The Acceptance of Multicultural Curriculum among Appalachian College Students
This study explores the multicultural predispositions of 437 students in a Central Appalachian university. After selecting students from a wide range of majors, this article shows which sort of multicultural programs garner weaker and stronger support in this undergraduate population. Following this descriptive elaboration, a set of OLS regressions tests a wide range of competing explanatory prepositions. Some of the explanatory models draw from familiar demographic and university-effect variables. However, this article expands on the education literature by drawing from some sociological, psychological and political science studies of American reactions to other multicultural programs (i.e., Affirmative Action, school desegregation, and welfare reform). By adding the variables on symbolic racism, authoritarianism and beliefs in American meritocracy, the final mix of 21 independent variables produces a somewhat robust model. Moreover, this analysis also identifies which educational practices seem to encourage a greater appreciation of a multicultural learning process. Finally, we address issues of generalizing to a national population by comparing our findings to case studies of multicultural education at other universities.
Research in Higher Education, Vol. 44, No. 1, February 2003, 99-120.