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An Analysis of Data of Institutions Which Have Outstanding Teacher DOCUMENT RESUME ED 195 627 UD 021 134 AUTHOR Mercer, Mary M.: Mercer, Walter A. TITLE An Analysis of Data of Institutions Which Have Outstanding Teacher Preparation Programs Designed to Enhance the Desegregation Process Through Multicultural Proarammina. INSTITUTION Florida A and M Univ., Tallahassee. School of Education. SPONS AGENCY National Inst. of Education (EDI, Washington, D.C. PUB EATS [ BO] GRANT G-77-0021 NOTE 124p.: For related documents see UD 021 130-131 and OD 021 133-137. Some tables may be marginally legible due tc small print. EDPS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Higher Education: Interviews: *Multicultural Education: *Preservice Teacher Education; Program Descriptions: *Program Development: *Program Implementation: Schools of Education; *Teacher Education Curriculum IDENTIFIERS Cleveland State University OH: South Carolina State College: Texas Southern University: University of Houston TX: University of South Carolina ABSTRACT The objectives of this analysis were to determine the evolution of multicultural education programs and to ascertain a description of current multicultural education programs in teacher training institutions. Teacher education personnel at five colleges and universities were interviewed for data collection. The majority cf programs studied were negun within the last four years in response to state mandates and multicultural education standards adopted by the National Council for Accreditation of Teacher Education. Programs were usually initiated by individual faculty members, although committees were soon established tc provide leadership. Short range acals varied from offering a course in multicultural education to establishing multicultural education centers and/or offering graduate degrees within departments of curriculum and instruction. Long range goals included expansion of short range objectives, securing financial support, and integrating multicultural processes within the schools. Pecommendations for institutions desiring to establish multicultural education programs are included. Descriptions of the multicultural programs of the five schools and the interview guide are appended. (Author /MK) *********************************************************************** Reproductions supplied by EDPS are the best that can be made from the oriainal document. *********************************************************************** AN ANALYSIS OF DATA OF INSTITUTIONS WHICH HAVE OUTSTANDING TEACHER PREPARATION PROGRAMS DESIGNED TO ENHANCE THE DESEGPEGATION PROCESS THROUGH MULTICULTURAL PROGRAMMING RESEARCHERS: MRS, MARY M. MERCER U S DEPARTMENT OF I:EALTH. DR, WALTER A. MERCER EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN A TING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- Funded under Grant No. G-77-0021 SENT OF F ICIAL NATIONAL INSTITUTE OF National Institute of Education EDUCATION POSITION OP POT ICY 1978-80 COLLEGE OF EDUCATION 0 FLORIDA A&M UNIVERSITY rLAHASSEE, FLORIDA Dr. Evelyn B. Martin, Project Director NOV 3 1980 CONTENTS PART I: INTRODUCTION xi Rationale Statement of Problem Population Methodology PART II: PRESENTATION OF FINDINGS 1 Findings Relating to the Early Evolvement of Multicultural Education Programs Findings Regarding Descriptions of the Current Multicultural Education Programs 7 PART III: CONCLUSIONS, IMPLICP.TIONS AND RECOMMENDATIONS 37 BIBLIOGRAPHY 35 APPENDIX Appendix A: Interview Guide 36 Appendix B: Cleveland State University Instructional Guides or Other Materials 41 Appendix C: University of Houston Instructional Guides or Other Materials 73 Appendix D: University of South Carolina Instructional Guides or Other Materials 76 Appendix E: Texas Southern University Instructional Guides or Other Materials 89 3 PART I: INTRODUCTION 4 INTRODUCTION RATIONALE There is the needfor research based preparation data on teacher programs designed toenhance the process through multicultural desegregation programming. It lied by the literatureand research that range of problems there exist:: e relating to teacherpreparat]. gregated schoolsettings. dese- Evidence of thisis ted in the increasingsuspension and and other minorities, drop-out rate s their placement in classes, lack of special on teacher understandingof the the contributionsof blacks to the the lack of American society, consideration givento the learning blacks. Thus this study styl, ,f proposes to contributeto the ..31u- tion of theseproblems, (and assist black studentsto become productive citizensand therby make living reality.) the Americandrei-k a STATEMENT OF PROBLEM The problem ofthis studywas (1) to determine early evolvementof multicultural the educationprograms and (2)cf., ascertain