The Identification and Degree of Implementation of Multiethnic/Multicultural Education Programs in Selected School Districts

• Main Author: Saunders, Elizabeth A.
• Format: Others
• Published: Digital Commons @ East Tennessee State University 1983
• Subjects: Minority and ethnic groups; Social sciences; Sociology
• Online Access: https://dc.etsu.edu/etd/2787; https://dc.etsu.edu/cgi/viewcontent.cgi?article=4178&context=etd

The purpose of this study was: (1) to identify and report the state departments of education in the United States implementing multiethnic/multicultural education programs; (2) to identify and report school districts, identified by their respective state departments of education, implementing multiethnic/multicultural education programs; (3) to determine the types of multiethnic/multicultural education programs, the thrust of the programs, and how the programs were initiated in the school districts; and (4) to determine the degree of implementation of the Curriculum Guidelines for Multiethnic Education, published by the National Council for the Social Studies, in the selected school districts. A total of thirty-two state departments of education responded. A total of 1,498 school districts, reported by their respective state departments of education, were implementing multiethnic/multicultural education programs. A stratified random sampling of the fifty states was used to select the sample for the study. Sixteen hypotheses, which were related to questions in Part I and Part II of the questionnaire, were tested. Significant differences were found by testing the hypotheses using the t-test. No significant differences were found between selected school districts in the southern states and selected school districts in the western states in the degrees of implementation of the Curriculum Guidelines for Multiethnic Education. Significant differences were found between selected school districts in the northeastern states and selected school districts in the north central states in the degree of implementation of the Curriculum Guidelines for Multiethnic Education. No significant differences were found between selected school districts with 10,000 or more pupils and selected school districts with less than 10,000 pupils in the degree of implementation of the Curriculum Guidelines for Multiethnic Education. In addition, significant differences were found between selected school districts in the northeastern states and selected school districts in the north central states in the degree of implementation of the Curriculum Guidelines for Multiethnic Education.