The current status of multicultural education programs and courses in social science departments in Tennessee colleges and universities

Author

Paul Fuller

Date of Award

6-1984

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Curriculum and Instruction

Major Professor

Thomas N. Turner

Committee Members

Donald Clelland, John R. Ray, Edward Roeske

Abstract

The purpose of this study was to determine the extent to which colleges and universities in Tennessee incorporated multicultural education into their social sciences curricula. Assessment of the current status of multicultural studies programs and courses was of major concern to the writer who wanted to determine if higher educational institutions in Tennessee were committed to providing opportunities for students to learn about minority groups in American society.

Forty-five officials (primarily chairpersons of the social sciences) from higher educational institutions with a liberal arts component, responded to a written questionnaire. A stratified random sample consisting of 20 percent of the institutions which participated in the study, were interviewed. Both the questionnaire and interview schedule were constructed by the researcher after several revisions. In addition to the instruments, the 1970, 1978, and 1983 catalogs of the random sample were used to note trends in multicultural course offerings.

Both instruments as well as the catalogs were useful in helping provide data pertaining to multicultural course offerings in terms of current levels and trends, enrollment, and annual expenditures. After the data were collected, tables were constructed which included the percentage of respondents who selected an alternative for each item. Additional tables which show the number of courses listed in the catalogs, were also constructed.

The findings and conclusions of the study were:

1. Most institutions offered at least one or two multicultural courses once per year which focused most often on Black Americans and Women.

2. Multicultural course offerings for most institutions increased between 1970 and 1978 and have remained at the same levels since 1978.

3. Public and nonaffiliated institutions more frequently offered six or more multicultural courses while private and church-affiliated institutions offered up to five courses in this area.

4. Although most institutions reported that there was no budget or no separate budget for multicultural studies, few estimates of annual expenditures ranged from $200 to $200,000.

5. Student enrollment in multicultural studies has remained stable during the past five years.

6. Four-year and majority black institutions provided more alternatives for learning about minority groups than did two-year and majority white institutions.

7. Most institutions included multicultural content in general social science courses such as History and Sociology.

8. Most institutions did not include multicultural courses as a part of the general requirements for each student.

9. Generally, the multicultural programs and course offerings were not extensive and appeared to be in early developmental stages. These are more extensive, however, at some of the larger, public, nonaffiliated, four-year, and majority white institutions.

10. A process of institutionalization with regard to multicultural education is taking place in higher education in Tennessee.

Recommended Citation

Fuller, Paul, "The current status of multicultural education programs and courses in social science departments in Tennessee colleges and universities. " PhD diss., University of Tennessee, 1984.
https://trace.tennessee.edu/utk_graddiss/12864