Advanced Degrees in Multicultural Education
Center for Multicultural Education,
University of Washington, Seattle, Bothell, and Tacoma Campuses.

Alaska Native Curriculum and Teacher Development Project:
A Model of Preservice and Professional Education Through Developing Curricula
for Schools
Institute for Social and Economic Research, University of Alaska, Anchorage

"The Alaska Native Curriculum and Teacher Development Project brings together teams of teachers, elders, and community members in various parts of Alaska with university-based specialists to develop curricula on Alaska Native studies and language. . . . The project is supported by a grant from the U.S. Department of Education."  The purposes are (a) to develop model curricula in Alaska Native studies and languages that are available on the internet; (b) to develop a model process for curriculum development that can be replicated in predominantly Native schools throughout Alaska; and (c) to develop a model of professional education for both practicing and preservice teachers centered on curriculum development in Alaska Native studies and languages.
Home page:    http://www.alaskool.org/index.html

Center for Multicultural Research, Training, and Consultation

Department of Educational, School and Counseling Psychology,
College of Education, University of Missouri-Columbia

“The Center was established in 1998 as a part of the Department's focus on diversity, where faculty and students could develop unique and innovative multicultural programs. . . . It is rated among the top psychology departments in the nation and in 2000 was recognized for excellence in providing multicultural training and research by the Suinn Minority Achievement Award by the American Psychological Association.”  The Center hosts a cultural immersion program through a student exchange agreement with National Taiwan Normal University and sponsors a lecture series in collaboration with the Columbia Public Schools.  Among its other services are a range of teaching activities. “The Practicum in Multicultural Counseling Interventions serves to extend graduate students' knowledge of multicultural counseling through the development and implementation of applied multicultural interventions. . . . The elective course, “Experiencing Diversity in the United States,” is offered through the Department of Educational and Counseling Psychology to undergraduate students. The purpose of this course is to facilitate learning and discussion surrounding multicultural issues with an emphasis on racial/ethnic minorities. . . . The Native American Culture Seminar has three main learning objectives: (a) to provide information and an environment to expand students’ awareness and knowledge of Native American cultures, (b) broaden students worldviews of the physical, educational, spiritual, and psychological realms, and (c) enhance counseling skills in working with diverse populations.”  The Center also operates a summer Multicultural Teaching Scholars program
Home page:   http://cmrtc.coe.missouri.edu/


“The goal of the Certificate in Bilingual and Bicultural Counseling is to train psychologists, counselors and therapists to work successfully with Hispanic and Latino populations.  The coursework includes study of Hispanic/Latino psychology and specialized interventions tailored to these populations.  Pre-practicum and practicum includes work with these populations and supervision in Spanish by culturally competent professors.  The certificate can be integrated into a graduate degree or completed after graduation from a degree program in psychology, counseling, therapy or a related field. Students must be fluent in English and Spanish.”
Certificate in Bilingual and Bicultural Counseling:
http://www.education.miami.edu/Program/Programs.asp?Program_ID=88

Certificate in Intercultural Conflict Transformation

Intercultural Communication Institute, Portland, Oregon, and Lewis & Clark College, Portland, Oregon.

“This program is designed to prepare participants to handle conflict more effectively in a variety of intercultural contexts.  It is suitable for professionals in human resources, student services, social service, counseling, health care, and leadership, as well as graduate students in education, social science, or business management. . . . It is a 10-semester-hour interdisciplinary program consisting of five 2-semester-hour courses.”
Home page:  
http://www.education.lclark.edu/dept/ccps/interculuralcomm.html

Certificate of Graduate Study in Culturally Responsive Practices
College of Education and Human Development,
University of Southern Maine, Gorham.

“The Certificate of Graduate Study in Culturally Responsive Practices began admitting students in 2006. . . . The certificate is designed to allow students the opportunity to focus a four-course sequence on gaining deeper understandings of the intersections between cultural diversity and liberatory pedagogies.  The certificate is intended for those already working in schools or in other human services institutions such as teachers, educational technicians, counselors, social workers, occupational therapists, leaders in education, matriculated and non-matriculated graduate students.
Home page: 
http://www.usm.maine.edu/cehd/Culturally_Responsive_Practices/index.htm


Crosswalks Project:  Outreach to Infuse Diversity in Preservice Education

FPG Child Development Institute, University of North Carolina, Chapel Hill.

