performance of minority students: The case of Asian and Pacific Americans. In M. T. Nettles (Ed.), The effect of assessment on minority student participation (New Directions for Institutional Research, No. 65) (pp. 37-52). San Francisco, CA: Jossey-Bass.

Entwisle, D. R., & Alexander, K. L. (1992, February). Summer setback: Race, poverty, school composition, and mathematics achievement in the first two years of school. American Sociological Review, 57, 72-84.

Fallows, J. (1987). Grandgrind's heirs. Atlantic Monthly, 16-24.

Farrell, Edwin (1994). Self and school success: Voices and lore of inner-city students. Albany, NY: State University of New York Press.

First, J. M. (1988). Immigrant students in U.S. public schools: Challenges with solutions. Phi Delta Kappan, 70(3), 205-210.

Fox, L. H. (1976). Sex differences in mathematical precocity: Bridging the gap. In D. P. Keating (Ed.), Intellectual talent: research and development. Baltimore, MD: The Johns Hopkins University Press.

Fox, L. H. & Denham, S. A. (1974). Values and career interests of mathematically and scientifically precocious youth. In J. C. Stanley, D. P. Keating, & L. H. Fox (Eds.), Mathematical "talent": Discovery, description and development. Baltimore, MD: The Johns Hopkins University Press.

Fox, L. H., Benbow, C. P., & Perkins, S. (1983). An accelerated mathematics program for girls: A longitudinal evaluation. In C. P. Benbow and J. Stanley (eds.), Academic precocity: Aspects of its development. Baltimore, MD: The Johns Hopkins University Press.

Fradd, S. H., & Larrinaga-McGee, P. (1994). Instructional assessment: An integrative approach to evaluating student performance. Reading, MA: Addison-Wesley.

Fradd, S. H., & Lee, O. (1995a). Science for all: A promise or a pipe dream for bilingual students? The Bilingual Research Journal, 19, 261-278.

Fradd, S. H., & Lee, O. (1995b). Promoting science literacy for all Americans including culturally and linguistically diverse students: Keeping the promise (NSF Grant No. REC-9552556). Coral Gables, FL: University of Miami.

Gamoran, A. (1992). Access to excellence: Assignment to honors English classes in the transition from middle to high school. Educational Evaluation and Policy Analysis, 14, 185-204.

Gamoran, A., & Berends, M. (1987). The effects of stratification in secondary schools: Synthesis of survey and ethnographic research. Review of Educational Research, 57, 415-435.

Gamoran, A. & Mare, R. D. (1989). Secondary school tracking and educational inequality: Compensation, reinforcement or neutrality? American Journal of Sociology, 94, 1146-1183.

Garcia, E. (1995). Educating Mexican-American students: Past treatment and recent developments in theory, research, policy and practice. In J. A. Banks and C. M. Banks (Eds.), Handbook of research on multicultural education (pp. 372-387). New York: MacMillan.

Gibbons, A. (1992). Minority programs that get high marks. Science, 258, 1190-1196.

Gordon, B. J. & Addison, L. (1985). Gifted girls and women in education. In S. Klein (Ed.), Sex equity through education. Baltimore, MD: The Johns Hopkins University Press.
Greene, M. S. (1995, June 25). Daily struggles, distant dreams. The Washington Post, pp. A1 & A16-A18.

Gregory, J., Shanahan, T., & Walberg, H. (1985). Learning disabled 10th graders in main streamed settings: A descriptive analysis. Remedial and Special Education, 6(4), 25-33.

Grossen, B. (1995, July). What works in middle school: Teaching big ideas in science. Paper presented at the National Science Foundation/American Association for the Advancement of Science conference on science and learning disabilities, Washington, D.C.

Grossen, B., Romance, N. R., & Vitale, M. R. (1994). Science: Educational tools for diverse learners. School Psychology Review, 23, 442-463.

Haberman, M. (1995, June). Selecting "star" teachers for children and youth in urban poverty. Phi Delta Kappan, 777-781.

Hamilton, V. L., Blumenfeld, P. C., Akoh, H., & Miura, K. (1989). Citizenship and scholarship in Japanese and American fifth grades. American Educational Research Journal, 26(1), 44-72.

