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Michigan 4B106 USA St. John's Road, Tyler's Green High Wycombe, Bucks, England HP10 8HR 7^00755 THOMAS* FRANCES SMI TH A S S E S S I N G CURRI CULUM I N TERMS OF RELEVANCE TO C R I T I C A L S O C I E T A L PROBLEMS* A STUDY OF THE PROGRAMS OF THE COLLEGE OF URBAN DEVELOPMENT AT M I C H I G A N STATE U N I V E R S I T Y , MICHIGAN University Microfilms International STATE soon z e e b r o a d 0 UNIVERSITY, , a n n a r b o r . m i PH .D ., 4 8io 6 Copyright by FRANCES SMITH THOMAS 1978 1970 ASSESSING CURRICULUM IN TERMS OF RELEVANCE TO CRITICAL SOCIETAL PROBLEMS: A STUDY OF THE PROGRAMS OF THE COLLEGE OF URBAN DEVELOPMENT AT MICHIGAN STATE UNIVERSITY By Frances Smith Thomas A DISSERTATION Submitted to Michigan S tate U n iv e rs ity in p a r t ia l f u lf illm e n t o f th e requirements f o r the degree o f DOCTOR OF PHILOSOPHY College o f Education 1978 ABSTRACT ASSESSING CURRICULUM IN TERMS OF RELEVANCE TO CRITICAL SOCIETAL PROBLEMS A STUDY OF THE PROGRAMS OF THE COLLEGE OF URBAN DEVELOPMENT AT MICHIGAN STATE UNIVERSITY By Frances Smith Thomas The purpose o f th is p ro je c t was to study the c u r r ic u la r pro­ grams o f th e C ollege o f Urban Development a t Michigan S ta te U n iv e rs ity in o rd e r to assess evidence o f relevan ce (d e fin e d as being r e s t r ic te d to in te n tio n ) in addressing c r i t i c a l contemporary s o c ie ta l problems. Questions regarding the fo cu s, scope, and emphasis o f th e cu r­ r ic u l a r o ffe r in g s were posed in the e f f o r t to illu m in a te the e x te n t to which th e th re e aspects o f in s tr u c t io n , re s e a rc h , and s e rv ic e might be described as being re le v a n t to c r i t i c a l s o c ie ta l problems. R elated aspects o f mode o f in s tr u c tio n and consistency o f p r i o r i t i e s were als o examined. L it e r a tu r e on s o c ie ta l problems, p a r t ic u la r ly those id e n t if ie d as "u rb an," was reviewed. From t h i s , a l i s t o f seventeen problems was drawn and organized in to fo u r emphasis a re a s . This s e t o f s o c ie t­ al problems served as a screening device f o r examining the c u r r ic u la r o ffe rin g s o f the C ollege o f Urban Development. An in -d e p th data a n aly sis was made o f various documents r e l a t ­ ing to the C ollege o f Urban Development and to Michigan S ta te U n iver­ s ity . The data were s c ru tin iz e d f o r evidence r e la te d to each o f the seventeen c r i t e r i a on the screening d e v ic e , which fo llo w s : F ran ces S m ith Thomas Framework o f C r i t i c a l S o c ie ta l Problems A. P o l i t i c a l Science Emphasis 1. c i v i l l i b e r t i e s 2 . community o r g a n iz a t io n /p o lit ic a l process 3. fo re ig n p o lic y * 4. governance B. Economics Emphasis 5. econom ics/finance * 6 . ho usin g /lan d * 7. tra n s p o rta tio n /c o m m u n ic a tio n * 8 . u n e m p lo ym en t/in c o m e/in flatio n C. Sociology-Psychology Emphasis * 9. education 10. p o p u latio n *1 1 . p o v e rty /w e lfa re * 1 2 . p u b lic o r d e r/c rim e /c r im in a l ju s t i c e * 1 3 . r a c e /e th n ic ity /m in o ritie s /w o m e n D. N atu ra l Science Emphasis 14. a g r ic u lt u r e *1 5 . environm ent/energy *1 6 . h e a lth 17. s c ien ce/tech n o lo g y ♦ Id e n t if ie d in t h is study as com prising th e "top ten" s o c ie ta l problems most fre q u e n tly mentioned by th e a u th o r itie s c it e d and th e r e fo re presumed to be o f c r i t i c a l contemporary im portance. Conclusions in th e study in c lu d e : A f t e r a p p lic a tio n o f th e screening d evic e to th e in s t r u c t io n a l, re s e a rc h , and s e rv ic e aspects o f th e c u r r ic u la r o ffe r in g s o f th e C o l­ lege o f Urban Development, 1 t appears t h a t the programs may be de­ sc rib e d 1n terms o f fo c u s , scope, em phasis, mode, and consistency as being r e le v a n t in in te n tio n to address c r i t i c a l s o c ie ta l problems. When th e ten problem areas most fre q u e n tly c ite d by th e a u th o r­ i t i e s reviewed are compared w ith th e te n problem areas re c e iv in g p r i ­ o r i t y a t te n tio n in th e combined c u r r ic u la r programs o f th e C o lle g e , F ra n c e s S m ith Thomas th e re appears to be m ajor agreement. E ig h t o f th e top te n problems i d e n t if ie d by th e a u th o r itie s researched were among th e top ten problems being addressed by th e programs o f th e C o lle g e . th e C o lle g e f i r s t ten but on the a u t h o r i t ie s ' and p o v e r ty /w e lfa r e . Not among l i s t were governance Problems on th e C o lleg e l i s t but not among th e f i r s t ten i d e n t if ie d by th e a u th o r itie s researched were economics/ fin a n c e and community o r g a n iz a t io n /p o lit ic a l p rocess. Recommendations o f th e study in c lu d e : The C o lle g e o f Urban Development, and o th e r such in s t it u t io n s p u rp o rtin g to address c r i t i c a l s o c ie ta l problem s, should m onitor c u r r ic u la r o ffe r in g s to be aware o f which problem areas may be r e ­ c e iv in g d is p ro p o rtio n a te amounts o f resources and s t a f f en erg y, when viewed in r e la t io n to th e p o s s ib le urgency o f th e p a r t ic u l a r problems being addressed. An i n s t i t u t i o n which accepts a m ission o f problem- s o lv in g m ight p r o f i t from c o n s id e ra tio n o f th e questions o f fo cus, scope, em phasis, mode, and co nsistency a p p lie d in th is in v e s tig a tio n . A screen in g d e v ic e , s im ila r to th e one devised f o r t h is s tu d y , can be a u s e fu l to o l in making such an assessment. In s t it u t io n s o f h ig h e r ed u catio n have been, and co n tin u e to be, faced w ith th e q u estio n o f re le v a n c e . F u rth e r s tu d ie s using th is process model o f c u rric u lu m assessment would in d ic a te w hether 1 t is c o n te x t-fr e e and capable o f w id e r a p p l i c a b i l i t y in p ro v id in g useful in fo rm a tio n re g a rd in g re le v a n c e o f In te n tio n in addressing c r i t i c a l s o c ie ta l problem s. DEDICATION To My Fam ily: To the memory o f my fa th e r and m other, Frank 0 . and K ath erine U rich Smith (a te a c h e r ), who encouraged and supported my d e s ire f o r le a r n in g , even though t h e i r own ed u catio n al o p p o rtu n itie s had been lim it e d , To my b r o th e r , C arl C. Smith (a te a c h e r ), whose example o f s t r iv in g f o r e x c e lle n c e has been a strong in flu e n c e in my l i f e , To the memory o f my husband, C e c il A. Thomas (a te a c h e r ), who used his academic t r a in in g to address the c r i t i c a l s o c ie ta l problems o f our tim e , and To n\y sons, Stephen C e c il Thomas (a te a c h e r ), and David Frank Thomas (a te a c h e r ), who are c a rry in g on th e to rc h o f h e lp in g to b u ild a w orld where s o c ie ta l problems w i l l no lo n g e r d iv id e members o f the human fa m ily . ii ACKNOWLEDGEMENTS I am deeply g r a te fu l to a l l o f th e members o f my d o cto ra l com­ m itte e f o r t h e i r encouragement, su p p o rt, and wise counsel throughout n\y d o c to ra l program. In s p e c ia l ways, each made s ig n if ic a n t c o n t r i­ butions to th e successful com pletion o f both my course work and my th e s is . They were understanding and re a s o n a b le , y e t always c h a lle n g ­ ing and s tim u la tin g . As a f i n a l b le s s in g , th ey w ere, as in d iv id u a ls and as a group, ad viso rs w ith a sense o f humor. I thank them a l l f o r many moments o f la u g h te r to lig h te n the way in the academic p ilg rim a g e . S pecial a p p re c ia tio n is due my committee chairm an, D r. Ben Bohnhorst, f o r h is tim e , p a tie n c e , and e x p e rt guidance. His a b i l i t y to f a c i l i t a t e student grow th, both in the classroom and in personal en cou nters, is a r a re and precious g i f t . O ther committee members re s ­ ponded generously when I needed a s s is ta n c e . These in clu d ed D r. Charles Blackman and D r. Donald N ickerso n , w ith th e a d d itio n o f D r. Lawrence L e z o tte , who jo in e d th e committee f o r th e d is s e r ta tio n p r o je c t. The o th e r member o f my com m ittee, D r. Robert L. Green, Dean o f th e C o lleg e o f Urban Development, is th e person who made i t p o ssib le f o r me to have th e o p p o rtu n ity to pursue graduate s tu d ie s a t Michigan S ta te U n iv e r s ity . As one o f h is graduate a s s is ta n ts , I was given assignments which in te r e s te d me and s tim u la te d my t h in k in g , e v e n tu a lly le a d in g to my un dertakin g th e p resen t stu d y . For h is h e lp , f o r his be­ l i e f in my a b i l i t y to achieve a Ph.D. degree a t th e age o f s ix t y , and f o r h is fr ie n d s h ip , and t h a t o f h is f a m ily , I am t r u l y th a n k fu l. 111 TABLE OF CONTENTS Chapter I. II. III. Page INTRODUCTION TO THE STU D Y.......................................................... 1 Need fo r th e S t u d y ................................................................... Purpose o f th e S t u d y ............................................................... Methodology ..................................................................................... Scope and Overview o f the S t u d y ........................................ L im ita tio n s o f th e Study ...................................................... S ig n ific a n c e o f th e S t u d y ...................................................... D e fin itio n o f T e r m s ................................................................... B r ie f H is to ry o f th e C o lleg e o f Urban Development a t M ichigan S ta te U n iv e r s ity . . . . B r ie f D e s c rip tio n o f th e C o llege o f Urban Development as I t E x is te d in th e Academic Year 1977-78 Sum mary.............................................................................................. 1 6 7 8 9 10 11 REVIEW OF RELATED LITERATURE 14 25 30 ................................................. 