This project attempted to discover whether Kansas public high school history teachers included information about ethnic/minority groups as a separate or as an equal component of their course presentations. A questionnaire was sent to all instructors of American History in Kansas. 563 questionnaires were mailed and 176 (31.2%) were returned either partially or totally completed. The two part questionnaire solicited personal information such as age, sex, field of specialization, group identity, and an attitude survey of teaching ethnic and/or minority studies. Many of the respondents indicated agreement with the idea that ethnic content was appropriate while other respondents practiced "benign neutrality", and ethnic and/or minority exclusion from the history curriculum. It was emphasized that one of the problems of ethnic and minority studies as they relate to the teaching of history is that ethnic and/or minority groups have been artificially separated from the major areas of history teaching. An annotated bibliography is included. (JP)