Harnisch, D., and Wilkinson, I. (1989). Cognitive return of schooling for the handicapped: Preliminary findings from high school and beyond. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Hartka, E. (1994). A study of students excluded from the 1992 National Assessment of Educational Progress trial state assessment. In R. Glaser & R. Linn (Eds.), The trial state assessment: Prospects and realities: Background studies (pp. 69-114). Stanford, CA: National Academy of Education.

Heath, S. B. & McLaughlin, M. W. (1993). Identity and inner-city youth: Beyond ethnicity and gender. New York: Teachers College Press.

Hess, R. D., & Azuma, H. (1991). Cultural support for schooling: Contrasts between Japan and the United States. Educational Researcher, 20(9), 2-8.

Hess, R. D., Chih-Mei, C., & McDevitt, T. M. (1987). Cultural variations in family beliefs about children's performance in mathematics: Comparisons among People's Republic of China, Chinese-American, and Caucasian-American families. Journal of Educational Psychology, 79(2), 179-188.

Hilton, T. L., Hsia, J., Solorzano, D. G., & Benton, N. L. (1988). Persistence in science of high ability minority students. Princeton, NJ: Educational Testing Service.
Hirayama, Y. (1989, January). Where Japan is second-best. World Press Review, 55.

Hirschman, C. & Wong, M. G. (1984). Socioeconomic gains of Asian Americans, Blacks, and Hispanics: 1960-1976. American Journal of Sociology, 90(3), 584-607.

Hodgkinson, H. (1990). The demographics of American Indians: One percent of the people: Fifty percent of the diversity. Washington, D.C.: Institute for Educational Leadership Publications.

Hoffer, T. (1992). Middle school ability grouping and student achievement in science and mathematics. Educational Evaluation and Policy Analysis, 14, 205-227.

Hofmeister, A., Carnine, D., & Clark, R. (1994). A Blueprint for action: Technology, media and materials. Paper prepared for the American Association for the Advancement of Science, Project 2061, Washington, D.C.

Holahan, G. & DeLuca, C. (1993). Classroom science interventions via a thematic approach. Unpublished research paper, Buffalo, NY.

Hsia, J. (1988). Asian Americans fight the myth of the super student. Educational Record, 68(4), 94-97.

Huston, A. C. (1983). Sex-typing. In P. Mussen & E. M. Hetherington (Eds.), Handbook of Child Psychology, Vol. 4. New York: John Wiley.

International Association for the Evaluation of Educational Achievement. (1988). Science achievement in seventeen countries: A preliminary report. New York: Pergamon.

Kahle, J. (1984). Girl friendly science. Paper presented at the annual meeting of the American Association for the Advancement of Science, New York, NY.

Kahlenberg, R. (1995, April 3). Class, not race. The New Republic, 21, 24-27.

Kahlenberg, R. (1995, July 17 & 24). Equal opportunity critics. The New Republic, 20, 22, 24-25.

Kellogg, J. B. (1988). Forces of change. Phi Delta Kappan, 70(3), 199-204.

Klopfer, L. E., & Champagne, A. B. (1990). Ghosts of crises past. Science Education, 74, 133-154.

Kluegel, J. & Smith, E. (1986). Beliefs about inequality: Americans' views about what ought to be. New York: Aldine de Gruyter.

Kohr, R. L., Masters, J. R., Coldiron, J. R., Blust, R. S., & Skiffington, E. (1991). The relationship of race, class, and gender with mathematics achievement for fifth-, eighth,-, and eleventh-grade students in Pennsylvania schools. Peabody Journal of Education, 66, 147-171.

Kozol, J. (1991). Savage inequalities. New York: Crown Publishers.

Kulik, C. L. C., & Kulik, J. A. (1982). Effects of ability grouping on secondary school students: A meta-analysis of the findings. American Educational Research Journal, 19, 415-428.

Lacelle-Peterson, M. & Rivera, C. (1993). Will the national educational goals improve the progress of English language learners? (ERIC Document Reproduction Service No. ED 362 073).

Ladson-Billings, G. (1994). The dream keepers. San Francisco, CA: Jossey Bass.

Lane, M. (1990). Women and minorities in science and engineering. Washington, D.C.: National Science Foundation.

