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This survey of 239 colleges and universities identified as minority institutions was designed to determine both the current status and the desired status of instructional computing in each school. Needs of the minority institutions were assessed by means of a questionnaire survey, in-depth campus interviews, and an analysis of data from FICHE (Fourth Inventory on Computers in Higher Education). Objectives emerging from these data served as a basis for strategies to meet the needs as perceived from an external viewpoint. The first of two volumes, this report describes the procedures used and provides a summary of the survey findings. Discussions of both the current status and the desired status of instructional computing in the responding institutions are followed by a summary of priorities and alternative strategies identified by the study. This volume also includes the first two of seven separate reports which comprise the remainder of the report: Computer Education Goals at Minority Institutions of Higher Education by Arthur Luehrmann, and Strategies for Improvement of Educational Computing at Minority Institutions by Judith B. Edwards. (BK)

Designated as Appendices C-G, the five reports in this collection complete the final report of a survey of 239 minority colleges and universities which was conducted to determine both the current status and the desired status of instructional computing at these schools. The executive summary (see related document) includes Appendices A and B--Computer Education Goals at Minority Institutions of Higher Education by Arthur Luehrmann, and Strategies for Improvement of Educational Computing at Minority Institutions by Judith B. Edwards. The five reports in this volume are (1) Access to Computing Resources at Minority Colleges and Universities, by Donald L. Alderman; (2) Academic Computing in Minority Colleges and Universities, by Richard M. Jaeger; (3) The Impact of Conferences on Educational Computing for Minority Colleges and Universities, by Thomas J. McAlpine and Donald L. Alderman; (4) Interviews on Academic Computing Conducted at Selected Minority Campuses, by Hugh Poynor and Thomas W. Mason; and (5) Objectives for Educational Computing at Minority Institutions, by Hugh Poynor. Each report provides an analysis of the data relevant to one facet of the study and a discussion of the results. Some questionnaires are included. (BK)

Describes development of the Multicultural Teaching Concerns Survey, a self-report survey designed to assess the intensity of teachers' concerns about teaching diverse students. Participants (N=146) were preservice and inservice teachers. Analysis revealed four multicultural teaching concern factors, two of which roughly supported related research. (SM)

This paper converges Shelby Steele's discussion on issues facing African-American students in his 1990 book, "The Content of Our Character: A New Vision of Race in America" (which argues in part that a self-defeating preoccupation with race reduces their academic performance), with education majors' concerns about teaching culturally diverse students identified from a recent survey. First examined is Steele's perspective on black students in America. The major theme is that African-Americans as a group harbor feelings of inferiority in racially integrated settings, and thus seek reassurance through race which only further inhibits academic and personal progress. Juxtaposed to this is the finding that research examining teachers' professional concerns indicates that teachers harbor considerable concerns about dealing with culturally diverse students, a general fear of a lack of necessary skills in teaching minority students, a sense of lower expectations of African-American students, and a fear that race would become an issue in the classroom as an excuse for low performance. Survey results suggest that teachers may be predisposed to identify African-American students as being responsible for their own substandard performance and under-challenge them as a result. Contains seven references. (GLR)