The Myth of a Multicultural Curriculum: An Analysis of New York State U.S. History Regents.

IMAGINE AN OUTLINE for the teaching of American history in which women, African Americans, Asian Americans, Native Americans, and Hispanics make only a fleeting appearance.' Although that may be difficult to fathom, it remains a reality in many American schools. The research for this study was undertaken to analyze the New York State eleventh grade United States History Regents exams through conducting a content analysis of the types of multiple-choice questions asked in Part I of the tests with a particular emphasis on the variety of questions asked regarding women and race. Because these tests stand at the pinnacle of social studies education in the state of New York and are required of all students, it stands to reason that the questions indicate the type of social knowledge officially sanctioned by its citizens. This study demonstrates that very few questions on the New York State United States History Regents Exam deal with race or minority issues; and that of those that do, similar themes reappear from year to year, with only slight variations. The same is true about women's history questions. So, despite claims to the contrary, the Regents exams show that little knowledge of race and women's issues is required and therefore likely not being taught. This has important possible implications for society at large. Before presenting these findings, some background is needed. When