ABSTRACT
Planning, implementation, and evaluation compose three major dimensions of curricular development. The main thrust in multicultural education has been on planning and implementing curricular change. After two decades of sustained growth, the emerging fields only are maturing to the point of asking questions of impact and effectiveness, both internally and in the established disciplines. Thus, the literature of assessment and evaluation in multicultural education is limited in both quantity and scope. The evaluation studies, at least those reported in the literature, address one of three fundamental questions: what is the impact of multiculturalism on curricula in general? what is the impact of multiculturalism in specific disciplines? and what is the impact on student learning? In a similar assessment study, the Association of American Colleges surveyed member institutions for the presence of international education in the curriculum and found a wide variety of activities classified as global or international programming.