“The Crosswalks project is using two interrelated approaches to support diversity-related changes (in preservice preparation).  The first approach involves a capacity building effort -- a structured sequence of needs assessment, planning, training, technical assistance, and  resources to support preservice programs in changing the extent to which  diversity is reflected in coursework, practica, and program practices (e.g., recruitment, mentoring).  Five North Carolina institutions of higher education, each preparing students to work with children (0 - 5) with and without disabilities and their families, are participating in Crosswalks over a 24-month period.  Each site has made a commitment to making changes in what they teach, how they  teach, where they teach, and with whom they teach, to be responsive to and reflective of diversity. . . . Research, using a randomized experimental design, is being conducted to determine the impact of Crosswalks on the attitudes, knowledge and skill of faculty and student participants.
Home page:   http://www.fpg.unc.edu/~scpp/crosswalks/index.cfm

Diversity in Mathematics Education (DiME)
Center for Learning and Teaching, University of Wisconsin-Madison:
A Consortium of Three Universities and Two School Districts.

“DiME is one of a network of Centers for Learning and Teaching (CLT) funded by the National Science Foundation.  DiME/CLT is building an integrated program to develop and enhance the instructional workforce from kindergarten through graduate school.  The program consists of three interrelated components: (a)  a doctoral/postdoctoral component; (b) a teacher education component for teachers and instructional leaders; and (c) a comprehensive research agenda. These components are integrated by a strong focus on the ideas of algebra and issues related to learners with diverse cultural, language, and cognitive backgrounds.”
Home page:   http://www.wcer.wisc.edu/dime/default.htm


Donovan Urban Teaching Scholars Program

Lynch School of Education, Boston College, Massachusetts

“The Donovan Urban Teaching Scholars program is an intensive one-year master’s degree program in teacher preparation.  Each year, the program recruits and supports a cohort of up to 30 graduate students and provides them with an academically challenging education specifically responsive to the concerns and needs of urban students, families, schools, and communities.
Donovan program applicants bring a wide variety of personal, academic, professional, and volunteer experiences.  Some have worked in Upward Bound, Jesuit Volunteer Corps, City Year, or comparable programs.  Others have organized youth programs in their own urban communities. . . . Donovan Scholars work toward a master of education degree and full certification in one of five areas of study: 
Early Childhood Education;  Elementary Education;  Secondary Education;  Reading and Literacy;  or Special Needs Education.  They receive a special scholarship covering one-half of tuition, in addition to regular financial assistance available to all graduate students.   Members of the Donovan cohort take courses specifically designed for the Donovan Urban Teaching Scholars program; work with veteran teachers experienced in mentoring new urban-based teachers; and participate in monthly seminars and other activities with a special focus on issues of particular interest to urban teachers.”
Home page:  http://www.bc.edu/schools/lsoe/academics/urban/donovan.html

Education, Culture, and Society:  M.S., M.Ed., and Ph.D. Programs

College of Education, University of Utah, Salt Lake City

“The Department of Education, Culture, and Society is composed of a group of professors and students committed to the study and pursuit of social justice in education.  Drawing on anthropology, history, philosophy, sociology, social  psychology, and cultural studies, the department offers an interdisciplinary  framework for addressing questions about class, race, ethnicity,  and gender in contemporary educational policy and practice in elementary,  secondary, and post-secondary settings.  Course work and research share a  common interest in understanding patterns of educational inequality in society and in exploring educational approaches intended to counter  these inequities. . . . Students  in the Ph.D, M.S., and M.ED. programs can specialize in curriculum  theory, anthropology, sociology, history, or philosophy of education.  (While their areas of focus may diverge), all participants are interested in studying educational  policies and practices--such as multi-cultural education, Afrocentric  and Latinocentric schooling, bilingual education, feminist pedagogies, affirmative action, community control, and the redistribution of pedagogical,  curricular, and financial resources -- that promise working class students  and students of color more equal educational opportunities.”
Home page:   http://www.ed.utah.edu/ECS/index.htm

Integration of Multiculturalism and Diversity in Counseling
Psychology: An Award-Winning Program

Department of Counseling Psychology, School of Education,
University of Wisconsin-Madison

“The Department of Counseling Psychology is primarily a graduate department, offering an APA-accredited doctoral degree in counseling psychology; a master's degree in counseling specializing in either school or community counseling; and two certificate programs (a certificate for post-master's counselors and a certificate of completion in psychosocial factors in student achievement).  The department emphasizes the integration of multiculturalism and diversity into counseling psychology and is committed to multiculturalism broadly-defined in teaching, research, practice, and service.  As such, the Department has worked toward a dialogue of diversity as an integral part of our community of learning.” Among its initiatives are a Diversity Committee, diversity dialogues, and an annual Social Justice Conference.  In 2005, the Department of Counseling Psychology received from the American Psychological Association for its demonstrated excellence in recruitment, retention, and graduation of ethnic minority students.
Home page:   http://www.education.wisc.edu/cp/

