ABSTRACT

Major theoretical and conceptual work has been done in multicultural education within the last twenty years (Banks, 1973; Tierney, 1982; Banks and Lynch, 1986; Lynch, 1986; Modgil, Verma, Mallick and Modgil, 1986; Sleeter and Grant, 1988; Banks, 1988a; Verma, 1989). Despite the doomsayers who predicted that multicultural education was merely another passing fad, there is increasing evidence that it is becoming institutionalized within US colleges and universities. The increasing acceptance of multicultural education in American higher education is related to a number of educational, sociological, and demographic developments that are described in this chapter.