Resources on Embracing Diversity in Early Childhood Settings
Young Children articles and NAEYC books
Akaran, S.E., & M.V. Fields. 1997. Family and cultural context: A writing breakthrough? Young Children 52 (4): 37–40.
Anderson, M.P. 1996. Frequently asked questions about NAEYC’s linguistic and cultural diversity position paper. Young Children 51 (2): 13–16.
Boutte, G.S., I. Van Scoy, & S. Hendley. 1996. Multicultural and nonsexist prop boxes. Young Children 52 (1): 34–39.
Bredekamp, S. 2003. Resolving contradictions between cultural practices. In A world of difference, ed. C. Copple. Washington, DC: NAEYC.
Brown, J.C., & L.A. Oates, eds. 2001. Books to grow on: African American literature for young children. Brochure. Washington, DC: NAEYC.
Clark, L., S. DeWolf, & C. Clark. 1992. Teaching teachers to avoid having culturally assaultive classrooms. Young Children 47 (5): 4–9.
Copple, C., ed. 2003. A world of difference: Readings on teaching young children in a diverse society. Washington, DC: NAEYC
de Marquez, T.M. 2002. Creating world peace, one classroom at a time. Young Children 57 (6): 90–93.
d’Entremont, L. 1998. A few words about diversity and rigidity: One director’s perspective. Young Children 53 (1): 72–73.
Derman-Sparks, L. 1999. Markers of multicultural/antibias education. Young Children 54 (5): 43.
Derman-Sparks, L., & the A.B.C. Task Force.1989. Anti-bias curriculum: Tools for empowering young children. Washington, DC: NAEYC.
Derman-Sparks, L., M. Gutierrez, & C.B. Day. 1989. Teaching young children to resist bias: What parents can do. Brochure. Washington, DC: NAEYC. Available in Spanish.
Elswood, R. 1999. Really including diversity in early childhood classrooms. Young Children 54 (4): 62–66.
Gartrell, D. 2004. The power of guidance: Teaching social-emotional skills in early childhood. Washington, DC: NAEYC; Clifton Park, NY: Delmar Learning.
Genishi, C. 2002. Research in Review. Young English language learners: Resourceful in the classroom. Young Children 57 (4): 66–70.
Gonzalez-Mena, J., & N.P. Bhavnagri. 2000. Diversity and infant/toddler caregiving. Young Children 55 (5): 31–35.
Hunt, R. 1999. Making positive multicultural early childhood education happen. Young Children 54 (5): 39–42.
Hyson, M., ed. 2003. Preparing early childhood professionals: NAEYC’s standards for programs. Washington, DC: NAEYC.
Kaufman, H. 2001. Skills for working with all families. Young Children 56 (4): 81–83.
Koeppel, J., & M. Mulrooney. 1992. The sister schools program: A way for children to learn about diversity when there isn’t any in their school. Young Children 48 (1): 44–47.
Kreidler, W.J., & S. Tsubokawa Whitall. 2003. Resolving conflict. In A world of difference: Readings on teaching children in a diverse society, ed. C. Copple, 52–56. Washington, DC: NAEYC.
Lakey, J. 1997. Teachers and parents define diversity in an Oregon preschool cooperative—Democracy at work. Young Children 52 (4): 20–28.
Manfredi/Petitt, L.A. 1994. Multicultural sensitivity: It’s more than skin deep. Young Children 50 (1): 72–73.
Meier, D.R. 2004. The young child’s memory for words: Developing first and second language and literacy. New York: Teacher’s College Press. Available from NAEYC.
NAEYC. 1993. Educating yourself about diverse cultural groups in our country by reading. Young Children 48 (3): 13–16.
NAEYC. 1993. Enriching classroom diversity with books for children, in-depth discussion of them, and story-extension activities. Young Children 48 (3): 10–12.
NAEYC. 1995. Position statement. Responding to linguistic and cultural diversity: Recommendations for effective early childhood education. Washington, DC: Author. Online: www.naeyc.org/about/positions/PSDIV98.asp.
NAEYC. 1995. Position statement. Respuesta a la diversidad lingüística y cultural: Recomendaciones para una educación infantil eficaz. Washington, DC: Author. Online: www.naeyc.org/about/positions/PSDISP98.pdf.
NAEYC. 1996. From Our President. Focus on all the children. Young Children 51 (2): 2.
