Multiculturalism Publications

[1] SAGE, a scholarly journal on black women, Science and Technology VI no. 2 (1989).
[2] Minorities '93: Trying to change the face of science, Science 262 (1993), 961-1180.
[3] Comparison across cultures: Women in science 1994, Science 263 no. 94/3/11 (1994), 1468-1391.
[4] P. Aldhous, Germany: The backbraking work of scientist-homemakers, Science 263 no. 94/3/11 (1994), 1475-1479.
[5] P. Aldhous, Sweden: Leveling the playing field in Stockholm, Science 263 no. 94/3/11 (1994), 1482-1486.
[6] M. Ascher,Ethnomathematics: A Multicultural View of Mathematical Ideas, Brooks-Cole, Belmont, California (1991).
(abstract)
[7] M. Barinaga, Overview: Surprises across the cultural divide, Science 263 no. 94/3/11 (1994), 1468-1474.
[8] M. Birenbaum and R. Kraemer, Gender and ethnic-group differences in causal attributions for success and failure in mathematics and language examinations, Journal of Cross-Cultural Psychology 26 no. 4 (1995), 342-359.
(abstract)
[9] J. E. Blackwell, Mentoring: Action strategy for Increasing minority faculty, Academe Sept.-Oct. (1989).
[10] S. Catsambis, The path to math: gender and racial-ethnic differences in mathematics participation from middle school to high school, Sociology of Education 67 no. 3 (1994), 199-215.
[11] V. I. Cherian, Gender, socioeconomic status, and mathematics achievement by Xhosa children, Psychological Reports 1993, v73, n3, Dec, p771(8) 73 no. 3 (1993), 771-778.
(abstract)
[12] M. Elias, Programs give math and science majors a needed boost, USA TODAY, 1995, Aug 10, (1995) Sec D, p6 col2.
(abstract)
[13] F. Flam, Italy: Warm climate for women on the mediterranean, Science 263 no. 94/3/11 (1994), 1480-1481.
[14] J. R. Franz, M. S. Dresselhaus, and B. C. Clark, Policy forum: Interventions to increase the participation of women in physics, Science 263 no. 94/3/11 (1994), 1491-1494.
[15] J. Grabiner, Review of Ethnomathematics: A Multicultural View of Mathematical Ideas, MAA Monthly no. March 1993 (1993), 304-308.
[16] P. Kahn, Turkey: A prominent role on a stage set by histroy, Science 263 no. 94/3/11 (1994), 1487-1490.
[17] A. Kolodny, Colleges must recognize students' cognitive styles and cultural background, The Chronicle of Higher Education 37 no. 21 (1991), A44.
[18] G. Lappan, L. H. Reyes, and G. M. A. Stanic, Gender and race equity in primary and middle school mathematics classrooms, Arithmetic Teacher 35 no. 8 (1988), 46-48.
(abstract)
[19] K. K. Manzo, American University: Success is in the numbers, Black Issues in Higher Education 40 no. 91/5/19 (1991), 40-42.
[20] M. Osborn, Policy forum: Status and prospects of women in science in Europe, Science 263 no. 94/3/11 (1994), 1389-1390.
[21] J. F. Rech, A comparison of the mathematics attitudes of black students according to grade level, gender, and academic achievement, Journal of Negro Education 63 no. 2 (1994), 212-220.
(abstract)
[22] S. P. Restivo,Mathematics in society and history :sociological inquiries, 20, Kluwer Academic Publishers, Dordrecht ; Boston (1992).
[23] K. Sharma, India: Is overcoming 'diffidence' the route to success?, Science 263 no. 94/3/11 (1994), 1495-1496.
[24] M. D. Vitug, The Phillipines: Fighting the patriarchy in growing numbers, Science 263 no. 94/3/11 (1994), 1491-1494.
[25] J. Xu and E. Farrell, Mathematics performance of Shanghai high school students: a preliminary look at gender differences in another culture., School Science and Mathematics 92 no. 8 (1992), 442-447.
(abstract)