193
Views
5
CrossRef citations to date
0
Altmetric
Original Articles

Mission, Multiculturalism, and the Liberal Arts College: A Qualitative Investigation

Pages 563-596 | Published online: 01 Nov 2016

References

  • Adams, M. (1992). Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty, and institutions. San Francisco: Jossey-Bass.
  • Altbach, P. G. (1983). Students: Interests, culture, and activism. In A. Levine (Ed.), Higher learning in America, 1980–2000. Baltimore, MD: Johns Hopkins University Press, 203–221.
  • Altbach, P. G. (1991). The racial dilemma in American higher education. In P. G. Altbach & K. Lomotey, The racial crisis in American higher education (pp. 3–17). Albany, NY: SUNY Press.
  • American Council on Education (2000). Does diversity make a difference? Three research studies on diversity in college classrooms. Office of Minorities in Higher Education. On-line: http://www.acenet.edu.
  • America's best colleges (1999). Washington, DC: U.S. News & World Report.
  • Association of American Colleges and Universities (1995a). American commitments: Diversity, democracy and liberal learning. Washington, DC.
  • Association of American Colleges and Universities (1995b). American commitments: American pluralism and the college curriculum. Washington, DC.
  • Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
  • Barron's profiles of American colleges (1998). Woodbury, NY: Barron's Educational Services, Inc.
  • Basinger, J. (2000, August 11). A new way of classifying colleges elates some and perturbs others. Chronicle of Higher Education, p. A35.
  • Bennett, C. I. (1995). Comprehensive multicultural education: Theory and practice (3rd ed.). Boston: Allyn and Bacon.
  • Bensimon, E. M. (1995). Creating an institutional identity out of differences: A case study of multicultural organizational change. University Park, PA: The Pennsylvania State University Press.
  • Berg, B. L. (1998). Qualitative research methods for the social sciences (3rd ed.). Needham, MA: Allyn and Bacon.
  • Bonvillian, G., & Murphy R. (1996). The liberal arts college adapting to change: The survival of small schools. New York: Garland Publishing.
  • Botstein, L. (1996). Thoughts on curriculum and change. In N. H. Farnham & A. Yarmolinsky (Eds.) Rethinking liberal education (pp. 51–62). New York: Oxford University Press.
  • Bowen, W. G., & Bok, D. (1998). The shape of the river: Long-term consequences of considering race in college and university admissions. Princeton, NJ: Princeton University Press.
  • Boyer, E. (1983). Campus climate in the 1980s and 1990s. In A. Levine (Ed.), Higher learning in America, 1980–2000. (pp. 322–332). Baltimore, MD: The Johns Hopkins University Press.
  • Boyer, E. (1987). College: The undergraduate experience in America. New York: Harper & Row.
  • Breneman, D. (1983). Liberal arts colleges: What price survival? In A. Levine (Ed.), Higher Learning in America: 1980–2000 (pp.86–99). Baltimore, MD: The Johns Hopkins University Press.
  • Breneman, D. (1994). Liberal arts colleges: Thriving, surviving, or endangered? Washington DC: The Brookings Institute.
  • Brubacher, J. S., & Rudy, W. (1997). Higher education in transition: A history of American colleges and universities (4th ed.). New Brunswick, NJ: Transaction Publishers.
  • Cabrera, A. F., Nora, A., Terenzini, P. T., Pascarella, E. T., & Hagedorn, L. S. (1996). Campus racial climate and the adjustment of students to college: A comparison between white students and African-American students. Journal of Higher Education, 70, 134–160.
  • Carnegie Foundation for the Advancement of Teaching (1990). Campus life: In search of community. Princeton, NJ: Princeton University Press.
  • Cronon, W. (1999). Only connect: The goals of a liberal education. The American Scholar, 67(4), 73–80.
  • Duster, T. (1993). The diversity of the University of California at Berkeley: An emerging reformulation of competence in an increasingly multicultural world. In B. W. Thompson & S. Tyagi (Eds.), Beyond a dream deferred: Multicultural education and the politics of excellence (pp. 231–256). Minneapolis: University of Minnesota Press.
  • Farnham, N. H., & Yarmolinsky, A. (Eds.) (1996). Rethinking liberal education. New York: Oxford University Press.
  • Frase, M. J. (1995). Implications for demographic trends in higher education on student financial aid over the next ten years. On-Line: www.ed.gov/offices/OPE/PPI/FinPost-SecEd/frase.html
  • Grant, G., & Riesman, D. (1978). The perpetual dream: Reform and experiment in the American college. Chicago: The University of Chicago Press.
  • Gurin, P. (1999). Expert report of Patricia Gurin. Gratz, et al. v. Bollinger, et al., No. 97–75321 (E.D. Mich.) and Grutter, et al. v. Bollinger, et al., No. 97–75928 (E. D. Mich.). On-Line: www.umich.edu/urel/admissions/legal/expert/info.html
  • Hersh, R. H. (1997, March/April). Intention and perceptions: A national survey of public attitudes toward liberal arts education. Change, March/April, 16–24.