NAEYC. 1996. Using NAEYC’s Code of Ethics. “Shouldn’t our child be allowed to speak her language?” Young Children 52 (1): 66–67.
NAEYC. 2005. Code of ethical conduct and statement of commitment. Rev. ed. Position statement. Washington, DC: Author. Online: www.naeyc.org/about/positions/PSETH05.asp.
NAEYC. 2005. Screening and assessment of young English-language learners. Supplement to NAEYC & NAECS/SDE’s joint position statement, Early Childhood Curriculum, Assessment, and Program Evaluation. Washington, DC: Author. Online: www.naeyc.org/about/positions/ELL_Supplement.asp.
Quintero, E. 2004. Will I lose a tooth? Will I learn to read? Problem-posing with multicultural children’s literature. Young Children (59) 3: 56–62.
Ramsey, P.G. 1995. Research in Review. Growing up with the contradictions of race and class. Young Children 50 (6):18–22.
Riojas-Cortez, M., B. Flores, & E. Clark. 2003. Los niños aprenden en casa: Valuing and connecting home cultural knowledge with an early childhood program. Young Children 58 (6): 78–83.
Rodgers, L.S. 1996. Being responsive to the needs of children from dual heritage backgrounds. Young Children 52 (1): 29–33.
Santos, R.M. 2004. Ensuring culturally and linguistically appropriate assessment of young children. Young Children 59 (1): 48–50.
Schon, I. 2002. Books to grow on: Latino literature for young children. Brochure. Washington, DC: NAEYC.
Sholtys, K.C. 1989. A new language, a new life. Young Children 44 (3): 76–77.
Soto, L.D. 1991. Understanding bilingual/bicultural young children. Young Children 46 (2): 30–36.
Tabors, P.O. 1998. What early childhood educators need to know: Developing effective programs for linguistically and culturally diverse children and families. Young Children 53 (6): 20–26.
West, M.M. 2001. Teaching the third culture child. Young Children 56 (6): 27–32.
Multimedia resources
Pinnegar, S., A. Teemant, & S. Tyra. 2002. The early childhood literacy case: A video ethnography of balanced literacy approaches for second language students. Center for Research on Education, Diversity, and Excellence (CREDE). CD-ROM.
Sleeter, C. 2001. Culture, difference, and power. New York: Teachers College Press. CD-ROM.
Tharp, R., S. Galarza, & S. Entz. 2002. The Sheri Galarza Preschool case: A video ethnography of developmentally appropriate teaching of language and literacy. Center for Research on Education, Diversity, and Excellence (CREDE). CD-ROM.
Other books and articles
Abedi, J. 2002. Standardized achievement tests and English-language learners: Psychometrics issues. Educational Assessment 8 (3): 231–57.
Abedi, J., C.H. Hofstetter, & C. Lord. 2004. Assessment accommodations for English-language learners: Implications for policy-based empirical research. Review of Educational Research 74 (1): 1–28.
Alvarado, C., H.N.-L. Chang, J.O. Edwards, C. Lopez-Morgan, & D. Pulido-Tobiassen. 2000. Transforming curriculum, empowering faculty: Deepening teachers’ understanding of race, class, culture, and language. Oakland, CA: California Tomorrow
Alvarado, C., L. Derman-Sparks, & P.G. Ramsey. 1999. In our own way: How anti-bias work shapes our lives. St. Paul, MN: Redleaf.
American Educational Research Association (AERA), American Psychological Association (APA), & National Council on Measurement in Education (NCME). 1999. Testing and assessment: The standards for educational and psychological testing. Washington, DC: AERA. Online: www.apa.org/science/standards.html.
American Psychological Association. 1993. Guidelines for providers of psychological services to ethnic, linguistic, and culturally diverse populations. American Psychologist 48: 45–48.
Arzubiaga, A., M. Ceja, & A.J. Artiles. 2000. Transcending deficit thinking about Latinos’ parenting styles. In Charting new terrains of Chicano(a) /Latino(a) education, eds. C. Tejeda, C. Martinez, & Z. Leonardo. Cresskill, NJ: Hampton Press.
Barrett Dragan, P. In press. A how-to guide for teaching English-language learners in the primary classroom. Portsmouth, NH: Heinemann.
