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Noting that the terms "Native American" and "American Indian" are both legitimately used to refer to the indigenous people of North America, this digest identifies stereotypes about Native Americans that children gain from media portrayals and classroom role playing, and suggests strategies for teachers to use to counter stereotyped portrayals and to reflect cultural diversity among Native Americans. Stereotypes are perpetuated by television, movies, and children's literature when these media depict Native Americans as uncivilized savages or as romanticized heroes. Many teaching materials and children's books present a generalized image of Native American people with little regard for differences among tribes. In their classrooms, teachers can use specific positive strategies to counter these stereotypes and generalized images. Suggested strategies are to: (1) provide knowledge about contemporary Native Americans; (2) prepare units about specific tribes; (3) use books that show contemporary children of all cultures engaged in their usual daily activities; (4) obtain posters that show Native American children in contemporary contexts; (5) use dolls with different skin colors in the dramatic play area; (6) cook ethnic foods; (7) be specific about which tribes use particular items when discussing cultural artifacts; (8) critique a Thanksgiving poster depicting stereotyped pilgrim and Indian figures; and (9) at Thanksgiving, shift the focus away from reenacting the "First Thanksgiving" to items children can be thankful for in their own lives. Besides engaging in these positive practices, teachers can avoid: using over-generalized books and lesson plans; using a "tourist curriculum" that teaches predominantly through celebrations and holidays; presenting sacred activities in trivial ways; and introducing the topic of Native Americans on Columbus Day or at Thanksgiving.

Discusses the negative consequences of gender stereotyping in the mathematics classroom, especially for girls. Addresses possible challenges associated with creating a safe learning environment and combating gender stereotypes. Describes difficulties in various settings in the mathematics classroom and explores challenges associated with traditional gender roles, role models, and sexist language.

Gender stereotyping primarily of junior high female math students is a relatively recent awareness. I liked the three points they made on combating this issue, i.e., (1.) reinforcing the fact that math should be nonsexist, (2.) including the contributions that female mathematicians have made to society, (3.) teaching nonsexist language by example. Also, several good ideas on countering domineering students so that all students feel free to participate. I plan to implement the idea of limited and revolving discussion groups

"Gender equity does not exist in business, in academics, or athletics. One other place it does not exist is in children's literature. In part, the inequity in the literature is one of invisibility-fewer female than male protagonists are represented in books written for children. Additionally, few of those young female protagonists are strong enough of mind, body, or will to serve as positive role models for girls both in and out of our classrooms. Another facet of the inequity in literature is that many characters are not shown as multi-dimensional human beings with strengths as well as weaknesses. Instead, both males and females display behavior and traits which reflect stereotypical roles, responsibilities, and expectations. Although there may be segments of our society which are redefining gender roles, the female and male characters children read about are often locked into traditional jobs and behaviors. As teachers and adults who work with children, we advocate wide reading of good literature as one way for children to have vicarious experiences in which they can identify with strong characters across a wide range of human experiences which cross traditional gender boundaries. But . . . if children's books and the characters in them remain gender-bound, the ideas which might cause children to develop expectations for the future, responses to life's events, and stances on issues may also remain stereotypically gender-bound. We must all search for books which will initiate conversations and questions about gender roles and the perceptions of appropriate behavior and activities. Through these conversations and questions, teachers and other caring adults can be instrumental in helping the students reflect on gender expectations, reflection that can lead to appreciation and implementation of gender fairness and equity. Although we need to share books which validate the present experiences of the readers' lives, we also need to challenge those experiences by show

Discusses the negative consequences of gender stereotyping in the mathematics classroom, especially for girls. Addresses possible challenges associated with creating a safe learning environment and combating gender stereotypes. Describes difficulties in various settings in the mathematics classroom and explores challenges associated with traditional gender roles, role models, and sexist language.

Federal law prohibits sex discrimination in schools, yet inequities remain. For examples, teachers often treat boys and girls differently when it is not appropriate to do so. Other issues include limiting access or dissuading girls from participating in science, technology, engineering and mathematics (STEM) courses, over-representation of boys in disciplinary actions, and the impact of stereotyping on access and inclusion. Frances Guzmán, M.Ed., an IDRA education associate, discusses where gender inequities tend to show up in classrooms and how educators can make changes to ensure equity for girls and boys. Frances is interviewed by Aurelio M. Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center.

Talking about what appear to be racial issues with respect to student interactions, student-teacher interactions or interactions among members of the school staff is uncommon. Race is a "hot button" issue in our country, and it may feel that discussing potential misunderstandings or conflicts would make things worse. Moreover, many worry about being seen as insensitive or preoccupied with race. No doubt some issues that could be race-related are not actually related to race. But, this cannot be known without bringing up the issue. The country has made great progress in reducing racial prejudice and discrimination, but negative stereotypes, concerns about fairness, and the absence of comfort in interracial relationships persist. For racial issues to be openly dealt with, school leaders must make clear that it is important to be candid and to trust one another while ensuring that action is taken when problems are identified.

Established in 1983, the Lesbian, Gay, Bisexual & Transgender Community Center has grown to become the largest LGBT multi-service organization on the East Coast and second largest LGBT community center in the world. Every week, 6,000 people visit the Center, and more than 300 groups meet here. In addition, our myriad meeting rooms are booked months in advance, indicating the community is as hungry as ever for a place to call its own. We provide groundbreaking social service, public policy, educational and cultural/recreational programs. We also serve as an incubator for grassroots groups that meet here. Indeed, we were the birthplace of organizations such as the AIDS activist group ACT UP and the Gay & Lesbian Alliance Against Defamation (GLAAD), the principal organization combating homophobia and stereotyping of gays in the media.