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ERIC Number: ED358018
Record Type: Non-Journal
Publication Date: 1992
Pages: 48
Abstractor: N/A
Reference Count: N/A
Diversity Curriculum in Public Schools without Minority Pupils.
Wiles, David
In 1990 the New York State Board of Regents approved a recommendation that the teaching of history be inclusive and reflect U.S. pluralism by including the contributions of all minorities to the development of the country. While New York is often viewed as an urban state and does have large minority populations in its urban areas, there are 141 K-12 districts (housing over 150,000 students) that report a less than 1% minority pupil enrollment and 98.6% of these districts are located in nonmetropolitan settings. The basic purposes of this study were to ascertain what the curriculum of inclusion meant for the administrative leaders of New York school districts with few minority pupils. Sixty-two school superintendents from these districts were surveyed concerning their perceptions of the implementation of the curriculum of inclusion within their districts. The primary policy implication of the study of administrator perceptions concerned the meaning of the word disadvantaged. The curriculum of inclusion as outlined in 1990 presented the issue of diversity as a racial and urban concern. The administrators surveyed in this study felt strongly that being disadvantaged for reasons of poverty should be part of the diversity discussion of all children. (Contains 21 references.) (DB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York