Bermudez, A.B., & J.A. Marquez. 1996. An examination of a four-way collaborative to increase parent involvement in the schools. The Journal of Educational Issues of Language Minority Students 16: 1–16.
Better, S. 2002. Institutional racism: A primer on theory and strategies for social change. Chicago: Burnham.
Bisson, J. 1997. Celebrate! An anti-bias guide to enjoying holidays in early childhood programs. St. Paul, MN: Redleaf.
Brault, L., & T. Brault. 2005. Children with challenging behavior. Phoenix, AZ: CPG.
Brown, C.S. 2002. Refusing racism: White allies and the struggle for civil rights. New York: Teachers College Press.
Brown, K., T.S. Fitzpatrick, & G.S. Morrison. 2004. Valuing diversity in classrooms through family involvement. Dimensions of Early Childhood (3): 11–18.
Bruns, D.A., & R.M. Corso. 2001. Working with culturally and linguistically diverse families. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. EDO-PS-01-4.
Burchinal, M.R., & D. Cryer. 2003. Diversity, child care quality, and developmental outcomes. Early Childhood Research Quarterly 18 (4): 401–26.
Buysse, V., D. Castro, T. West, & M. Skinner. 2005. Addressing the needs of Latino children: A national survey of state administrators of early childhood programs. Early Childhood Research Quarterly 20 (2): 146–63.
Byrnes, D.A., & G. Kiger, eds. 2005. Common bonds: Anti-bias teaching in a diverse society. 3rd ed. Olney, MD: Association for Childhood Education International.
Chang, H.N.-L., T. Femeneall, N. Louise, B. Murdock, & E. Pell. 2000. Walking the walk: Principles for building community capacity for equity and diversity. Oakland: California Tomorrow.
Chang, H., S. Muckelroy, & D. Pulido-Tobiassen. 1996. Looking in, looking out: Redefining child care and early education in a diverse society. Oakland: California Tomorrow.
CLAS (Culturally and Linguistically Appropriate Services) Early Childhood Research Institute. 2000. Review guidelines for material selection: Child assessment. Online: http://clas.uiuc.edu/review/RG-ChildAssessment.html.
Coelho, E. 2004. Adding English. Toronto, Ontario, Canada: Pippin.
Collins, R., & R. Ribeiro. 2004. Toward an early care and education agenda for Hispanic children. Early Childhood Research and Practice 6 (2). Online: http://ecrp.uiuc.edu/v6n2/collins.html.
Compton-Lilly, C. 2004. Confronting racism, poverty, and power: Classroom strategies to change the world. Portsmouth, NH: Heinemann.
Curry, C., ed. 2000. Deep in our hearts: Nine white women in the Freedom Movement. Athens: University of Georgia Press
Davies Samway, K., & D. McKeon. 1999. Myths and realities: Best practices for language minority students. Portsmouth, NH: Heinemann.
Delgado-Gaitan, C., & H. Trueba. 1991. Crossing cultural borders: Education for immigrant families in America. London: Falmer.
DeLoache, J., & A. Gottlieb. 2000. A world of babies: Imagined childcare guides for seven societies. New York: Cambridge University Press.
Delpit, L. 1988. The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review 58: 280–98.
Delpit, L. 2003. The skin that we speak: Thoughts on language and culture in the classroom. New York: Norton.
Derman-Sparks, L., & P.G. Ramsey. 2006. What if all the kids are white? Engaging white children and their families in anti-bias/multicultural education. New York: Teachers College Press.
Dilg, M. 2003. Thriving in the multicultural classroom: Principles and practices for effective teaching. New York: Teachers College Press.
Dilworth, M.E. 1998. Being responsive to cultural differences: How teachers learn. Thousand Oaks, CA: Sage.
Dowell, C., ed. 2001. And still we speak: Stories of communities sustaining and reclaiming language and culture. Oakland: California Tomorrow.
Duarte, G., & C. Gutierrez. 2004. Best practices in bilingual early childhood classrooms. NABE News 27 (4): 4–7.
Dyson, A.H. 1997. What difference does difference make? Teacher reflections on diversity, literacy, and the urban primary school. Urbana, IL: National Council of Teachers of English.
Eggers-Pierola, C. 2005. Connections and commitments: A Latino-based framework for early childhood educators. Portsmouth, NH: Heinemann.
Espinosa, L. In press. Curriculum and assessment considerations for young children from culturally, linguistically, and economically diverse backgrounds. Special issue, Psychology in the Schools.