Lapointe, A. E., Askew, J. M., & Mead, N. A. (1992). Learning science. Princeton, NJ: Educational Testing Service.

Lee, E. S., & Rong, X. (1988). The educational and economic achievement of Asian-Americans. The Elementary School Journal, 88(5), 545-560.

Lee, O. (1995). Children's science conceptions and world views in social and cultural contexts: Making sense after a natural disaster. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Lee, O. & Fradd, S. H. (in press). Literacy skills in science performance among culturally and linguistically diverse students.

Lee, O., & Fradd, S.H. (1995). Science literacy with diverse students. Coral Gables, FL: University of Miami.

Lee, O., Fradd, S. H., and Sutman, F. X. (1995). Science knowledge and cognitive strategy use among culturally and linguistically diverse students. Journal of Research in Science Teaching, 32, 797-816.

 Lee, S., Ichikawa, V., & Stevenson, H. W. (1987). Beliefs and achievement in mathematics and reading: A cross-cultural study of Chinese, Japanese, and American children and their mothers. In M. L. Maehr & D. A. Kleiber (Eds.), Advances in motivation and achievement: Enhancing motivation (pp. 149-179). Orlando, FL: JAI Press.

Lewin, K. (1938). The conceptual representation and the measurement of psychological forces. Durham, NC: Duke University Press.

Lipton, E. (1995, June 25). In Fairfax high tech equals power. The Washington Post, pp. A1 & A11.

Luchins, E. H., & Luchins, A. S. (1980). Female mathematics: A contemporary appraisal. In L. H. Fox, L. Brody, & D. Tobin (Eds.), Women and the mathematical mystique (pp. 7-22). Baltimore, MD: The Johns Hopkins University Press.

Lynch, S. (1990). Fast-paced science for the academically talented: Issues of age and competence. Science Education, 74(6), 585-596.

Lynch, S. (1994). Ability grouping and science education reform: Policy and research base. Journal of Research in Science Teaching, 31(2), 105-128.

Lynch, S. (1995, April). The missing link: The pre-implemented curriculum in Project 2061. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Lynch, S., & Mills, C. J. (1990). The skills reinforcement project: An academic program for high potential minority youth. Journal for the Education of the Gifted, 13, 364-379.

Lynch, S., & Mills, C. A. (1993). Identifying and preparing disadvantaged and minority youth for high-level academic achievement. Contemporary Educational Psychology, 18, 66-76.

Lynch, S., & Thomas, G. (1995). Hands-On Universe at Robinson Secondary School. In S. Rockman (Ed.), Evaluation of the Hands-On Universe Project for the 1994-1995 academic year. San Francisco, CA: Lawrence Berkeley Laboratory.

Mastropieri, M. A., & Scruggs, T. E. (1992). Guidelines for effective mainstreaming in science. West Lafayette, IN: Purdue Research Foundation.

Mathematical Sciences Education Board/National Research Council. (1990). Reshaping school mathematics: A philosophy and framework for curriculum. Washington, D.C.: National Academy Press.

Matyas, M. L. (1991). Fostering diversity at higher education institutions. In M. L. Matyas & S. M. Malcom (Eds.), Investing in human potential: Science and engineering at the crossroads. Washington, D.C.: American Association for the Advancement of Science.

Matyas, M. L., & Malcom, S. M. (1991). Investing in human potential: Science and engineering at the crossroads. Washington, D.C.: American Association for the Advancement of Science.

Mau, R. Y. (1990). Barriers to higher education for Asian/Pacific-American females. Urban Review, 22(3), 83-97.

Melnick, S. L. & Raudenbush, S. W. (1986). Influence of pupils' gender, race, ability, and behavior on prospective and experienced teachers' judgements about appropriate feedback, research series no. 175 (Report No. Sp 028 405). East Lansing, MI: Michigan State University, Institute for Research on Teaching. (ERIC Reproduction Document Service No. ED 028 405).

Mordkowitz, E. R., & Ginsberg, H. P. (1987). Early academic socialization of successful Asian-American college students. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 9(2), 85-91.

Morning, C. (1988). Final report to the Exxon Foundation: Improving the response capabilities of educational programs for minorities.
Morrison, J. W. (1990). Compensatory preschool teachers' interaction patterns with the classroom minority. (Report No. PS 018 650). Syracuse, NY: Syracuse University. (ERIC Document Reproduction Service No. ED 317 271).