International and Multicultural Education
School of Education, University of San Francisco, California

“The mission of the International and Multicultural Education Department is the promotion of equity, justice, and peace.  Thus, the programs are designed to prepare leaders in the field of education who are knowledgeable, skilled and effective in areas of anthropological, sociological, psychological, linguistic, cultural, philosophical and educational theory, practice and research. . . . The programs focus on educational issues with specific concern for the socio-cultural needs of our multifaceted, democratic society and on education for inclusion.  They further seek to promote recognition and respect for the diversity extant in our democratic society.  The goals are to provide (a) educational experiences that emphasize and encourage leadership, ethical responsibility and service to all communities; (b) focused areas of study in the cultural, linguistic, philosophical and sociological development of Asian American, Latin American, African American and other linguistic and cultural groups at all educational levels; (c) knowledge of global issues of education; and (d) opportunities for students to develop an awareness of their personal beliefs, values and experiences in order to better appreciate those of others.”
Home page:  http://www.soe.usfca.edu/departments/ime/index.html


Juvenile Justice and Youth Advocacy Major

Wheelock College, Boston, Massachusetts

“Students in the Juvenile Justice and Youth Advocacy concentration gain an understanding of the field of juvenile justice from a broad-based perspective, and prepare for work in the juvenile justice prevention or intervention fields. . . . (They) gain a thorough understanding of the juvenile justice system, the conditions and circumstances that place youth at risk for involvement in the system, and effective methods for prevention, advocacy, and intervention with youth.  (They) participate in a variety of field experiences as well as a semester-long, 200-hour internship placement. . . . While there are many bachelor's and master's programs in criminal justice studies, Wheelock offers one of the only programs in the country that focuses exclusively on issues of juvenile justice. It is also the only program that prepares students directly to advocate for youth.”
Juvenile Justice and Youth Advocacy major:
http://www.wheelock.edu/academics/u_acadjuvjustice.asp

Lakota Values and Virtues in the Teacher Education Curriculum
Oglala Lakota College, Pine Ridge Reservation, Kyle, South Dakota.

Language and Literacy, Society and Culture: M.A., Ed.D., and Ph.D. Programs

Graduate School of Education, University of California, Berkeley

“Studies in Language and Literacy, Society and Culture (LLC) center on promoting equity and honoring socio-cultural and linguistic diversity; transforming schools and other educational spaces; supporting teachers as learners across their careers; and fostering promising social futures for all youth.  To accomplish these aims, (the faculty) focus on the most fundamental human tool and resource, language.  Besides using language as a lens for understanding, (they) also consider other pivotal ways that humans learn, communicate, and create through a variety of symbolic systems: from visual images to digital media to dance.  Through these lenses, (the faculty) investigate such issues as equity across race, ethnicity, gender, and social class; youth culture; migration and immigration; globalization; and home, school, and community interactions.  Programs at three levels address these topics in different ways and for different career purposes.
Language and Literacy, Society and Culture:
http://www-gse.berkeley.edu/program/LLSC/llsc.gse.html

Language, Literacy and Sociocultural Studies: American Indian
Education, Educational Thought and Sociocultural Studies, and Other Programs

College of Education, University of New Mexico, Albuquerque

This department offers programs in American Indian Education, Educational Thought and Sociocultural Studies, and several  others in bilingual education, language, and linguistics.  “The American Indian Education Program is designed for those teachers who are interested in working in schools (BIA, Mission, Public, or Tribal) whose students are primarily American Indian.  The program offers a broad spectrum of coursework that allows the student to explore American Indian worldviews in learning, science, political issues, contemporary federal and state issues. There are an array of methods courses designed to offer teachers a deeper understanding of instructional, methodological, and teaching styles that enhance American Indian student achievement. . . . The Educational Thought and Sociocultural Studies Program delves into the key concepts and debates in the social foundations of education.  The study of race, class, and gender is at the center of the curriculum. Students explore interdisciplinary perspectives (e.g., anthropology, women’s studies, sociology, American studies, Chicano studies, African American studies) that link both structure and culture in the critical examination of educational policy, practice, and theory.”
Department of Language, Literacy, and Sociocultural Studies – Scroll down
and click for details on the M.A. and Ph.D. programs:
http://coe.unm.edu/DepartmentsPrograms/tabid/64/Default.aspx

Leadership Development Programs -- To Reverse the Low
Representation of Latinos in Mid-Career Professional Positions
Mexican American Legal Defense and Education Fund (MALDEF),
Los Angeles, California, and Regional Offices.