31 Procedures Used f o r R e v i e w ................................................. C atego ries o f A u th o r itie s ...................................................... Review o f A u th o r itie s ............................................................... C atego ries o f Problem Areas ................................................. Summary.............................................................................................. 32 33 34 56 63 PROCEDURES......................................................................................... 64 Development o f th e Screening Device ............................... Sources o f D a t a ............................................................................ C ateg o ries o f Sources o f Evidence .................................... Procedures f o r Data C o l l e c t i o n ........................................ Procedures f o r A n a ly s is o f D a t a ........................................ Sumna r y .............................................................................................. 64 66 66 67 72 73 iv C hapter IV. Page PRESENTATION OF D A T A ............................................................... Evidence R elating to In s tru c tio n a l A c tiv itie s . . . Summary o f Data on In s tru c tio n a l A c tiv itie s . . . . Evidence R elating to Research A c tiv itie s ................. Summary of Data on Research A c t i v i t i e s .......... 126 Evidence R elating to Service A c tiv itie s ..................... Summary o f Data on Service A c tiv itie s ......................... Summary of the C h a p t e r ........................................... 145 V. 74 74 113 115 128 138 SUMMARY, CONCLUSIONS, RECOMMENDATIONS, SUGGESTIONS FOR FURTHER STUDY, AND REFLECTIONS ............................. 151 Summary o f the Study .......................................................... C on clu sion s............................................................................... Recommendations ....................................................................... Suggestions fo r Further Study .......................................... R e fle c t io n s ............................................................................... Concluding Statement .......................................................... 151 153 165 167 171 179 DATA REGARDING THE INSTRUCTIONAL ACTIVITIES OF THE COLLEGEOF URBAN DEVELOPMENT............................... 180 DATA REGARDING THE RESEARCH ACTIVITIES OF THE COLLEGEOF URBAN DEVELOPMENT............................... 210 DATA REGARDING THE SERVICE ACTIVITIES OF THE COLLEGEOF URBAN DEVELOPMENT............................... 236 Appendix A. B. C. BIBLIOGRAPHY .................................................................................................... v 252 LIST OF TABLES Table 2.1 Page Frequency o f Treatment o f Problem Areas in Eight Books on Urban and Racial Problems W ritten Since 1970 53 Frequency o f C ita tio n o f Urban Problem Areas by A u th o ritie s Researched ....................................................... 61 Frequency and D is trib u tio n o f Course O fferings in the P o lit ic a l Science Emphasis ...................................... 88 Frequency and D is trib u tio n o f Course O fferings in the Economics Em phasis....................................................... 94 Frequency and D is trib u tio n o f Course O fferings in the Sociology-Psychology Emphasis .............................. 101 Frequency and D is trib u tio n o f Course O fferings in the Natural Science Emphasis .......................................... 107 Frequency and D is trib u tio n o f A ll Course O f f e r in g s ......................................................................................... 109 4 .6 Rank Order o f Issues Addressed by CUD Programs 141 4 .7 Frequency o f Matching o f Top Ten Problems ........................... 142 4 .8 Frequency o f Agreement on P r io r it y Issues among CUD C u rric u la r Components.......................................... 143 2 .2 4.1 4 .2 4 .3 4 .4 4 .5 vi . . . . LIST OF FIGURES Figure 4.1 Page Frequency and D is trib u tio n o f In s tru c tio n a l A c t i v i t i e s .................................................................................... 110 4 .2 Frequency and D is trib u tio n o f Research A c tiv itie s . . 123 4 .3 Frequency and D is trib u tio n o f Problem Areas Addressed by Guest Speakers ............................................... 133 4 .4 Frequency and D is trib u tio n o f Service A c tiv itie s . 134 4 .5 Frequency and D is trib u tio n o f a ll C u rric u la r O f f e r i n g s .................................................................................... v ii . . 144 CHAPTER I INTRODUCTION TO THE STUDY Education is a debt due from the present to the fu tu re generations. —George Peabody Need fo r the Study What is the ro le o f education in addressing so cietal problems? Should education be made re le v a n t to the issues o f the day and to the demands o f the future? The question o f relevance in education has re ­ ceived the a tte n tio n o f w rite rs who are concerned about the content, d e liv e ry , and philosophy o f c u rric u la r o fferin g s in a l l lev els of educational in s titu tio n s . Jerome Bruner1 has suggested th a t educational relevance may be considered from two d iffe r e n t perspectives. One is personal r e le ­ vance, and the other is social relevance, about which he w rites th a t "what is taught should have some bearing on the grievous problems facing the w orld, the solutions o f which may a ffe c t our survival as a species." In order to be s o c ia lly re le v a n t, Bruner believes th a t educa­ tio n "should no longer s trik e an exclusive posture o f n e u tr a lity and Jerome Bruner, The Relevance o f Education, edited by Anita G il (New York: W.W. Norton and Company, 1971), as rep rin ted 1n Crucial Issues 1n Education (New York: H o lt, Rinehart and Winston, 1973T1 pp. 123 - 124 . 1 2 o b je c tiv it y ." I t is his b e lie f th a t relevance demands th a t knowledge be put in to the context o f action and commitment. M o bilizing know­ ledge should be done "in the in te re s t o f conviction th a t change is im perative," w rites Bruner. "Let the s k ills o f problem-solving be given a chance to develop on problems th a t have an inherent passion-whether racism, crimes in the s t r e e t, p o llu tio n , war and agression, or marriage and the fa m ily ." Charles E. Brown has w ritte n : I f u lly believe th a t unless we can come to grips 1n i n t e l l i ­ gent, educative ways w ith such problems as our systems o f commu­ n ic a tio n s , our re la tio n s h ip to our environment, our sense of alleg ia n c e to human beings everywhere, and our capacity to lo ve, then we e ith e r have no fu tu re or have none worth th inking about.2 Another educator, Bruce R. Joyce has commented: The moral re s p o n s ib ility of the curriculum worker derives from the humanistic opportunities which reside in education. Educa­ tio n . . . can make a b e tte r social world or permit the old one to run on . . . The great dynamic challenge o f the fu tu re 1s to develop . . . e n tir e ly new modes o f education designed to help people create new solutions to problems and to define problems th a t were not perceived before a t a l l . 3 Among the most c r it ic a l problems facing America are those re ­ lated to ra c ia l and other m in o ritie s and those re la te d to the urban c r is is . During the la te s ix t ie s , and p a rtic u la r ly fo llow ing the assassination o f Dr. M artin Luther King, J r . in A p ril o f 1968, ^Charles E. Brown, "Emerging P r io r itie s fo r Continuing Educa­ tio n ," in The Curriculum: Retrospect and Prospect, Robert M. McClure, e d ito r , (Chicago: UnTversity o f Chicago Press, 1971) p. 270. ^Bruce R. Joyce, "The Curriculum Worker o f the Future," in The Curriculum: Retrospect and Prospect, op. c i t . , pp. 307, 311. 3 In s titu tio n s o f higher learn in g across the nation began to take steps to a lt e r some o f the more b la ta n t conditions o f d iscrim in atio n which ch aracterized many colleges and u n iv e rs itie s . Some also tr ie d to o f fe r educational programs w ith more apparent relevance to the condi­ tio n s o f In ju s tic e which blemish our American democracy— p a r tic u la r ly in urban areas. The In s tit u tio n a l reforms were often in response to pressures from students and fa c u lty members who demanded an end to d iscrim in ato ry p rac tice s in admissions, fin a n c ia l support, housing, u n iv e rs ity employment, and c u rric u la r o ffe rin g s . Black studies departments were created a t colleges and un iver­ s i t i e s , p rim a rily in w hite northern in s titu tio n s . A number o f urban centers were also e s ta b lis h e d , in recognition o f the re la tio n s h ip be­ tween problems o f c it ie s and problems o f m in o ritie s . Michigan S tate U n iv e rs ity , the f i r s t a g ric u ltu ra l college in the n a tio n , and the prototype fo r 69 land grant in s titu tio n s la t e r established under the M o r r ill Act o f 1862, was one o f the f i r s t to recognize it s r e s p o n s ib ility in the urban f i e l d . In 1969, u n iv e rs ity ad m in istrators and the Board o f Trustees established a Center fo r Urban A ffa irs and Equal Opportunity Programs to research urban prob­ lems, disseminate Inform ation about them, and set up public service programs to aid urban resid en ts. In 1972, a teaching component was added, and the College o f Urban Development was established as Michigan S ta te 's 17th co lle g e . In describing the educational concept o f the C o llege, Dr. Robert L. Green, appointed to serve as Dean o f the new experiment in 4 higher education, wrote: The o v e ra ll o b je c tiv e o f the fo u r-y e a r, d egree-granting c o l­ lege 1s to Id e n t ify and solve the human s o cia l problems which are by-products o f u rb a n iza tio n . . . The