Fassler, R. 2003. Room for talk: Teaching and learning in a multilingual kindergarten. New York: Teachers College Press.
Fenichel, E. 2004. Language and literacy in the earliest years. Washington, DC: Zero to Three.
Garcia, E.E., B. McLaughlin, B. Spodek, & O.N. Saracho, eds. 1995. Yearbook in early childhood education. Vol. 6: Meeting the challenge of linguistic and cultural diversity in early childhood education. New York: Teachers College Press. ED 393 560.
Gay, G. 2000. Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Genishi, C. 1989. The worlds of children: “What Maisie Knew.” Language Arts 66: 872–82.
Gibbons, P. 2002. Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann
Gonzalez, V., R. Brusca-Vega, & T.D.Yawkey. 1997. Assessment and instruction of culturally and linguistically diverse students with or at-risk of learning problems: From research to practice. Needham Heights, MA: Allyn & Bacon.
Gonzalez-Mena, J. 2004. Diversity in early care and education: Honoring differences. 4th ed. Boston: McGraw-Hill.
Gonzalez-Mena, J., & D. Pulido–Tobiassen. 1999. A place to begin: Working with parents on issues of diversity. Oakland: California Tomorrow.
Gould, P., & J. Sullivan. 1999. The inclusive early childhood classroom: Easy ways to adapt learning centers for all children. Beltsville, MD: Gryphon House.
Gregory, E., S. Long, & D. Volk. 2004. Many pathways to literacy: Young children learning with siblings, grandparents, peers, and communities. London: Routledge Falmer.
Gutierrez-Clellen, V.F., & J. Kreiter. 2003. Understanding child bilingual acquisition using parent and teacher reports. Applied Psycholinguistics 24: 267–88.
Hakuta, K., & E. Garcia. 1989. Bilingualism and education. American Psychologist 44 (2): 374–79.
Hannaford, I. 1996. Race: The history of an idea in the West. Baltimore: Johns Hopkins University Press.
Helms, J.E., ed. 1990. Black and white racial identity: Theory, research, and practice. Westport, CT: Greenwood.
Hepburn, K.S. 2004. Building culturally and linguistically competent services to support young children, their families, and school readiness. Baltimore, MD: Annie E. Casey Foundation. Online: www.aecf.org/publications/data/cctoolkit.pdf.
Hickman-Davis, P. 2002. “Cuåndo no hablan Inglés”: Helping young children learn English as a second language. Dimensions of Early Childhood (2): 3–10.
Hoffman, E. 2004. Magic capes, amazing powers: Transforming superhero play in the classroom. St. Paul, MN: Redleaf.
Hooks, b. 2003. Rock my soul: Black people and self-esteem. New York: Atria.
Houk, F.A. 2005. Supporting English language learners: A guide for teachers and administrators. Portsmouth, NH: Heinemann.
Irvine, J.J. 2003. Educating teachers for diversity: Seeing with a cultural eye. New York: Teachers College Press.
Jacobsen, T. 2003. Confronting our discomfort: Clearing the way for anti-bias in early childhood. Portsmouth, NH: Heinemann.
Kaiser, B., & J.S. Rasminsky. 2003. Challenging behavior in young children. Boston: Allyn & Bacon.
Kalyanpur, M., & B. Harry. 1999. Culture in special education: Building reciprocal family-professional relationships. Baltimore, MD: Brookes.
Kopriva, R. 2000. Ensuring accuracy in testing for English-language learners. Washington, DC: Council of Chief State School Officers.
Krashen, S. 1992. Fundamentals of language education. Torrance, CA: Laredo.
Ladson-Billings, G. 1994. The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
Ladson-Billings, G. 2000. Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. In What counts as literacy: Challenging the school standard, eds. M.A. Gallego & S. Hollingsworth, 139–52. New York: Teachers College Press.
Lawrence-Lightfoot, S. 2000. Respect: An exploration. Cambridge, MA: Perseus.
López, E.J. 2003. Assessing the multicultural student. (Available from Eric J. López, PO Box 4165, Las Cruces, NM 88003).
Lynch, E.W., & M.J. Hanson, eds. 2005. Developing cross-cultural competence: A guide for working with children and their families. 3rd ed. Baltimore, MD: Brookes.
Mangione, P., ed. 1995. A guide to culturally sensitive care. Sacramento: California Department of Education.