“The primary objective for MALDEF's leadership development programs is to increase the skills and knowledge of mid-career professionals so that they can serve in policy making roles and thereby reverse the traditionally low representation of Latinos in these positions. . . . With the support of the San Francisco Foundation, MALDEF established the Mid-Career Leadership Development Program in 1980. . . . The San Francisco program was replicated in Los Angeles, Orange County, Alameda County and Santa Clara County in California; in Denver, Colorado; in Chicago, Illinois; and San Antonio, El Paso, and Dallas in Texas.  To date, it has trained nearly 2,100 individuals. . . .  Each local program operates for five years providing three to four program cycles annually.  The goal for the leadership program is to transfer it to another institution after the initial five-year period.  The intention is to ground the program in the local community so it can be a continuing resource for leadership development.  New sites are selected based on a community's population, board and commission representation needs, community support and financial resources to support such a program.”
Leadership Development Programs: http://www.maldef.org/education/programs.htm


Master of Arts Degree with a Focus on Teaching in Urban Schools
School of Teacher Education, San Diego State University

This program “has been designed to focus on Urban Education for Elementary and Secondary Education Master of Arts majors.  The program is for
the working professional and centers on issues of educational equity and culturally 
relevant instruction.  For example, since it is critical that all students have access 
to technology, this program of study focusing on Urban Education will include an innovative, graduate course that presents technological strategies that can be integrated into the urban classroom. All classes are held on campus.  Opportunities to work with educators from the Center for Urban School 
Transformation are also be available.” 
Overview:  http://edweb.sdsu.edu/ste/masters_urban_schools.htm

Master of Arts:  Teaching At-Risk Students
Gonzaga University. Spokane, Washington

This master’s program prepares graduates to work in alternative education settings.   “The Alternative Education Studies program makes it possible for education professionals to engage in reflective practice while improving teaching and program development skills.  The program encourages exploration of methods, research, and epistemologies that focus on both the learner and systemic changes that will benefit all students. . . . The program is aligned with the University's Conceptual Framework (Effective Teacher in a Changing Society) and the core propositions of the National Board for Professional Teaching Standards.”  Course descriptions are accessible at the website.
Home page:    http://www.alted.lhup.edu/Portal/Default.aspx?tabid=58

Multicultural Diversity Requirement

Education Undergraduate Program, Department of Education, College of Education and Human Development, Eastern Washington University, Cheney.

“Students in the Education program are required to spend a minimum of thirty hours interacting with students or clients from different socioeconomic/racial and/or ethnic backgrounds after they have been formally admitted to the Education program.  The setting in which this requirement is met must have a minimum 15% racial/ethnic diversity and/or at least 60% free or reduced meals. The purpose of this multicultural requirement is to enable teaching candidates to: (a) explore attitudes and feelings about their own cultural identity; (b) identify instructional strategies and techniques appropriate for multicultural education; (c) assess the strengths and needs of pupils from varied cultural backgrounds in order to develop appropriate multicultural instruction programs; (d) help pupils understand the negative impact of stereotyping, biases, and prejudices; (e) become aware of the manner in which teaching strategies may contain biases, stereotypes, and prejudices toward persons who are different from the instructor; and (f) celebrate diversity through awareness of the cultural accomplishments of pupils.  Students can satisfy this requirement in a number of ways -- through volunteer work, field experience, or student teaching.  Acceptable volunteer activities include tutoring, counseling, recreation, teaching, or library science with pre-school to twelfth grade youth.  A list of approved schools/agencies will be provided when a student is formally admitted to the education program.  Documentation of multicultural field experience must be provided in order to be certified.”
Multicultural diversity requirement:   http://www.ewu.edu/x47909.xml

Native American Innovative Leadership Project (NAIL):
M.A. in Administration Dual-Licensure Preparation Program
College of Education and Behavioral Sciences, University of Northern Colorado

“The University of Northern Colorado, Native American Student Services in Greeley, and Fort Lewis College in Durango, Colorado, have collaborated and received an $873,000 grant from the U.S. Department of Education's and the Office of Indian Education to establish a master's degree program in Native American leadership. . . . The goal of the Native American Innovative Leadership Project is to increase the number of Native American educational leaders by using distance learning technology and varied site-based activities for certification as a special education director and school principal. . . . Participants form two cohort groups of 15-20 students with a possible goal of 40 graduate administrator trainees. . . . The three-year program will be supplemented with a one-year induction period where student will be paired with a practicing Native American administrator and a university faculty member to further develop expertise and professional growth through a mentoring relationship.  This relationship will also provide extended inservice professional development in a variety of formats.  The curricula will use materials that specifically address Native American student learning styles, language and culture to increase the instructional leadership capabilities of participants.”
Native American Innovative Leadership Project: http://www.unco.edu/nail/

Native American Scholars and Collaborators Projects:  School Counseling and
School Psychology
Department of Counseling and School Psychology, San Diego State University.