academic program o f the C ollege o f Urban Development not only tr a in s students f o r urban c a re e rs , but readies them fo r a ro le o f advocacy in regard to p o s itiv e urban change . . . Furtherm ore, students are not the only ones who have the a b i l i t y — and th e r e s p o n s ib ility — f o r i n i ­ t ia t in g urban change. Higher education in general and the com­ munity a t la rg e must also take an a c tiv e ro le in i n i t i a t i n g social re fo rm .4 In an address on A p ril 16, 1974, on the occasion o f the Annu­ a l Meeting o f the G reater Lansing Urban League, Michigan S tate U n iv e rs ity P resident C lifto n R. Wharton made these comments about the mission o f Michigan S ta te w ith respect to urban problems: In the 112 years since the signing o f th e M o r r ill A c t, the country has experienced an im portant s h i f t in the nature o f the audience whom land gran t schools must address. Today, a new land gran t f r o n t ie r 1s urban development. Just as the e a rly land gran t colleges and u n iv e r s itie s focused t h e ir a tte n tio n on the needs and problems o f ru ra l America, t o ­ day's land gran t in s tit u tio n s such as MSU have begun to examine the problems o f our new urban-dominated s o c ie ty . C e rta in ly th e re has been no shortage o f urban conditions crying fo r study such as unemployment, p o v e rty , d isease, i l l i t e r a c y , m a ln u tr itio n , crim e, r a c ia l h o s t i l i t y and d is c rim in a tio n , and more. . . Educational in s tit u tio n s have had to ask themselves hard ques­ tio n s : Can we help? Should we help? And i f so, how? The C ollege o f Urban Development represents an attem pt to fin d answers to these questions. From a document c a lle d "C ollege o f Urban Development: Statement o f M issio n ," the fo llo w in g excerpts r e f e r to the educational philosophy o f the College: ^Robert L. Green, "Meeting the Urban C hallenge," Michigan S ta te U n iv e rs ity News B u lle t in , January 31, 1974. 5 O b jective: As a d egree-granting u n it the C ollege o f Urban Development w i l l prepare students w ith the knowledge and s k i l l s necessary to work toward the s o lu tio n o f those human-social problems exacer­ bated by the u rb a n iza tio n process in to day's s o c ie ty . . . The C ollege o f Urban Development w i l l seek to r e a liz e it s o b je c tiv e through teach in g , research, and s e rv ic e a c t iv i t ie s in an academ­ ic environment c h a r a c t e r is tic a lly m u lti-d is c ip lin a r y and problemfocused. In s tru c tio n : The College w i l l p a r tic ip a te in undergraduate in s tru c tio n through in t e r - d is c ip lin a r y courses and programs which cut across departmental and c o lle g e lin e s by applying the fundamental d is ­ c ip lin e s to s p e c ific urban social-human problems. Research: The College w i l l undertake, in a m u ltid is c ip lin a r y fa sh io n , s ig n if ic a n t urban and e th n ic research p ro je c ts aimed a t so lvin g human-social problems and/or adding to the general storehouse o f knowledge. S ervice: The College w i l l e s ta b lis h and m aintain an a c tiv e p u b lic se r­ vic e program through continuing ed u catio n , ex ten sio n , and consul­ ta tio n in the urban and/or eth n ic problem areas in the evolving applied d is c ip lin e s o f the C ollege. The question o f c u r r ic u la r relevance to s o c ie ta l problems con­ tinues to rec e iv e a tte n tio n from thoughtful educators.^ There is a need to study examples o f In s titu tio n s which purport to address so­ c ie ta l problems in order to determ ine whether or not such in s titu tio n s 5 W illiam Van T i l , e d it o r , Curriculum : Quest f o r Relevance, Sec­ ond E d itio n (Boston: Houghton M i f f l i n Company, 1974). David E. Purpel and Maurice B elanger, e d ito r s , Curriculum and the C u ltu ra l R evolution (B e rk e le y , C a lifo r n ia : McCutchan, 1972). Robert S. Z a is , Curriculum : P rin c ip le s and Foundations (New York: Thomas Y. C ro w e ll, 1976). 6 do, In f a c t , provide evidence o f relevancy to c r i t i c a l contemporary s o c ie ta l problems through t h e ir programs o f in s tr u c tio n , research, and s e rv ic e . The College o f Urban Development is an educational in ­ s t it u t io n which has purported to accept the mission o f addressing c r i t i c a l human-social problems. There is a need to study the c u r r i­ c u la r o ffe rin g s o f th is in s t it u t io n , and oth er s im ila r in s t it u t io n s , to a s c e rta in whether the curriculum is indeed problem-centered and i f so, whether or not the problems being addressed appear to be those which, in the judgment o f e x p e rts , are the problems most pressing in our n a tio n al l i f e . Purpose o f the Study The purpose o f th is p ro je c t is to study the c u r r ic u la r pro­ grams o f an educational in s t i t u t io n , the College o f Urban Development a t Michigan S ta te U n iv e rs ity , in order to assess evidence o f r e le ­ vance in addressing c r i t i c a l contemporary s o c ie ta l problems. In pursuing th is in v e s tig a tio n , the fo llo w in g aspects w ill be examined: 1. Focus. To what e x te n t do the c u r r ic u la r programs o f In ­ s tru c tio n , research, and se rv ice o f the College o f Urban Development appear to be problem-centered? 2. Scope. To what e x te n t do the c u r r ic u la r programs o f in ­ s tr u c tio n , research, and se rv ice o f the C ollege o f Urban Development appear to address a wide spectrum o f s o c ie ta l problems? 7 3. Emphasis. To what e x te n t do the c u r r ic u la r programs o f in ­ s t r u c tio n , rese arch , and s e rv ic e o f the C ollege o f Urban Development appear to place p r i o r i t y on those s o c ie ta l problems deemed to be o f c r i t i c a l contemporary importance? A tte n tio n w i l l also be given to two re la te d aspects p e rta in in g to the c u r r ic u la r o ffe r in g s : 1. Mode. To what e x te n t do the c u r r ic u la r programs o f in ­ s t r u c tio n , rese arch , and s e rv ic e o f the C ollege o f Urban Development appear to address problems in a m u lt i d is c ip li­ nary fashion? 2. C onsistency. To what e x te n t do the c u r r ic u la r programs o f in s tr u c t io n , re s e a rc h , and s e rv ic e o f the C ollege o f Urban Development appear to show r e la t iv e in te r n a l agreement in terms o f p r i o r i t y o f issues being addressed? Methodology This p ro je c t w i l l be a d e s c rip tiv e case study. The research w i l l in v o lv e an in -d e p th data an a ly s is o f p u b lic a tio n s , announce­ ments, re p o rts , and o th e r documents o f the C ollege o f Urban Develop­ ment a t Michigan S ta te U n iv e rs ity . Through th e process o f review ing l i t e r a t u r e on s o c ia l and p u b lic p o lic y problems, a l i s t o f c r i t i c a l s o c ie ta l problems w i l l be developed to serve as a screening device through which the data w i l l be an alyzed. In th is way, the problems being addressed through the 8 c u rric u la r o fferin g s o f the College o f Urban Development w ill be compared with problems id e n tifie d as being c r it ic a l by a ro ster o f a u th o rita tiv e sources. Course s y lla b i and other d e scrip tive m aterials w ill be re ­ viewed in order to gather evidence concerning the problem areas be­ ing addressed through the in s tru c tio n a l o fferin g s o f the College. Research a c t iv it ie s w ill be reviewed by examining the t i t l e s of re­ search projects as lis te d in the 1978 College Prospectus. Service a c t iv it ie s and special projects w ill be researched through reviewing a se t o f college records which provide inform ation concerning these a c t iv it ie s . Five documents were selected as representative o f the record o f the C ollege's a c t iv it ie s in the area o f service. Programs and a c t iv it ie s o f in s tru c tio n , research, and service w ill be sc ru tin ized fo r evidence concerning t h e ir apparent relevance of in te n tio n in addressing the c r it ic a l contemporary so cietal prob­ lems id e n tifie d in the l i s t adopted as the screening device. Scope and Overview o f the Study The study w ill encompass programs and a c t iv it ie s o f the Col­ lege o f Urban Development at Michigan S tate U n iv ersity from it s in ­ ception in the f a l l o f 1973 to the present, spring o f 1978. In Chapter Two o f th is p ro je c t, a lit e r a t u r e review w ill be combined w ith an account o f the development o f the screening device, a l i s t o f c r it ic a l so cie tal problems. In Chapter Three, an account w ill be given o f the way in which the data were analyzed in lig h t o f the developed c r it e r i a . 9 In Chapter Four, supporting evidence w il l be presented and summarized w ith respect to each o f the s p e c ific s o c ie ta l problems adopted as c r it e r ia fo r the screen. In Chapter F iv e , a summary w ill be presented, along w ith con­ clusions drawn from the in te rp re ta tio n o f the d a ta , recommendations, and suggestions fo r fu rth e r research in the area o f c u rric u la r r e le ­ vance in addressing c r i t i c a l s o c ie ta l problems. R eflections o f the w r ite r w ill also be o ffe re d . L im itatio ns o f the Study The study w ill be lim ite d to an examination o f selected pro­ grams and a c t iv it ie s o f the College o f Urban Development a t Michigan S tate U n iv e rs ity from it s inception 1n the f a l l o f 1973 to the pre­ sen t, spring o f 1978. I t w ill be the in te n tio n o f the w r ite r to use the c r it e r ia screen w ith reference to the complete l i s t o f in s tru c tio n a l o ffe rin g s o f the College and to a l l research lis te d in the College Prospectus as having been undertaken since 1973. The l i s t o f service projects being analyzed w i l l encompass those a c t iv i t ie s described in fiv e documents to be id e n t ifie d in Chapter Three. No attempt w ill be made to evalu ate or assess the q u a lity or Impact o f the programs o f in s tr u c tio n , research, and service being described. In stea d , the focus w i l l be on the apparent in ten tio n s o f the c u rric u la r o ffe rin g s and on the re la tio n s h ip o f these o fferin g s to the c r i t i c a l s o c ie ta l problems lis te d on the screening device. 