National Center for Education Statistics. (1992). Language characteristics and academic achievement: A look at Asian and Hispanic eighth graders in NELS: 1988. Washington, D.C.: U.S. Department of Education.

National Center for Science Teaching and Learning. (1994). School organization blueprint. Paper prepared for the American Association for the Advancement of Science, Project 2061, Washington, D.C.

National Center on Research for Teacher Learning. (1994). A blueprint for the education of Project 2061 science teachers. East Lansing, MI: Michigan State University.

National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.

National Education Goals Panel. (1994). Data Volume for the National Education Goals Report: Vol. 1. Washington, D.C.: Author.

National Research Council. (1996). National science education standards. Washington, D.C.: National Academy Press.

National Research Council. (1989). Everybody counts. Washington, D.C.: National Academy Press.

National Science Foundation. (1994). Women, minorities, and persons with disabilities in science and engineering (1994 ed.). Arlington, VA: Author.

Nicholls, J.G. (1975). Causal attributions and other achievement-related cognitions: Effects of task outcomes, attainment value and sex. Journal of Personality and Social Psychology, 31, 379-380.

Oakes, J. (1985). Keeping track. New Haven, CT: Yale University Press.

Oakes, J., Gamoran, A., & Page, R. N. (1992). Curriculum differentiation: Opportunities, outcomes, and meanings. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 570-608). New York: MacMillan Publishing.

Ogbu, J. (1992, November). Understanding cultural diversity. Educational Researcher, 5-14.

Olsen, L. (1988). Crossing the schoolhouse border: Immigrant children in California. Phi Delta Kappan, 70(3), 211-218.

Parmar, R., & Cawley, J. (1993). Analysis of science textbook recommendations to meet the needs of students with disabilities. Exceptional Children, 59, 518-531.

Parsons, J. E. Adler, P. A., & Kaczala, C. (1982). Socialization of achievement attitudes and beliefs: Parental influences. Child Development, 53, 310-321.

Parsons, J. E., Kaczala, C., & Meece, J. L. (1982). Socialization of achievement attitudes and beliefs: Classroom influences. Child Development, 53, 322-339.

Parsons, J. E., Ruble, D. N., Hodges, K. L., & Small, A.W. (1976). Cognitive-developmental factors in emerging sex differences in achievement-related expectancies. Journal of Social Issues, 32, 47-61.

Raizen, S. (1988). Increasing educational productivity through improving the science curriculum. Washington, D.C.: The National Center for Improving Science Education.
Raspberry, W. (1995, September 25). Hugh Price's children's crusade. The Washington Post, p. A21.

Rawls, J. (1971). A theory of justice. Cambridge, MA: Belknap Press.

Redden, M.R. (1978). What is the state of the art? In H. Hofman (Ed.), Science education for handicapped students. Washington, D.C.: National Science Teachers Association.
Reyes, L. H., Stanic, G. M. A. (1988). Race, sex, socio-economic status and mathematics. Journal for research in mathematics education, 19, 26-43.

Rockman, S. (1995). In school or out: Technology, equity, and the future of our kids. Communications of the ACM, 38, 25-29.

Rodney, C. A., Perry, R. P., Parsonson, K. & Hrynuik, S. (1986). Effects of ethnicity and sex on teachers' expectations of junior high school students. Sociology of Education, 59, 58-67.

Rohlen, T. P. (1983). Japan's high school. Berkeley, CA: University of California Press.

Rosebery, A. S., Waren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2, 61-94.

Rotberg, I. C. (1990). Resources and reality: The participation of minorities in science and engineering education. Phi Delta Kappan, 71(9), 672-679.

Sanders, Jo (1994). Lifting the Barriers. Port Washington, NY: Jo Sanders Publications.

Scantleberry, K. & Kahle, J. B. (1993). The implementation of equitable teaching strategies by high school biology student teachers. Journal of Research in Science Teaching, 30, 537-546.

Secada, W. G. (1989). Educational equity versus equality of education: An alternative conception. In W. G. Secada (Ed.), Equity in education. Philadelphia, PA: Falmer Press.

