Despite the significant increase of African-born immigrants in the United States of America, the education system does not recognize their presence and does little to facilitate their integration through the implementation of necessary curricular adjustments. The purpose of this article is to call on multicultural education advocates to endorse the argument for the distinctness of Africanborn immigrants as a complex cultural group with unique vulnerabilities requiring sensitivity. Organizationally, the paper develops four key points: the current demographic representation of the African population; the absence of African voices in multicultural education scholarship; the salience of multicultural education advocacy in recognizing the essence of African cultures in the western world; and the minimal coverage of African topics in the U.S. curriculum. Two sets of recommendations, curricular and culture-oriented, conclude the argument. Despite the recent increase of African-born immigrants in the United States of America (Hamza, 2005), their presence is poorly reflected in curricular decisions and educational planning in the U.S. school system. Oftentimes, the efforts of school officials to acknowledge African students yield minimal effect and superficial understanding among American-born educators and peers. Due to the absorption of African immigrant populations into the larger context of the black race (Arthur, 2000), little is known about their histories, their cultures, and their achievements. African-born children or children of African-born parents in the western world are disadvantaged by the manner in which African cultures and people have been portrayed in western-authored textbooks and by the western media. This paper is a response to the minority cultures from sub-Saharan Africa, who seldom feel recognized or given the opportunity to affirm themselves in the U.S. context, particularly in the educational arena. After examining the American education curriculum vis-à-vis immigrant minorities from non-predominant cultures, like Africans, a twofold argument emerged.

Many studies have examined the use of portable music players portable listening devices (PLDs) from various ethnic groups. Some findings suggest that there may be differences among ethnic groups that lead to louder or longer listening when using PLD devices. For example, some studies found that Hispanic PLD users listen at higher volume levels while other studies found that African American PLD users listen at higher volume levels. No investigator has explained the reasons for differences among ethnic groups in listening intensity. This paper will address the possible reasons for these differences and offer guidelines for the prevention of noise-induced hearing loss.

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