  • Hollinger, R. (1996). The dark side of liberalism: Elitism versus democracy. Westport, CT: Praeger.
  • Humphreys, D., & Schneider, C. G. (1997) Curricular change gains momentum: New requirements focus on diversity and social responsibility. Diversity Digest. On-line: www.inform.umd.edu/diversityweb/digest/w97.
  • Hurtado, S. (1992). The campus racial climate: Contexts of conflict. Journal of Higher Education, 63, 539–569.
  • Hurtado, S., Milem, J. F., Clayton-Pedersen, A., & Allen, W. A. (1998). Enhancing campus climates for racial/ethnic diversity: Educational policy and practice. Review of Higher Education, 21, 279–302.
  • Kallen, H. (1949). The education of free men: An essay toward a philosophy of education for Americans. New York: Farrar, Strauss and Co.
  • Kimball, B. A. (1986). Orators and philosophers: A history of the idea of liberal education. New York: Teachers College Press.
  • Kimball, B. A. (1996). A historical perspective. In N. H. Farnham, & A. Yarmolinsky (Eds.), Rethinking liberal education (pp. 28–29). New York: Oxford University Press.
  • Koblik, S. (1999). Preface. Daedalus: Journal of the American Academy of Arts and Sciences, 128(1), v–xii.
  • Kogler, H. H. (1999, Spring). New arguments for diversifying the curriculum: Advancing students' cognitive development. Diversity Digest. On-Line: www.inform.umd.edu/edres.
  • Lang, E. (1999). Distinctively American: The liberal arts college. Daedalus: Journal of the Academy of Arts and Sciences, 128(1), 133–150.
  • Lynch, E. W. (1997). Instructional strategies. In A. Morey & M. Kitano (Eds.), Multicultural course transformation in higher education: A broader truth (pp. 56–70). Needham Heights, MA: Allyn & Bacon.
  • Maher, F. A., & Tetreault, M. K. T. (1994). The feminist classroom. New York: Basic Books.
  • Marable, M. (2000, February 25). We need a new and critical study of race and ethnicity. Chronicle of Higher Education, pp. B4–B7.
  • Alemán, Martínez A. M. (2001). Community, higher education, and the challenge of multiculturalism. Teachers College Record, 103(3), 485–503.
  • Alemán, Martínez A. M., & Salkever, K. (2001). Multiculturalism and the mission of liberal education. Journal of General Education, 50(2), 102–139.
  • Menand, L. (1995). Mixed paint. On-Line: www.motherjones.com/mother__jones/MA95/menand.html.
  • Milem, J. F. (1999). The educational benefits of diversity: Evidence from multiple sectors. In M. Chang, M. Witt-Sandis, J. Jones, & K. Hakuta (Eds.), Compelling interest: Examining the evidence on racial dynamics in higher education. Report of the AERA panel on Racial Dynamics in Colleges and Universities. Palo Alto, CA: Stanford University Press.
  • Musil, C. M. (1996). The maturing of diversity initiatives on American campuses. American Behavioral Scientist, 40(2), 222–232.
  • Nora, A. (1987). Determinant of retention among Chicano college students: A structural model. Research in Higher Education, 26, 31–59.
  • Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge, MA: Harvard University Press.
  • Palmer, P. J. (1987, September/October). Community, conflict, and ways of knowing: Ways to deepen our educational agenda. Change, 20–25.
  • Pascarella, E. T., Edison, M., Nora, A., Hagedorn, L. S., & Terenzini, P. T.(1996). Influences on students' openness to diversity and challenge in the first year of college. Journal of Higher Education, 67, 174–195.
  • Paris, D. C. & Kimball, B. A. (2000). Liberal education: An overlapping pragmatic consensus. Journal of Curriculum Studies, 32(2), 143–158.
  • Patton, M. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
  • Peterson's Four Year Colleges (1999). Princeton, NJ: Peterson's Guides.
  • Ropers-Huilman, B. (1998). Feminist teaching in theory and practice: Situating power and knowledge in poststructural classrooms. New York: Teachers College Press.
  • Rorty, R. (1989). Education, socialization, and individuation. Liberal Education, 75, 2–9.
  • Rorty, R. (1996). Philosophy and social hope. New York: Penguin.
  • Schmitz, B. (1992). Core curriculum and cultural pluralism: A guide for campus planners. Washington, DC: Association of American Colleges & Universities.
  • Smith, D. G., Wolf, L. E., & Morrison, D. E. (1995). Paths to success: Factors related to the impact of women's colleges. Journal of Higher Education, 66, 245–266.
  • Solomon, B. M. (1985). In the company of educated women: A history of women and higher education in America. New Haven, CT: Yale University Press.
  • Strauss, A. L. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press.
  • Taylor, S. J., & Bogden, R. (1998). Introduction to qualitative research methods: A guidebook and resource. New York: John Wiley & Sons.
  • Tollett, K. S. (1975). Community and higher education. Daedalus: The Journal of the American Academy of Arts and Sciences, 2, 278–297.
  • Wong, F. F. (1996). Search for liberal education. In N. H. Farnham & A. Yarmolinsky (Eds.), Rethinking liberal education (pp. 63–76). New York: Oxford University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.