10 The w r it e r has been a p a r tic ip a n t observer in the C ollege o f Urban Development during th e academic years 1976-77 and 1977-78, working as a graduate a s s is ta n t to the Dean o f the C o llege. The ad­ opted c r i t e r i a screen, however, provides a r e la t iv e ly o b je c tiv e means o f studying the c u r r ic u la r programs o f the College and serves to p ro te c t the study from bias stemming from the w r it e r 's association w ith th e in s t it u t io n . Sig n ific a n c e o f the Study Many o f the educational experiments which were inaugurated in the 1960s and e a rly 1970s in response to pressure fo r academic r e le ­ vance have ceased to e x is t w ith o u t b e n e fit o f study as to whether or not t h e ir programs were, in f a c t , re le v a n t to the c r i t i c a l problems facing our democracy. The C ollege o f Urban Development a t Michigan S ta te U n iv e rs ity has survived the fa te o f many oth er such in s t it u t io n s . P art o f the exp lanation may l i e in the fa c t th a t i t s major source o f funding has been the s t a te , thus providing i t w ith a dependable fin a n c ia l base on which to o p erate. Another reason may be th a t the persons involved in the establishm ent o f the Center fo r Urban A f f a ir s , and l a t e r in the tr a n s itio n to th e C ollege o f Urban Development, were ab le to gener­ a te u n iv e rs ity -w id e support fo r the p r o je c t. Key a d m in is tra to rs , as w ell as leading fa c u lty members from various d is c ip lin e s , were sup­ p o rtiv e o f the Center and gave t h e i r assistan ce as the Center and C ollege proposals went through re g u la r u n iv e rs ity channels. I t s sur­ v iv a l may als o be p a r t ly explained by the fa c t th a t it s programs have 11 not focused e x c lu s iv e ly on r a c ia l and e th n ic stu d ies but ra th e r have a p p aren tly encompassed a broad range o f concerns r e la te d to urban and m e tro p o lita n l i f e , as may be seen from a cursory glance a t the C ollege catalo g u e. Whether o r not the problems being addressed are the p r i o r i t y issues in contemporary America is one o f the questions being in v e s tig a te d in th is study. Other ed u catio n al in s tit u tio n s which present themselves as s t r iv in g fo r c u r r ic u la r relevance may be assessed using the screen­ ing device developed f o r th is study o r a s im ila r s e t o f c r i t e r i a deemed a p p ro p ria te f o r the o b je c tiv e s o f the p a r t ic u la r in s t it u t io n under review . The s ig n ific a n c e o f the study is th a t i t suggests a means by which c u r r ic u la r o ffe rin g s may be assessed and demonstrates the ap­ p lic a t io n o f th e method on a p a r t ic u la r i n s t i t u t i o n — in th is case, the C ollege o f Urban Development a t Michigan S ta te U n iv e r s ity , an in s t it u t io n which purports to o f f e r cu rricu lum r e la te d to c r i t i c a l contemporary s o c ie ta l problems. D e fin itio n s o f Terms The term cu rricu lu m is s u b je ct to a wide v a r ie ty o f in te r p r e ­ ta tio n s . A rth u r Foshay and Lois B e il i n , w r itin g about curriculum th eory in th e Encyclopedia o f Educational Research, had th is to say: 12 When a comprehensive cu rricu lum th eory 1s b u i l t , i t w i l l have to ta k e in to account not on ly th e le a rn in g methods and teaching methods (" s tr a te g ie s o f in s tr u c tio n " and th e l i k e ) but also th e nature o f th e knowledge to be le a rn e d , th e n a tu re o f the student who would lea rn i t , and th e nature o f th e s o c ie ta l r e s p o n s ib ility shared by teacher and stu d en t. For i f education is a moral a f ­ f a i r before i t is a te c h n ic a l a f f a i r , then the grounds f o r moral behavior have to be in co rp o rated in one's theory o f ed ucatio nal a c tio n . . . And l a t e r , in the same a r t i c l e , the authors s ta te : The cu rricu lum . . . may perhaps be thought o f . . . as the o p e ra tio n a l statem ent o f the s c h o o l's go als. I t is e v id e n t th a t i t is th e o p e ra tio n a l consequence o f the sch o o l's g o a ls , what­ ever th ey are and however c le a r ly or in ad eq u ately they are ex­ pressed. Since th e goals o f a school system are themselves the consequences o f the in te r a c tio n o f th e c u ltu r a l and p o l i t i c a l tr a d itio n s in a given p la c e , tempered by th e ed ucatio nal and p o l i t i c a l b e lie fs and perceptions o f the people, i t should not be s u rp ris in g th a t the op eratio n s o f th e schoo l, and e s p e c ia lly the o ffe r in g o f s u b je ct m atte r f o r le a rn in g , are responsive to gross so c ia l changes when they occur. ° For th e purposes o f th is p r o je c t, the term cu rricu lu m w i l l be co nsidered, using the above p e rs p e c tiv e , as the o p e ra tio n a l statem ent o f the sch o o l's g o a ls . In th is sense, a l l aspects o f th e implementa­ tio n o f th e problem -solving m ission o f the C ollege would be encom­ passed in th e term c u rric u lu m . This means s p e c i f ic a lly th a t not only th e courses o f in s tr u c t io n , but a ls o th e research and s e rv ic e com­ ponents o f th e C ollege o f Urban Development, w i l l be considered as e s s e n tia l p a rts o f th e i n s t i t u t i o n 's c u r r ic u la r o f fe r in g . The term urban problems w i l l be used to r e f e r to those human s o c ia l problems which may occur in any s e ttin g but which are u s u a lly 6Robert L. E b e l, e d it o r , Encyclopedia o f Educational Research, Fourth E d itio n , (Toronto: M acm illan, 1 9 6 9 ), pp. 276 and 278. 13 p a rtic u la r ly c r it ic a l in urban areas. Segregated education, crim inal behavior, and inadequate housing, fo r example, are matters fo r con­ cern in a l l areas o f the n a tio n , but th e ir malignancy is usually most noticeable in America’ s c it ie s (Gordon, 1971; Shank, 1973; David and Peterson, 1973; Gorham and G lazer, 1976; Lewin, 1977)* The term ra c ia l and ethnic problems w ill be used to re fe r to those human social problems a ffe c tin g blacks, other ra c ia l m inori­ t ie s , and the various ethnic groups which are p a rt of America's popu­ la tio n . Problems o f prejudice and d is c rim in a tio n , lik e the issues mentioned above, are matters fo r concern in a ll areas of the n atio n , but th e ir malignancy is again usually most noticeable in America's c it ie s (Rodgers, 1975; K alt and Z a lkin d , 1976; Green, 1 9 7 7 ).* The term relevance w ill be used in th is study to r e fe r to a condition of demonstrable re la tio n s h ip (as indicated by supportive evidence— in th is case, w ritte n m a te ria ls ) between those s p e c ific problems being addressed through c u rric u la r o ffe rin g s of in s tru c tio n , research, and service of an educational in s titu tio n and the s p e c ific societal problems id e n tifie d by a range o f a u th o ritie s as being most deserving of a tte n tio n . The q u a lity o f the c u rric u la r o fferin g s w ill not be described, nor w ill the possible impact o f the programs and a c t iv it ie s under consideration. When there is evidence of in ten tio n to address so cietal problems, th is w ill be considered evidence o f relevancy o f c u rric u la r programs. *See Chapter I I . 14 B rie f History o f the College o f Urban Development a t Michigan State U n iversity The events o f the 1960s, w ith r io t s , student p ro te s ts , and de­ mands fo r c u rric u la r relevance, brought In to being a v a rie ty o f in ­ s titu tio n a l responses from colleges and u n iv e rs itie s of th is nation. The c iv il rig h ts movement, led by Dr. M artin Luther King, J r . , had raised the consciousness of blacks and other m in o ritie s who were no longer w illin g to accept the practices o f segregation and d is c rim i­ nation which characterized student l i f e in most white in s titu tio n s . The College of Urban Development a t Michigan S tate U n iversity is an example of the many educational experiments which owed th e ir incep­ tio n in p art to the leadership and eventual martyrdom o f Dr. King. In 1968, Michigan S tate U n iv ersity President John Hannah ap­ pointed a 16-member committee charged w ith developing suggested or­ ganizational patterns and proposed procedures "to move th is univer­ s ity forward toward constructive action under two general headings: 1. What is appropriate fo r Michigan S tate U n iversity to do now and in the years ahead to make a useful contribution to the so lution o f the problems th a t beset our society in the area g e n erally re fe rre d to as c i v i l rights? 2. How should Michigan S tate U n iv e rs ity proceed in th is e ffo rt? " 7 Report of the Committee o f S ixte en ," dated A pril 25, 1968. 