Martinez, F. 2005. Early care and education for Hispanic children. Childhood Education 81 (3): 174–76.
Moomaw, S. 2002. Nobody else like me: Activities to celebrate diversity. St. Paul, MN: Redleaf.
Nissani, H. 1993. Early childhood programs for language minority students. Washington, DC: Center for Applied Linguistics. Online: www.cal.org/resources/digest/Nissan01.html.
Padilla, A.M. 1980. The role of cultural awareness and ethnic loyalty. In Acculturation: Theory, models, and some new findings, ed. A.M. Padilla, 47–84. Boulder, CO: Westview.
Padilla, A. 2001. Issues in culturally appropriate assessment. In Handbook of multicultural assessment: Clinical, psychological, and educational applications, 2nd ed., eds. L.A. Suzuki, J.G. Ponterotto, & P.J. Meller, 5–27. San Francisco: Jossey-Bass.
Páez, D. 2004. Culturally competent assessment of English-language learners: Strategies for school personnel. Helping children at home and school II: Handouts for families and educators, S7-1–S7-4. Bethesda, MD: National Association of School Psychologists.
Parlakian, R. 2003. How culture shapes social-emotional development: Implications for practice in infant-family programs. Washington, DC: Zero to Three.
Perez, B., & M.E. Torres-Guzman. 1996. Learning in two worlds: An integrated Spanish/English biliteracy approach. 2nd ed. New York: Longman.
Ramsey, P.G. 2004. Teaching and learning in a diverse world: Multicultural education for young children. 3rd ed. New York: Teachers College Press.
Root, M., C. Ho, & S. Sue. 1986. Issues in the training of counselors for Asian Americans. In Cross-cultural training for mental health professionals, eds. H. Lefley & P. Pedersen, 202. Springfield, IL: Thomas.
Santos, R.M., R.M. Corso, & S.A. Fowler, eds. 2005. Language and communication: Working with linguistically diverse families. CLAS Collection #3. Longmont, CO: Sopris West.
Santos, R.M., S. Lee, R. Valdivia, & C. Zhang. 2001. Considerations when selecting and using early childhood materials translated from one language to another language. Teaching Exceptional Children 34 (2): 26–31.
Santos, R.M., & D. Reese. 1999. Selecting culturally and linguistically appropriate materials: Suggestions for service providers. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. EDO-PS-99-6. Online: http://ceep.crc.uiuc.edu/eecearchive/digests/1999/santos99.pdf.
Schecter, S., & J. Cummins, eds. 2003. Multilingual education in practice: Using diversity as a resource. Portsmouth, NH: Heinemann.
Schultz, K. 2003. Listening: A framework for teaching across differences. New York: Teachers College Press.
Schwartz, W. 1995. A guide to communicating with Asian American families: For parents/About parents. New York: ERIC Clearinghouse on Urban Education. ED 396014.
Some, S. 2000. The spirit of intimacy: Ancient African teachings in the ways of relationships. New York: HarperCollins/Quill.
Sue, D.W., & D. Sue. 1990. Counseling the culturally diverse. 2nd ed. New York: John Wiley & Sons.
Tan, A.L. 2004. Chinese American children and families: A guide for educators and service providers. Olney, MD: Association for Childhood Education International.
Tatum, B.D. 1994. Teaching White students about racism: The search for White allies and the restoration of hope. Teachers College Record 95 (4): 462–76.
Tatum, B.D. 1997. “Why are all the Black kids sitting together in the cafeteria?” and other conversations about race. New York: Basic Books.
Taylor, D., M. Altiere, S. Sultana, & P. St. Jean. 2000. Making literacy webs in schools, families, and communities. School Talk 6: 1–8.
Thompson, B., & S. Tysgi. 1996. Names we call home: Autobiography on racial identity. New York: Routledge.
Trueba, H., & C. Delgado-Gaitan, eds. 1988. School and society: Learning content through culture. New York: Praeger.
Trumbull, E., C. Rothstein-Fisch, & P. Greenfield. 2000. Bridging cultures in our schools: New approaches that work. San Francisco: WestEd.
Valdés, G. 1996. Con respeto: Bridging the distance between culturally diverse families and schools. New York: Teachers College Press.
Whitney, T. 1999. Kids like us: Using persona dolls in the classroom. St. Paul, MN: Redleaf.
