Student Movements for Multiculturalism: Challenging the Curricular Color Line in Higher Education

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Overview

Beginning with the premise that a comprehensive understanding of American life must confront the issue of race, sociologist David Yamane explores efforts by students and others to address racism and racial inequality—to challenge the color line—in higher education. By 1991, nearly half of all colleges and universities in the United States had established a multicultural general education requirement. In Student Movements for Multiculturalism, Yamane examines how such requirements developed at the University of California at Berkeley and the University of Wisconsin at Madison during the late 1980s, when these two schools gained national attention in debates over the curriculum.
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Overview

Beginning with the premise that a comprehensive understanding of American life must confront the issue of race, sociologist David Yamane explores efforts by students and others to address racism and racial inequality—to challenge the color line—in higher education. By 1991, nearly half of all colleges and universities in the United States had established a multicultural general education requirement. In Student Movements for Multiculturalism, Yamane examines how such requirements developed at the University of California at Berkeley and the University of Wisconsin at Madison during the late 1980s, when these two schools gained national attention in debates over the curriculum.
Although there have been many polemics written for and against multiculturalism, Yamane is among the first to employ social scientific theory and methods to understanding multicultural curricular change in higher education institutions. He presents his two central case studies against the backdrop of four predictable, sequential steps in organizational innovation: recognizing the need for change; planning and formulating a means of satisfying the need; initiating and implementing the plan; and institutionalizing or terminating the new operating plan. He shows that the progress of multiculturalism in higher education—like progress toward racial justice in all aspects of American life—has not come without struggle. The curricular color line has to be actively challenged, and this prompts charges that politics are taking over or corrupting higher education. Despite the popular notion that school curricula ought to be apolitical, Yamane notes that the curriculum is not and has neverbeen "natural," nonideological, or apolitical. (In the late nineteenth century, for example, it was no easy matter to establish Shakespeare in the college canon.) Yamane concludes by identifying the key issues emerging from these struggles, insisting that multiculturalism represents an opening, not a closing, of the American mind.
Based on interviews with students, faculty, and administrators, extensive analysis of primary documents, and engagement with the existing literature on race and ethnic relations, education, cultural conflict, and the sociology of organizations, Student Movements for Multiculturalism makes an important contribution to our understanding of how curricular change occurs.
TABLE OF CONTENTS:
I There is No Progress Without Struggle: Multiculturalism, Student Movements, and Academic Innovation

II Challenging the Circular Color Line at UW-Madison

III The Long March to American Cultures at UC-Berkeley

IV From Process to Product: Substantive Development and Implementation of the Requirements

V Institutionalizing the Challenge: The Future of Curricular Multiculturalism

Conclusion: Multiculturalism: Closing or Opening the American Mind?
AUTHOR BIO:
David Yamane is an assistant professor of sociology at the University of Notre Dame.

Editorial Reviews

Journal of College Student Development

The book's clarity and succinctness increase its accessibility to both researchers and practitioners... Yamane successfully argues the need for a multicultural curriculum by attempting to bridge the arguments of those for and against such a requirement [and] pushes the reader to not be satisfied with the current marginalization of the multicultural curricular requirement as only one or two courses of a student's general education requirement.

— Elaine W. Kuo

University Business

This account of recent higher education history is a study in the power of students to affect their education.

— Jennifer Patterson Lorenzetti

More Reviews (1) Fewer Reviews
Michael Olneck
This is a meticulously researched and theoretically well-informed study that illuminates how student demands for multiculturalism in the curriculum become education innovations that may ultimately be incorporated into the normal practices and enduring structures of higher education. Yamane shows well how efforts for broad-scale social change are simultaneously advanced and blunted by organizational and institutional intricacies.

Product Details

  • ISBN-13: 9780801870996
  • Publisher: Johns Hopkins University Press
  • Publication date: 11/1/2002
  • Edition description: New Edition
  • Pages: 216

Meet the Author

David Yamane is an assistant professor of sociology at the University of Notre Dame.

Table of Contents

Preface and Acknowledgments
Abbreviations
1 There Is No Progress without Struggle: Multiculturalism, Student Movements, and Academic Innovation 1
2 Challenging the Curricular Color Line at UW-Madison 26
3 The Long March to American Cultures at UC-Berkeley 47
4 From Process to Product: Substantive Development and Implementation of the Requirements 76
5 Institutionalizing the Challenge: The Future of Curricular Multiculturalism 107
Conclusion: Multiculturalism: Closing or Opening the American Mind? 127
App. A: Methodological Notes 147
App. B Membership of Committees That Drafted Multicultural General Education Requirements at UW-Madison and UC-Berkeley 156
App. C Courses Satisfying Ethnic Studies Requirement at UW-Madison in First Year of Implementation 159
App. D Courses Satisfying American Cultures Requirement at UC-Berkeley in First Year Implementation 162
Notes 165
Index 189

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