15 The Committee o f Sixteen was composed o f the fo llo w in g mem­ bers o f the Michigan S tate U n iv e rs ity academic community: Professor A rthur E. Adams, H istory Professor Edward B. Blackman, Humanities Associate Professor Alex J. Cade, M o r r ill College Professor Lloyd C ofer, D e tro it P ro ject A ssistant Dean John A. Fuzak, College o f Education Dean Herbert G a rfin k e l, Madison College Associate Professor Robert L. Green, Counseling, Personnel Services and Educational Psychology Professor George M. Johnson, A dm inistration and Higher Education Professor Sigmund Nosow, Social Science Associate Professor W illiam H. Pipes, American Thought and Language Vice President Gordon A. Sabine, Special P rojects Professor Marvin L. Tomber, Mathematics Professor John Useem, Sociology Dean Paul A. Varg, Arts and L e tte rs A ssistant Provost John D. Wilson Dean C. L. Winder, Social Science 16 The Committee of Sixteen acknowledged the c r i t i c a l nature o f i t s assignment in the fo llow ing prelude to it s recommendations: The committee assumes th a t the need fo r immediate action 1s e v id e n t. E xtraordinary e ffo r ts should be made to e f fe c t funda­ mental changes o f a ttitu d e and behavior o f white Americans toward the Negro in American s o c ie ty .8 Recommendations o f the committee were the fo llo w in g : A. An a ll- o u t e f f o r t should be made to increase the enrollm ent o f Negro students. B. The U n iv e rs ity should aggressively search fo r Negro fa c u lty members to be employed in a l l colleges and a l l departments o f the U n iv e rs ity . C. A conscious and continuous e f f o r t should be made by the U n iv e rs ity to increase the number o f Negroes in ad m in istra­ t iv e positions throughout the U n iv e rs ity . D. A vigorous program should be c a rrie d forward to increase the number o f Negroes and members o f other m in o rity groups in a d m in is tra tiv e -p ro fe s s io n a l, c le r i c a l , te c h n ic a l, and operational s ta ffs o f the U n iv e rs ity . E. A su b stantial number o f fa c u lty members have expressed a real in te r e s t and w illin g n ess to donate time and services to w ell-designed programs planned fo r the purpose o f en­ couraging and a s s is tin g Negro youths to q u a lify f o r higher education a t th is or other u n iv e rs itie s . Encouragement should be given by the u n iv e rs ity to the development o f voluntary programs in vo lvin g fa c u lty and students. Pending the establishm ent o f the Center fo r Race and Urban A ffa ir s , an ad hoc committee should be created to give immediate a t ­ te n tio n and encouragement to work in th is d ire c tio n . F. A Center fo r Race and Urban A ffa irs should be e s ta b lis h e d .9 8"Report o f the Committee o f S ixte en ." 9Ib id . 17 The Committee o f Sixteen Report then made s p e c ific suggestions regarding the o rg a n iza tio n and program a c t iv i t ie s o f the proposed Cen­ t e r fo r Race and Urban A ffa ir s and concluded w ith a sectio n c a lle d "Im plem entation" which included the fo llo w in g statem ent: I t is expected th a t the President w i l l be a b le , w ith the f u l l support o f the U n iv e rs ity , to make i t c le a r th a t i t is the in te n ­ tio n o f the U n iv e rs ity to undertake a sin cere and enduring e f f o r t to make Michigan S ta te U n iv e rs ity a tr u ly in te g ra te d and s o c ia lly responsive in s t it u t io n o f higher le a rn in g . This r e p o rt, adopted by the Committee on A p ril 25 , 1968, was submitted to the Board o f T ru stees, which appropriated $200,000 fo r the establishm ent o f a Center fo r Urban A ffa ir s and Equal O pportunity Programs. The Center opened in 1969, w ith Ronald B. Lee as D ire c to r. The purpose o f the Center was to research urban problems, dissem inate inform ation about them, and se t up p u b lic se rv ice programs to aid urban re s id e n ts . When Ronald Lee vacated his po st, a f t e r a period o f fo ur months, Dr. Robert L. Green was appointed to serve as A cting D ire c to r. A fte r a b r ie f term o f s e rv ic e , Dr. Green became D ire c to r o f the C enter. Dr. Green and D r. W alter Adams, then A cting P resid ent o f the U n iv e rs ity , worked to gether w ith other u n iv e rs ity a d m in is tra to rs and fa c u lty members to secure increased funding fo r the C en ter. The M ic h i­ gan S tate U n iv e rs ity Board o f Trustees, a c tin g upon the recommendation o f Acting P resident W alter Adams, appropriated $ 1 .5 m illio n fo r the operation o f the C enter. Upon the recommendation o f Dr. Robert Green to the new p re s id e n t, Dr. C lifto n Wharton, $400 thousand o f th is sum was la t e r designated fo r two re la te d programs: A ffirm a tiv e A ction and Supportive S ervices. 18 From 1969 to 1973, the Center fo r Urban A ffa irs carried on re ­ search projects in a wide v a rie ty o f urban-related problems. The Center also offered service a c t iv it ie s , many of which emanated from the LeJon Building in downtown Lansing. Faculty, students, graduate assis tan ts, and s t a f f cooperated with persons of a ll ages and back­ grounds in the surrounding community in e ffo rts to improve the q u a li­ ty o f l i f e . Some outreach a c tiv itie s extended to other parts o f the state and nation. The Center fo r Urban A ffa irs also maintained cooperative work­ ing relationships with various colleges and departments o f the Univer­ s it y . In some cases, th is involved providing fin a n c ia l subsidies fo r urban-related programs; in other instances, i t involved providing fa c u lty members and graduate assistants fo r urban-related research p rojects. The Colleges o f Education, Engineering, Human Ecology, Business, and Human Medicine were among those with whom cooperative arrangements were worked out. The Departments o f Chemistry, H istory, and Health/Physical Education/Recreation were examples o f fu rth e r co llab oratio n between the Center and and other units o f the Univer­ s ity . Thus the Center was able to provide opportunities fo r urban research experiences and urban-related service projects fo r the stu­ dents o f Michigan State U n iv ersity . However, u n iv e rs ity policy did not allow In s tru c tio n a l courses to be offered through any o f the es­ tablished Centers. Concerned fa c u lty members began in 1971 to con­ sid er ways in which the Center could move toward a status which 19 would perm it a teaching component to be added. In December o f 1971, a proposal fo r a College was submitted to the Michigan S tate U n iv e rs ity Educational P o lic ie s Committee. This group prepared i t s re p o rt in response to the proposal and sub­ m itte d i t on March 16. 1972. The opening statement o f th is re p o rt fo llo w s : The Committee was in e a rly agreement th a t a primary so cial concern in the 1970s is the complex urban-human problems o f our population ce n te rs ; i t agreed th a t the U n iv e rs ity needs to f u r ­ th e r develop i t s commitment to these problems. The evidence leading to th is conclusion is obvious— the increasing concentra­ tio n o f population in to urban-m etropolitan centers; d i f f i c u l t questions in urban areas w ith resp ect to tra n s p o rta tio n , health c a re , employment, crim e, so cia l groups, income d is tr ib u tio n , housing, p u b lic s e rv ic e s , ed u catio n , e tc . . . . Because o f both the s iz e and the urgency o f urban-human problems, increased a t ­ te n tio n to these problems is c ru c ia l f o r the fu tu re o f man and his in s t it u t io n s . . . In i t s ro le as a s ta te u n iv e rs ity , i t is e s s e n tia l fo r Michigan S ta te U n iv e rs ity to increase it s c o n tr i­ bution to th e s o lu tio n o f these urban-human problems. This re p o rt commented in d e ta il on the pros and cons o f c o l­ lege statu s fo r the educational ventu re. Among arguments which seemed most fo rc e fu l in fa v o r o f co lle g e statu s were these: 1. C ollege statu s is needed to provide the s ta tu re and v i s i ­ b i l i t y necessary f o r o p eratio n a l e ffe c tiv e n e s s and to r e ­ f l e c t the concern f e l t by th e U n iv e rs ity fo r the urban problem. 2. College statu s would place s t a f f members in a peer r e la ­ tio n s h ip w ith o th e r u n iv e rs ity u n its and thus f a c i l i t a t e the interchange and in te r re la tio n s h ip s necessary to accomp­ lis h the m ission. . . 3 . A c o lle g e would increase th e s e rv ic e component in urban areas o f the S ta te 1n keeping w ith the land grant p h ilo ­ sophy o f the U n iv e rs ity . . . 4 . A c o lle g e is ab le to o f f e r degrees 1n urban problems; th e r e fo r e , the U n iv e rs ity would be b e tte r able to prepare 20 graduates to f i l l th e jo b o p p o rtu n itie s in these area s. ce n te r is not c u rr e n tly p erm itted to o f f e r degrees or courses. A 5. C ollege sta tu s would in sure re p re s e n ta tio n o f those fa c u lt y and students concerned p r im a r ily w ith urban-human problem s o lu tio n in th e academic governance process. Among arguments c ite d which were not in fa v o r o f c o lle g e s ta ­ tus were th e fo llo w in g : 1. C reatio n o f a c o lle g e w ith r e s p o n s ib ility f o r urban-human problem s o lu tio n might r e s u lt in o th e r u n its w ithdrawing from a l l or p a rt o f t h e ir c u rre n t e f f o r t s in the area o f urban-human problem s o lu tio n . . . 