Wise, T. 2005. White like me: Reflections on race from a privileged son. Brooklyn, NY: Soft Skull.
Wolpert, E. Start seeing diversity. Student ed. St. Paul, MN: Redleaf.
Wong Fillmore, L. 1991. When learning a second language means losing the first. Early Childhood Research Quarterly 6: 323–46.
Yansen, E.A., & E.L. Shulman. 1996. Language assessment: Multicultural considerations. In Handbook of multicultural assessment: Clinical, psychological, and educational applications, eds. L.A. Suzuki, J.G. Ponterotto, & P.J. Meller, 353–93). San Francisco: Jossey-Bass.
York, S. 2003. Big as life: The everyday inclusive curriculum. Vols. 1 & 2. St. Paul, MN: Redleaf.
York, S. 2003. Roots and wings. Rev. ed. St. Paul, MN: Redleaf.
Zinn, H. 1995. A people’s history of the United States: 1492–present. Rev. ed. New York: Perennial/Harper.
Web sites
California Tomorrow provides resources for working with children and adults on culture and language, as well as action research about equity issues in early childhood programs and primary/secondary schools. www.californiatomorrow.org
Center for the Study of White American Culture provides resources and opportunities for discussions about the multifaceted issues of Whiteness. www.euroamerican.org
¡Colorín Colorado! is a Web-based service that provides information, activities, and advice for Spanish-speaking parents and educators of English-language learners. www.colorincolorado.org
Cooperative Children’s Book Center offers bibliographies of children’s books on a variety of diversity issues. www.education.wisc.edu/ccbc
Crossroads Ministry is concerned with racial justice work in faith-based organizations and offers resources and a bibliography for working with adults in all settings. www.crossroadsministry.org
Crosswalks Web site, produced by the Frank Porter Graham Child Development Institute of the University of North Carolina at Chapel Hill, provides online resources for instilling diversity in preservice education. www.fpg.unc.edu/~scpp/crosswalks/index.cfm
Educational Equity Center offers preschool–grade 3 resources for addressing equity issues of disabilities, gender, and bullying, with further Web links on each topic. www.edequity.org
Educators for Social Responsibility provides resources on conflict resolution, violence prevention, intergroup relations, and character education. www.esrnational.org
Gustavus Myers Center for the Study of Bigotry and Human Rights offers reviews of new books and videos for adults and for children that deal with issues of diversity and pluralism in the U.S. www.myerscenter.org
National Association for Bilingual Education focuses on education, advocacy, and publications to support effective bilingual education. Membership includes bilingual and English-as-a-second-language teachers, administrators, paraprofessionals, university professors and students, researchers, advocates, policymakers, and parents. www.nabe.org
National Association of Multicultural Education offers information on its conference, current issues, and a Listserv to connect with teachers in primary, secondary, and higher education. www.nameorg.org
New Voices/Nueva Voces is a federally funded project for service providers working with young children with culturally, linguistically, and ability diverse backgrounds, with a special focus on Latino children with special needs and their families. It is conducted by the Frank Porter Graham Child Development Institute at the University of North Carolina, Chapel Hill. www.fpg.unc.edu/~nv
Teaching for Change provides teachers and parents an outstanding resource for books, videos, posters for adults and preschool/primary/secondary students to transform schools into socially equitable centers of learning; excellent links to other social justice Web sites. www.teachingforchange.org
The T•ELL•E-GRAM is a monthly electronic newsletter for pre-K–12 educators of English language learners (ELLs) brought to you by Reading Rockets and the American Federation of Teachers (AFT). This newsletter is a part of ColorinColorado.org. www.colorincolorado.org/newsletter
Voices of Civil Rights gives personal accounts of Americans struggling to fulfill the promise of equality for all. It is a project of the AARP, Leadership Conference on Civil Rights (LCCR), and Library of Congress. www.voicesofcivilrights.org
Walking the Walk is an outreach project focused on systems change in early intervention in North Carolina communities and promotes diversity in Early Childhood Intervention through Campus-Community Partnerships. It offers links to new resources, diversity organizations, diversity projects, health care providers, and other resources. www.fpg.unc.edu/~walkingthewalk
Copyright © 2005 by the National Association for the Education of Young Children. See Permissions and Reprints online at http://www.journal.naeyc.org/about/permissions.asp.
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