Secada, W. G. (1991/1992). Agenda setting, enlightened self-interest, and equity in mathematics education. Peabody Journal of Education, 66(2), 22-56.

Secada, W. G. (1994). Equity and the teaching of mathematics. In M. Atwater (Ed.), Proceedings of a seminar on multi-cultural education in mathematics education. Athens, GA: Department of Science, University of Georgia. (Obtained from the author with permission to use).

Shavelson, R. (1992). Performance assessments: Political rhetoric and measurement reality. Educational Researcher, 21, 22-27.

Simpson, R. D. and Oliver, J. S. (1990). A summary of major influences on attitude toward achievement in science among adolescent students. Science Education, 74, 1-18.
Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60, 471-499.

Sleeter, C. E. and Grant, C. A. (1991). Mapping terrains of power: Student cultural knowledge versus classroom knowledge. In C.E. Sleeter (Ed.), Empowerment through multi-cultural education (pp. 49-68). Albany, NY: State University of New York Press.

Smith-Hefner, N. J. (1990). Language and identity in the education of Boston-Area Khmer. Anthropology and Education Quarterly, 21(3), 250-268.

Snow, R. E., & Yallow, E. (1982). Education and intelligence. In R. J. Sternberg (Ed.), Handbook of human intelligence (pp. 493-585). London: Cambridge University Press.
Snyder, T. (1993). Digest of educational statistics. Washington, D.C.: Government Documents.

Spencer, B. D. (1994). A study of eligibility exclusion and sampling: 1992 trial state assessment. In Trial state assessment: Prospects and realities: Vol. 2. Background studies (pp. 1-68). Palo Alto, CA: National Academy of Education.

Spurlin, Q. (1995). Making science comprehensible for language minority students. Science Teacher Education, 6(2), 71-78.

Terman, L. M. (1926). Genetic studies of genius: Vol. 1. Palo Alto, CA: Stanford University Press.

Tidball, M., & Kistiakowsky, B. (1976). Baccalaureate origins of American scientists and scholars. Science, 193, 747-52.

Tikunuff. (1985). Applying significant bilingual instructional features in the classroom. Washington, D.C.: National Clearinghouse for Bilingual Education.

Tobin, D., & Fox, L. H. (1980). Career interests and career education: A way to change. In L. H. Fox, L. Brody, and D. Tobin (Eds.), Women and the mathematical mystique. Baltimore, MD: The Johns Hopkins University Press.

Tomlinson-Keasey, C., & Smith-Winberry, C. (1983). Educational strategies and personality outcomes of gifted and non-gifted college students. Gifted Child Quarterly, 27, 35-41.
Traub, J. (1995, July 17). It's elementary. The New Yorker, 74-79.

Treisman, E. U. (1990, March). Academic peristroika: Teaching, learning and the faculty's role in turbulent times. Fund for the Improvement of Postsecondary Education lecture at California State University, San Bernadino.

United States Commission on Civil Rights. (1992). Civil rights issues facing Asian Americans in the 1990s. Washington, D.C.: U.S. Government Printing Office.
Webster's encyclopedic unabridged dictionary of the English language. (1989). New York: Gramercy Books.

Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, NJ: General Learning Press.

Welch, W. W. (1994). Blueprint for reform: Assessment. Paper prepared for the American Association for the Advancement of Science, Project 2061, Washington, D.C.

Weldon, S. (1995, July 12). Magnet schools saved, but at what cost to system? The Silver Spring Gazette, p. A13.

White, M. (1987). The Japanese educational challenge: A commitment to children. New York: The Free Press.

Wilkinson, L. C., & Marrett, C. (1985). Gender influences in classroom interaction. Hillsdale, NJ: Lawrence Erlbaum Associates.

Wright, P., & Santa-Cruz, R. (1983). Ethnic composition of special education programs in California. Learning Disability Quarterly, 6(4), 387-394.

Yao, E. L. (1988). Working effectively with Asian immigrant parents. Phi Delta Kappan, 70(5), 223-225.

Ysseldyke, J., Thurlow, M., Christenson, S., & Weiss, J. (1987). Time allocated to instruction of mentally retarded, learning disabled, emotionally disturbed and non-handicapped elementary students. The Journal of Special Education, 21, 23-42.


Copyright © 1998 by American Association for the Advancement of Science