2. Although c o lle g e s ta tu s has s ig n ific a n c e w ith in th e con­ fin e s o f a u n iv e r s ity campus and w ith in the framework o f w e ll-d e fin e d d is c ip lin a r y a re a s , th e re is a re a l question whether c o lle g e s ta tu s c a r r ie s comparable s ig n ific a n c e or statu s o u tsid e o f th e U n iv e rs ity o r th a t i t would f a c i l i ­ t a t e work in urban problem areas more than i f th e same work were being conducted by a ce n te r or o th e r u n it o f th e U n iv e r s ity . The Educational P o lic ie s Committee Report comments on the m ission o f th e proposed c o lle g e in th e fo llo w in g e x c e rp t: The prim ary focus o f th e proposed c o lle g e is suggested in the opening paragraphs o f th e Proposal: "to org an ize and coordinate a m u ltid is c ip lin a r y body o f knowledge o ffe r in g an educational ex­ perience which w i l l focus p r im a r ily on urban-human problems and t h e i r s o lu tio n ." Among th e urban-human problems the Proposal c ite s as examples are th e p lig h t o f r a c ia l m in o r it ie s , the e x is ­ tence o f poverty and ed u catio n al d e p r iv a tio n , and those condi­ tio n s which cause and r e la t e to th e general d e te r io r a tio n o f urban l i f e . . . The areas o f race and racism were pervasive 1n both th e Pro­ posal and 1n th e ex p la n a tio n s o f in te n t by the s t a f f o f th e Cen­ t e r f o r Urban A f f a ir s . There was no c le a r s p e c ific a tio n o f what such a focus would r e a l l y mean o r o f th e e x te n t o f th e u n it 's e f f o r t s th a t would be devoted to urban problems which do not d i r e c t ly r e la t e to race and racism . The Committee recognized th a t many problems w ith in urban areas deserve a tte n tio n and th a t race and racism are im po rtant concerns, p a r t ic u la r ly in t h e ir urban s e ttin g . But i t questioned th e in d ic a te d c e n tra l focus 21 o u tlin e d In the Proposal; the problems o f urban centers are broad, re q u irin g more than a c o n ce n tratio n on r a c ia l issues to so lve. For the p a r t ic u la r focus o f th is research p r o je c t, the fo llo w ­ ing statem ent has sp ecial s ig n ific a n c e : W hile the problems are so e x te n s iv e and resources so lim ite d th a t some p r i o r i t i e s must be e s ta b lis h e d , th e Committee recom­ mends th a t th e program o f any proposed u n it encompass th e study o f a wide range o f urban-human problems as they impact on the many segments o f th e urban community, and th a t th e success o f the proposed c o lle g e be evalu ated on th a t b a s is . The Educational P o lic ie s Committee added fu r th e r cautio nary statements regarding the p o s s i b ilit y th a t th e proposed c o lle g e might adopt an advocacy r o le . The re p o rt continues: There remains th e question whether i t is le g itim a te f o r a u n iv e rs ity program to engage in s o c ia l a c tio n . The proposed t i t l e l e f t open the question as to whether the proposed c o lleg e would be devoted to th e study o f urban development as a so cia l process o r would be a c tiv e ly engaged in s tra te g ie s and ta c tic s fo r so cia l change. . . The Committee recommends th a t th e phrase "s o c ia l change" be excluded from the proposed t i t l e o f any u n i­ v e r s ity program. R e fe rrin g again to c r i t e r i a f o r e v a lu a tio n o f the proposed c o lle g e , the committee repeated i t s view th a t th e c o lle g e should ad­ dress a v a r ie ty o f urban iss u e s. I t s ta te d : 1. Since the m ajor m ission o f a c o lle g e would be to t r a in students in a m u ltid is c ip lin a r y manner in th e techniques to solve a broad range o f urban problems, the cu rricu lu m should address i t s e l f to many to p ic s o f urban concern. T h e re fo re , the curricu lum must be broad based and cover to p ic s r e la te d to a wide range o f major urban-human problems. Furtherm ore, the fa c u lty should be drawn from a v a r ie ty o f d is c ip lin e s to insure a f u l l y m u lt i- d is c ip lin a r y e f f o r t . 22 The second p o in t suggests th a t course o ffe rin g s and e n r o ll­ ment g e n e ra lly should be open to th e e n tir e student body, so th a t students from a v a r ie ty o f d is c ip lin e s might p a r t ic ip a t e . The t h ir d p o in t has to do w ith research: 3. A goal o f th e proposed c o lle g e is th e developmento f te c h ­ niques f o r th e s o lu tio n o f m ultidim ensional urban-human problems. T h e re fo re , th e re should be a s u b s ta n tia l e f f o r t by the f a c u lt y in m u ltid is c ip lin a r y research . Furtherm ore, the m a jo r ity o f th e research e f f o r t s by th e fa c u lt y should be a p p lie d in n a tu re and d ire c te d a t th e s o lu tio n o f urbanhuman problems. A fte r many d e lib e r a tio n s , the Educational P o lic ie s Committee developed two a lt e r n a t e proposals regarding the estab lish m ent o f the c o lle g e . and on These were d is tr ib u te d to th e Trustees o f th e U n iv e r s ity , th e basis o f th e two pro p o sals, P re sid en t C lift o n R. Wharton recommended th a t a C o llege o f Urban Development be e s ta b lis h e d . On May 19, 1972, th e Board o f Trustees approved th e recommendation. Provost John E. Cantlon appointed a S tru c tu re Committee f o r the C ol­ le g e , composed o f th e fo llo w in g members: Dr. Robert F. Banks, Dean, James Madison C ollege Dr. John E. D ie t r ic h , A s s is ta n t Provost f o r Academic Planning D r. Robert L. Green, D ir e c to r , Center fo r Urban A ffa ir s D r. E in a r H a rd in , Chairman, U n iv e rs ity Curriculum Committee Dr. Armand L. H u n ter, D ir e c to r , Continuing Education S ervice D r. L e s te r V. M anderscheid, Chairman, Educational P o lic ie s Cornni tt e e Dr. Robert R. R ic e , Dean, C ollege o f Human Ecology D r. C. Lee W inder, Dean, C o llege o f S o cial Science 23 A f t e r months o f work by th e S tru c tu re Committee, the Curriculum Committee, and vario us sub-committees and ta s k fo r c e s , plans f o r th e new c o lle g e were approved by th e Academic C o u n c il. In A p r il o f 1972, th e in s tr u c t io n a l program was a u th o riz e d . T h is made i t p o s s ib le f o r th e in fo rm a tio n and e x p e r tis e amassed by th e personnel o f th e C enter f o r Urban A f f a ir s to be used to t r a in students f o r careers as urban problem s o lv e rs . The s t a f f o f th e Cen­ t e r f o r Urban A f f a ir s became th e core f a c u lt y and a d m in is tra tio n o f th e C o lleg e o f Urban Development. During th e academic y e a r 1 9 72-73, committees worked to develop th e academic program o f th e new c o lle g e . In September, 1973, th e C o lleg e o f Urban Development began o p e ra tio n s as th e 17th c o lle g e o f M ichigan S ta te U n iv e r s ity . Dr. Robert L. Green served f i r s t as A ctin g Dean and l a t e r as Dean o f th e new i n s t i t u t i o n . A b a c h e lo r's degree was o ffe r e d by the C o lle g e 's two departm ents— th e Department o f Urban and M e tro p o lita n S tudies and th e Department o f R acial and E thn ic S tu d ie s . The Department o f Urban and M e tro p o lita n S tud ies was designed to t r a i n students to address h e a lth , e d u c a tio n , and o th e r problems fa c in g American c i t i e s . Three s p e c ific program emphases were o ffe r e d : 1. Urban H ea lth S cience C urriculum 2. Urban Education Systems C urriculum 3. Urban Community Development Curriculum The Department o f R ac ial and E th n ic S tud ies was (and is ) j o i n t l y ad m in istered by th e C o lleg e o f S o c ia l Science and th e C ollege o f Urban Development. I t was designed to t r a i n stu d en ts to address 24 problems o f in e q u a lity re s u ltin g from ra c ia l and ethnic discrim ina­ tio n . Two s p e c ific program emphases were o ffered : 1. Racial and Ethnic Studies Curriculum 2. C o n flic t In terven tio n and Change Curriculum A f ie ld experience program fo r the College o f Urban Develop­ ment was designed to provide students with p ra c tic a l experience in urban problem solving and the opportunity to develop p a rtic u la r s k ills . F ie ld experience is required o f a l l majors. Through the Center fo r Urban A ffa ir s , which was retained as the th ird component of the College, fa c u lty and students o f the Col­ lege o f Urban Development engage in a broad spectrum o f service and research projects re la te d to improving the q u a lity of urban l i f e and a lle v ia tin g ra c ia l and ethnic in ju s tic e . In a "Report o f Programs and A c tiv itie s " of the College of Urban Development fo r the year 1974, Dean Robert L. Green spoke o f plans fo r the fu tu re : In addition to constant strengthening o f the urban development undergraduate program, the college hopes to develop a m u lti­ d is c ip lin a ry graduate program. Students working toward a gradu­ ate level degree would draw upon expertise w ith in the College of Urban Development and from other colleges and departments w ith in the u n iv e rs ity . To provide a strong foundation fo r a graduate program, the college w ill continue to strengthen it s research base, making research options a v a ila b le to the fa c u lty and to graduate stu­ dents. . . We expect the c o lle g e 's programs to grow and to change in the fu tu re to meet the changing needs o f our c it ie s and to improve the q u a lity o f l i f e fo r the growing number o f people who liv e th ere. 25 As o f 1977-78, plans were s t i l l being developed fo r a graduate program in the College o f Urban Development. The undergraduate pro­ gram has retained it s essential c h a ra c te ris tic s thus fa r in the l i f e o f the College, although some c u rric u la r revisions are projected be­ ginning in the academic year 1978-79. Research a c tiv itie s have con­ tin ued, as have service programs, c h ie fly coordinated through the Center fo r Urban A ffa ir s . B rie f Description o f the College o f Urban Development as I t Existed in the Academic Year 1977-78 The College o f Urban Development is an academic community com­ posed o f ad m in istrative o ffic e r s , fa c u lty , s t a f f , students, and grad­ uate assistan ts. The ad m in istra tive o ffic e rs include the Dean, his two adminis­ tr a tiv e a s s is ta n ts , the chairpersons o f the two departments, the D i­ recto r of the Center fo r Urban A ffa ir s , and the D irecto r o f Student A ffa irs . In the Department o f Urban and M etropolitan Studies, the chairperson is a black female. Also lis te d in th is department are three f u l l professors, s ix associate professors, four assis tan t professors, and one in s tru c to r. Of these fo u rteen , twelve hold the Ph.D. degree, one holds the M.D. degree, and one holds the L.L.D . degree. Four o f the professors, o f whatever rank, are black, and nine are w hite. The In s tru c to r 1s black. addition to the chairperson; There are two females, in both o f them are also black. Faculty 26 members in the Department o f Urban and M etro po litan Studies range in age from the tw enties to the s ix tie s . The m a jo rity are between t h i r t y and fo r t y . In the Department o f Racial and Ethnic S tud ies, the ch airp e r­ son is a w hite male. Also lis te d in th is department, the sm aller o f the two, are the fo llo w in g : one f u l l p ro fesso r, two associate pro­ fesso rs, th ree a s s is ta n t professors, and th re e in s tru c to rs . w ith rank above in s tr u c to r , a l l hold the Ph.D. degree. holds the J.D . degree. Of those One also The three in s tru c to rs are Ph.D. candidates. Of the s ix vario usly-ran ked professors, two are w h ite , three are b lack , and one is Chicano. c a n ), and one is Chicano. Two in s tru c to rs are Indian (n a tiv e Ameri­ One o f the associate professors is a black fem ale, making a to ta l o f fo u r fem ales, a l l b lack , on the cur­ re n t fa c u lty o f the College o f Urban Development. As in the case o f the Department o f Urban and M etropolitan S tu d ies , the ages o f the fa c u lty members in the Department o f Racial and Ethnic Studies range from the tw enties to one person over s ix ty ; again, the m a jo rity are between t h ir t y and fo r t y . Academic d is c ip lin e s represented in the cu rren t fa c u lty o f the Department o f Urban and M etropolitan Studies are these: geography, educational psychology, counseling psychology, socio logy, urban plan­ nin g , social science, business a d m in is tra tio n , higher education, law , and human m edicine. Academic d is c ip lin e s represented in the cu rren t fa c u lty o f the Department o f Racial and Ethnic Studies are the fo llo w in g : h is to ry , 27 anthropology, American c u ltu re , r h e to r ic , socio logy, educational psy­ chology, social science, education, and social psychology. In ad d itio n to fa c u lty described above, there are other Uni­ v e rs ity fa c u lty members who hold jo in t appointments and teach occa­ sional classes or serve other functions. The Center fo r Urban A ffa irs is headed by a d ire c to r and in ­ cludes a D ire c to r o f Community Development Programs and a F ie ld Ex­ perience Coordinator. As o f th is academic year (1 9 7 7 -7 8 ), an evalu­ a tio n s p e c ia lis t is also a member o f the s t a f f of the Center. The d ire c to r o f th e Center is b lack , as is the evalu atio n s p e c ia lis t. The two other a d m in is tra tiv e positions are held by w hites. A ll are males. The Urban Counseling Program is a f f i l i a t e d w ith the College o f Urban Development. The Executive D ire c to r is a black male, holding a Ph.D. degree, and the D ire c to r o f T rain in g is a black fem ale, also holding a Ph.D. degree. The s e c re ta ria l s t a f f is a l l fem ale, o f whom seven are black, nine are w h ite , and one is Chicano. Ages range from tw enties to s ix tie s . There are c u rre n tly 59 graduate students supported by the Col­ lege o f Urban Development. Of these, 32 are female and 27 male. They range 1n age from tw enties to s ix tie s . T h ir ty -th r e e are black, tw enty-three are vthlte, two are Chicano, and one is American Indian. Several o f the blacks are students from A fric a . Since the College o f Urban Development does not y e t o f fe r a program o f graduate s tu d ie s , a l l o f these graduate assistan ts are 28 e n ro lle d 1n other colleges o f the u n iv e rs ity , although supported by CUD funds. The fo llow ing l i s t in d ica tes the placement o f the gradu­ ate students in the spring o f 1978: Communication Arts/Sciences 3 Social Science 20 Education 27 A g ric u ltu re /N a tu ra l Resources 3 Human Ecology 2 Business 2 Natural Science 2 The College is housed in Owen Graduate C enter, using the en­ t i r e f i r s t flo o r o f the west wing, as w ell as the basement. The o f­ fic e s o f the Evaluation S p e c ia lis t associated w ith the Center fo r Ur­ ban A ffa ir s are on the second flo o r o f the graduate cen ter. The Department o f Racial and Ethnic S tud ies, the Student A ffa ir s O ffic e , the Center fo r Urban A f f a ir s , and the copy room are in one se ctio n ; the o ffic e s o f the Dean, the Department o f Urban and M etro po litan S tud ies, and a larg e conference room are in the other s e ctio n . In the basement are o ffic e s o f the National In s tit u te of Mental Health P ro je c t, a lounge, in d iv id u a l o f fic e s , the E x p e rien tial Education Program o f f ic e , and the CUD lib r a r y and reading room. Some o f the programs developed by the Center fo r Urban A ffa irs are housed in the Lansing CUA Extension C enter, commonly re fe rre d to as the LeJon B uilding . Other programs o f the CUA are held in various 29 s ite s on the campus, in the surrounding community, and in other areas o f the s ta te and n atio n. One s ig n ific a n t outreach program o f the College o f Urban De­ velopment is it s re la tio n s h ip w ith the M artin Luther King, J r. Center fo r Social Change in A tla n ta . Through the years since 1969, when both the King Center and the Center fo r Urban A ffa irs were g e ttin g underway, the two in s titu tio n s have shared resources and personnel to cooperate on programs o f mutual concern, such as j o in t sponsorship o f national conferences on education, on v io le n c e , and on unemployment. The jo in tly -sp o n so red In te r-U n iv e rs ity Consortium o f fa c u lty and s tu ­ dents from a number o f leading colleges and u n iv e rs itie s across the country has helped to focus a tte n tio n on the ro le o f higher education in confronting contemporary social problems. During the academic year 1976-77, the D ire c to r o f the Center fo r Urban A ffa irs was on f u ll- t im e leave to serve as actin g a d m in is tra tiv e o f f ic e r fo r the Center. The King Center provides in tern sh ip o p p o rtu n ities fo r numer­ ous students from the College o f Urban Development fo r t h e ir e x p e ri­ e n tia l education requirem ent. O ffic e rs and board members o f the King Center have appeared fre q u e n tly on College-sponsored programs, such as the Urban Forum s e rie s . As observed in 1977-78, the College o f Urban Development was a community o f fa c u lt y , students, s t a f f , and graduate a s s is ta n ts , representing both sexes and various races, ethnic backgrounds, n a tio n ­ a l i t i e s , d is c ip lin e s , in te r e s ts , experiences, and age groups, and a l l Involved 1n various o f the C ollege's c u rric u la r programs o f in s tru c ­ t io n , research, and s e rv ic e . 30 Summary In th is chapter, the need fo r undertaking th is study has been discussed and the purpose s ta te d . A d e scrip tion o f the methodology to be employed has been set fo r t h , followed by a statement o f the scope and overview o f the study. The lim ita tio n s have been noted and the s ig n ific a n c e o f the p ro je c t o u tlin e d . F in a lly , a b r ie f h is ­ to ry and a short d escrip tio n o f the College o f Urban Development a t Michigan S tate U n iv e rs ity have been presented. In Chapter I I , per­ tin e n t lit e r a t u r e w ill be reviewed, leading to an explanation o f the development o f the device which w ill be used as a screen in the de­ sign o f the study. CHAPTER I I REVIEW OF RELATED LITERATURE In order to consider the question o f relevancy o f c u rric u la r programs to c r i t i c a l so c ie ta l problems— in th is case, those problems found most n o ticeab ly in urban areas— i t is necessary to attempt to id e n tify which so c ie ta l problems appear to be most c r i t i c a l in our contemporary n atio nal l i f e . As suggested e a r l i e r , many o f these s o c ie ta l problems w ill be found in a l l areas o f the n atio n — urban, suburban, and r u r a l. Some w ill be more pressing than o th e rs , whether located in urban centers or ru ra l areas. As w ill be in dicated by some o f the w rite rs to be quoted in th is chapter, human social problems tend to be in t e r ­ re la te d . Problems o f h e a lth , housing, and unemployment are a ll In te r twined w ith each other and w ith other problems a ffe c tin g the liv in g conditions o f urban resid en ts. Furthermore, the problems which a f ­ fe c t urban residents also a ffe c t a l l c it iz e n s , whether they liv e in the c it ie s o r in the suburbs. problem. Education, fo r example, is everybody's Energy is everybody's problem. Id e n tify in g s p e c ific urban problems 1s made d i f f i c u l t because o f these fa c to rs . In a d d itio n , there is a lack o f unanimity in term inology. For example, problems in vo lvin g public order may be re fe rre d to as crim e, crim inal ju s t ic e , law enforcement, o r v io len ce. 31 N evertheless, in the 32 lit e r a t u r e on urban a f f a ir s o f the 1970s, i t 1s possible to draw r e f e r ­ ences in which urban social problems are id e n t ifie d . The terminology may vary and the l i s t s are not id e n t ic a l, but there are common themes which help to d efin e the c r i t i c a l so cietal problems o f our tim e. Procedures Used fo r Review The procedures to be followed in th is review w ill begin w ith the se lec tio n of a v a rie ty o f sources from which to draw several l i s t s o f s o c ie ta l problems. These li s t s w ill then be combined in to a com­ posite l i s t of a l l problems c ite d . In th is way, a master l i s t o f c r i ­ t ic a l problems w ill be developed, based on id e n tific a tio n by a spec­ trum o f categories o f a u th o ritie s . Although i t cannot be claimed th a t th is review is exh au stive, i t nevertheless brings together data from a re p re s e n ta tiv e sample o f a u th o rita tiv e sources. The to ta l l i s t o f id e n t ifie d problems w ill be combined in to subject areas in an attem pt to condense the l i s t and remove the d u p li­ cation in term inology. These subject areas w i l l then be organized In to fo u r categories representing emphasis. p lain e d . The basis fo r th is organization w ill be ex­ Using th is o rg a n iza tio n al framework, a frequency count w ill be shown, in d ic a tin g which problem areas would appear to be most pressing, 1n the judgment o f the a u th o ritie s c ite d . The fo u r-a re a emphasis framework w i ll be used as a screening device through which the programs o f the College o f Urban Development w ill be assessed fo r evidence o f relevancy to c r i t i c a l s o c ie ta l prob­ lems. 33 For each Item o f lit e r a t u r e reviewed, the w r ite r w i l l describe the procedure followed in drawing