adescription of the educationprograms. current multicultural POPULATION The populationconsists of teacher at Cleveland State education personnel lina State University, Cleveland,Ohio; SouthCaro- College, Orangeburg,S. C.; University Houston, Texas;University of South of Houston, and Texas Carolina, Columbia,S. C. Southern University,Houston, Texas. METHODOLOGY An interview guide was designed whichfocused on items relating of theearly evolvement cation programs of the multiculturaledu- and descriptionsof current educationprograms. The guide multicultural visitations. was used during theon-site- xi 5 PART II: PRESENTATION OF FINDINGS PRESENTATION OF FINDINGS' REGARDING THE EARLY EVOLVEMENT OF THE MULTICULTURAL EDUCATION PROGRAMS The purpose of this section is to present significant data obtained through personal interviews with multicultu- ral education personnel in three states representing five colleges/universities. These findings of the study were organized in these categories: (1) date of origin,(2) ra- tionale for beginning,(3) evolvement through various stages, (4) vehicle for providing leadership activities,(5) short range goals,(6) long range goals,(7) difficulties encoun- tered,(8) successes achieved,(9) sources of financial support and approximate annual costs,(10) administrative and faculty support for the program, and (11) the extent of the need for faculty training in multicultural education. WHEN DID YOUR MULTICULTURAL EDUCATION PROGRAM BEGIN? Cleveland State University The Multicultural Education Center at Cleveland State University was opened in September of 1977 in University Tower 1338. For the Fall Quarter there was only a secre- tary. A part-time secretary and graduate assistants were added during the Winter Quarter. The Center was a response to the needs of many teachers of the Cleveland Public School System who were transferred to schools which have children of different backgrounds because of the court order to desegregate. Teachers expressed the need (1) to understand more about people in order to help students they teach, (2) to become aware of their own intercultural relation, and (3) to be more effective in their multicultural classes. A needs assessment study had been conducted in 1976 which involved 5,811 students, parents, and staff of the Cleveland Public School System. Among relevant goals, the first ranked pertained to developing "respect for,appre- ciation of, and ability to relate to others--- families, schools, communities, and nations." South Carolina State College The actual operation of the Multicultural Education Program has not begun. At present there has been only a series of discussions relative to the development and imple- mentation of the program to be initiated during the Spring Semester of 1980. The impetus for the Multicultural Education Program came from three sources. First, the NCATE (National Council for Accreditation of Teacher Education) mandate; Second, the Consortium of Southern Colleges for Teacher Education Project funding for a faculty develop- ment workshop; Third, the compatibility of the program with emerging trends and practices. University of Hcuston Multicultural education is an established program area within the Department of Curriculum and Instruction, College of Education at the University of Houston. This program in the beginning was supported by a HEW grant for deve- loping institutions. In 1972, the Texas Education Agency mandated a multicultural emphasis. This mandate was trans- lated into a three hour course both for graduates and under- graduates. Texas Senate Bill 121 supported the bilingual component. Of all the factors, the Texas Education Agency revised Standards for Teacher Education and Certification provided the greatest impetus for incorporation of multicul- tural experiences in the preservice teacher training program. University of South Carolina Although individual efforts had been made with multi- cultural education previously, the official beginning date was September 6, 1978. Several factors had a collective impact on its beginning. For instance, Dr. Johnnie McFadden had developed a course focusing on Black Cultural Perspec- tives. The COPE Project (Community and Occupational Program in Education) and Teacher Corps had an interest in imple- menting multicultural education. The Dean of the College of Education appointed a Multicultural Education Committee. Texas Southern University Components of the multicultural education program can be traced to such projects as Cycles 7 and 9 of Teacher Corps Multi-Ethnic Project, Desegregation Institutes for Teachers, Parents, Administrators and Counselors, and the Triple T Project (TTT Trainer of Teacher Trainers). The program's impetus was due to the institution's experience
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