ERIC Number: ED415804
Record Type: Non-Journal
Publication Date: 1997-Nov
Reference Count: N/A
Multiculturalism in the Classroom: Predictors of Faculty Efforts To Diversify Course Content. ASHE Annual Meeting Paper.
Cress, Christine M.
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)
Descriptors: Asian Americans, Black Teachers, Blacks, College Faculty, Course Content, Ethnic Groups, Higher Education, Institutional Characteristics, Institutional Environment, Intellectual Disciplines, Mexican Americans, Minority Group Teachers, Minority Groups, Multicultural Education, National Surveys, Puerto Ricans, Racial Factors, Sex Differences, Teacher Background, Teacher Characteristics
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A