Using data from the Higher Education Research Institute, this study sought to create a profile that would identify college faculty involved in creating a curriculum that is more inclusive on racial and ethnic issues and to identify individual and institutional factors that facilitate efforts toward multicultural course content. The study analyzed data from a 1995-96 national survey of college faculty that reported responses from 33,986 full-time college and university faculty members at 384 two-year colleges, four-year colleges, and universities. The dependent variable was the inclusion of readings on racial and ethnic issues; independent variables were personal characteristics, professional background, individual goals and attitudes, institutional characteristics, and perceptions of institutional values and goals. Among the findings were: Puerto Rican/American faculty were more than twice as likely as white faculty to include racial and ethnic readings in courses, followed by Mexican American/Chicano and African American/Black faculty. These groups were three to four times more likely to include such readings than Asian American/Asian faculty, a finding possibly related to the high numbers of Asian Americans in the physical sciences. Other findings indicated some gender differences and a greater effect of individual characteristics than institutional environments. (Contains 39 references.) (DB)