“The Native American Scholars and Collaborators Projects support the professional preparation of graduate level students in school counseling and school psychology.  The focus is on serving Native American children with high incidence disabilities or at risk of being incorrectly identified with special education needs. . . . (Faculty and students) work in cross-cultural urban field sites and in partnership with rural sites with significant Native American populations.  Combined with graduate studies and coursework, (they) learn and use specialized knowledge to differentiate difference from disability and to help design and deliver culturally appropriate pedagogical and psychological services.

 The Projects support the preparation of fully qualified School Psychologists and School Counselors to serve Native American youth with high incidence disabilities.”
Home page:   http://edweb.sdsu.edu/csp/nacpprojects1/

Programs in Gender, Ethnicity, and Multicultural Studies (GEMS)
(With a Minor for the California Teaching Credential)
Ethnic and Women’s Studies Department, California State University, Pomona

“The Ethnic and Women's Studies Department offers an educational program designed to equip students with the knowledge, analytical skills, and experience necessary to effectively live and work in today's diverse society.  History, culture, and contemporary issues are explored and analyzed through the intersecting perspectives of ethnicity, race, class and gender. . . .  A GEMS minor provides all career majors with a sophisticated and comprehensive approach to assessing political and social dynamics in an increasing complex society.  Students who wish to pursue a multiple subject credential to teach in California can do so by selecting one of three GEMS options (see program).  Courses meet the subject matter and other standards of the California Teaching Credential and equip students with the knowledge, skills and attitudes to work in California’s diverse classrooms.
Home page:   http://www.csupomona.edu/~ews/

Initiated in 1992-93, “the Risk and Prevention (R&P) program is dedicated to the practical application of cutting-edge research on risk, resilience, and prevention programming for children and adolescents in both school and community settings.  Students choose from a range of interdisciplinary courses that address the prevention of psychological, academic, and social problems and the promotion of healthy human development.  The program offers students practical experiences in prevention, intervention, counseling, applied research, program development and policy implementation through partnerships with school- and community-based health and social service agencies.  Special emphasis is placed on the roles that relationships play in the processes that foster resilience and recovery. . . . Students choose to pursue either a one-year, 32-credit, Prevention Specialist Master's Degree (Ed.M.) or follow a two-year, 64 credit, Preventive and Developmental Counseling Track focusing on Guidance or Adjustment Counseling.  Students pursuing the two-year tracks earn an Ed.M. degree at the completion of their first year and a Certificate of Advanced Study  in Counseling at the completion of the second.  Students in the Risk and Prevention Master’s apply for the Certificate of Advanced Study year by submitting a second application during their master’s year.  Students completing a Certificate of Advanced Study are eligible for initial licensure in Guidance or Adjustment Counseling from the Massachusetts Department of Education.”
Home page:   http://www.gse.harvard.edu/academics/masters/rp/

“The Stanford Teacher Education Program (STEP) is a nationally renowned, 12-month, full-time innovative program leading to a Master of Arts in Education and a preliminary California teaching credential. . . . STEP is a unique, field based program -- from the moment teacher candidates arrive on campus, they are actively engaged in classrooms.. . . STEP aims to cultivate teacher leaders who share a set of core values that includes a commitment to social justice, an understanding of the strengths and needs of a diverse student population, and a dedication to equity and excellence for all students.  The program takes an approach to teaching and learning that is sensitive to the family, community, and political contexts of education, focused on the needs and development of learners, and grounded in the study of subject matter that enables inquiry, critical thinking, and problem solving. . . . STEP seeks to prepare and support teacher leaders working with diverse learners to achieve high intellectual, academic, and social standards by creating equitable and successful schools and classrooms.”
Home page:   http://suse-step.stanford.edu/
STEP Elementary:    http://suse-step.stanford.edu/elementary/index.htm
STEP Secondary:   http://suse-step.stanford.edu/secondary/index.htm

Unified Transformative Early Education Model (UTEEM)
Graduate School of Education, George Mason University, Fairfax, Virginia