out the l i s t o f problems. Categories o f A u th o ritie s The sources consulted in compiling the composite l i s t are as fo llo w s : I. II. III. IV . V. V I. The Urban Involvement of Higher Education in the 1970s f t Report o f Four 1974 Regional Conferences sponsored by the O ffic e o f Urban A ffa irs o f the American Council on Education (Washington, D .C .: Department of Housing and Urban Development, 1974) A Study in Comparative Urban In d ic a to rs : Conditions in 18 Large M etropolitan A re a F Michael J. Flax (Washington, D. C.: The Urban In s t it u t e , 1972) Improving Urban America: A Challenge to Federalism (Washington, D .C .: Advisory Commission on In t e r governmental R ela tio n s, 1976) S tate o f the C itie s : 1975— A New Urban C ris is ? ("Washington, D. C .: National League o f C it ie s , 1976) D irecto ry o f Urban A ffa irs Inform ation and Research Centers compiled by E ric V . A. Winston in cooperation w ith M arilyn Trezise (Metuchen, New Jersey: The Scarecrow Press, 1970) Urban Publications A Bibliography d is trib u te d by the Council o f U n iv e rs ity In s titu te s fo r Urban A ffa ir s (Newark, Delaware: U n iv e rs ity o f Delaware, 1976) These various reports and compilations represent group fin d in g s . Also consulted were e ig h t books w ritte n since 1970 1n which urban problems are Id e n tifie d and discussed. books fo llo w . The t i t l e s o f these e ig h t 34 V II. Selected Books on Urban and Racial Problems W ritten Since 1970 1. Problems in P o lit ic a l Economy: An Urban Perspective David MT Gordon, e d ito r (Lexington, Massachusetts: D.C. Heath & Company, 1971) 2. P o lit ic a l Power and the Urban C ris is Alan Shank, e d ito r (Boston: Holbrook Press, 1973) 3. Racism and In e q u a lity : The P o licy A lte rn a tiv e s H a rre ll R. Rodgers, J r . , e d ito r (San Francisco: W. H. Freeman, 1975) 4. The Urban Predicament W illiam Gorham' and Nathan G la ze r, ed ito rs (Washington, D. C .: The Urban In s t it u t e , 1976) 5. Urban Problems: Psychological In q u irie s N e ll- C.HCalt and Sheldon S. Z a lk in d ,e d ito r s (New York: Oxford U n iv e rs ity Press, 1976) 6 . Urban P o litic s and P ublic P o lic y: The C ity in C ris is Stephen M. David and Paul E. Peterson, e d ito rs (New York: Praeger, 1973) 7. The Urban Prospect: P lanning, P o lic y , and S trate g ies fo r Change Melvin R. Levin (North S c ltu a te , Massachusetts: Duxbury Press, 1977) 8 . The Urban Challenge: Poverty and Race Robert L. Green (Chicago: F o l le t t Publishing Company, 1977) Review o f A u th o ritie s The w r ite r w ill review each o f these sources and draw from each a l i s t o f c r i t i c a l s o c ie ta l problems to be incorporated in to a composite l i s t representing a l l sources reviewed. 35 I . The Urban Involvement o f Higher Education in the 1970s A Report o f Four 19*74 Regional Conferences sponsored by the O ffic e o f Urban A ffa ir s o f the American Council on Education (Washington, D. C .: Department o f Housing and Urban Development, 1974) One e f f o r t to help in s titu tio n s o f higher education confront t h e ir r e s p o n s ib ilitie s w ith respect to urban problems was made by the O ffic e o f Urban A ffa ir s o f the American Council on Education. In the spring o f 1974, fo u r regional conferences were held to consider the theme: "The Urban Involvement o f Higher Education in the 1970s." In each o f the fo u r regional areas, the conferences were co-sponsored by e ig h t to ten host colleges and u n iv e r s itie s , representing a cross section of larg e and s m a ll, p restig io u s and r e la t iv e ly obscure, m a jo rity -b la c k and m a jo rity -w h ite in s tit u tio n s . A to ta l o f 868 deleg ates, including representatives o f 404 colleges and u n iv e r s itie s , 33 fe d e ra l government agencies, and 27 s ta te and lo cal government agencies, re g is te re d fo r the four confer­ ences. Of the in s tit u tio n a l re p re s e n ta tiv e s , 13 percent were p re s i­ dents o r ch an c ello rs , and 24 percent were provosts, v ic e -p re s id e n ts , deans, or d ire c to rs . The U. S. Department o f Housing and Urban Development made a grant to help make possible these conferences. p u b lic a tio n o f the re p o rt which fo llow ed. I t also sponsored the M artin D. Jenkins, D irecto r o f the O ffic e o f Urban A ffa ir s o f the American Council on Education, served as Conference D ire c to r and also as author o f the re p o rt. fo llo w in g excerpts seem p e rtin e n t to th is study: The 36 Taken together the conferences co n stitu ted the la rg e s t sin gle e f f o r t th a t has been made to consider the urban ro le o f higher education, (p . 2 ) College and u n iv e rs ity adm inistrators are v ir t u a lly unanimous in the view th a t urban involvement should be a function o f higher education, (p . 1) Each o f the keynote speakers sounded an o p tim is tic note about the need, d e s ire , and competency o f higher education in s titu tio n s to become a c tiv e ly involved in urban programs. Furthermore, they a ll agreed th a t the involvement need not diminish the accepted, t r a ­ d itio n a l ro les o f higher education— teaching, research, and pub­ l i c s e rv ic e . Rather, the modern urban co lleg e and u n iv e rs ity must lea rn to r e la te a l l th re e functions to contemporary l i f e . (p . 3) Other themes in the keynote addresses concerned the development o f "urban grant co lle g e s "— higher education in s titu tio n s th a t c lo s e ly resemble the nineteenth century a g ric u ltu ra l model--and the need fo r a c le a re r re la tio n s h ip between the human makeup o f colleges and u n iv e rs itie s and our urban environment, (p . 3) Urban problems are those o f so ciety a t la rg e : they are not the concern o f only higher education or lo cal government, (p . 3) Urban involvement is higher education; i t u n iv e rs ity , (p . 3) not simply an a t tr a c tiv e a lte r n a tiv e fo r is basic to the tr a d itio n a l functions o f the Higher education student bodies, a d m in is tra tiv e o f f ic e r s , and fa c u lty must become more re p re s e n ta tiv e o f the diverse ethnic and r a c ia l groups 1n m etropolitan areas, (p . 4) Colleges and u n iv e rs itie s must th in k in terms of making to ta l in ­ s t itu t io n a l commitments i f t h e ir urban involvement is to have a chance o f succeeding, (p . 6 ) Colleges and u n iv e rs itie s must make education more re le v a n t, and th is process should be s ta rte d e a rly in the educational career. (p . 6 } For the purposes o f th is study, the most c r i t i c a l quotation 1s th a t which summarizes what are deserving o f a tte n tio n . They are perceived to be those problems most stated on page 2, as fo llo w s : 37 The urban a f f a ir s program of a co lleg e or u n iv e rs ity re la te s to the In s tit u tio n 's involvement in the e n tir e range o f urban problems: the disadvantaged, race r e la tio n s , education, housing, employment, health s e rv ic e s , leg al s e rv ice s, law enforcement, c it y management, urban planning and design, tra n s p o rta tio n , eco­ lo g y, preparation o f students fo r urban occupations and fo r urban liv in g . Displayed v e r t ic a l ly , th is source provides the fo llo w in g l i s t o f urban problems which presumably need to be addressed by a c u rric u ­ lum which purports to be re le v a n t: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. II. the disadvantaged race re la tio n s education housing employment health services leg al services law enforcement c it y management urban planning and design tra n sp o rtatio n ecology preparation o f students fo r urban occupations and fo r urban liv in g A Study in Comparative Urban In d ic a to rs : Conditions in 18 Large Metropol 1tan Areas' RichaeY J. Flax (Washington, D. C .: The Urban In s t it u t e , 1972) The Urban In s tit u te was s ta rte d in A p ril o f 1968 w ith I t s main fin a n c ia l support coming from the Department o f Housing and Urban De­ velopment, the Department o f H e a lth , Education and W elfare, the O ffic e of Economic Opportunity, the Department o f Labor, and the Ford Founda­ tio n . Described as "the la rg e s t and fastest-g ro w ing th in k tank dedi­ cated s t r i c t l y to domestic problems," (Paul Dickson, Think Tanks, New York: B a lla n tin e Books, 1971, p. 234) the Urban In s t it u t e seeks to 38 address the spectrum o f urban problems. Besides actin g as a consul­ ta n t to governmental agencies, the in s t it u t e c a rrie s on various re ­ search and experimental programs, designed to provide s p e c ific Inform­ ation on urban problems. One ongoing research p ro je c t, begun in 1968, has attempted to measure the q u a lity o f l i f e in urban areas. In 1972, the Urban I n s t i ­ tu te published i t s fin d in g s in a rep o rt c a lle d A Study in Comparative Urban In d ic a to rs : Conditions in 18 Large M etro po litan Areas, w ritte n by Michael J. F lax. Fourteen so cial v a ria b le s were compared, w ith in d ica to rs used to measure each v a ria b le . For example, in fa n t m o rta lity ra te was used to measure h e a lth , and the robbery ra te was used to measure pub­ l i c order. In commenting on the s e le c tio n o f the q u a lity categories and the selected in d ic a to rs , the author s ta te s : We wanted to include q u a lity considerations fo r which there is general consensus r e la t iv e to t h e ir importance and d e s ira b le d i ­ re c tio n o f change. For in stan ce, th ere is widespread concern and in te r e s t regarding the amount o f crim in a l behavior, the s e v e rity o f a i r p o llu tio n and the s ta te o f the health o f our population. Furthermore, few would fa vo r ris in g le v e ls o f reported crim e, a i r p o llu tio n or in fa n t deaths. I n i t i a l l y , to keep th is study as simple as p o s s ib le , we s e le c t­ ed only one in d ic a to r fo r each q u a lity category. In some cases we could have obtained many measures; fo r in stan ce, in health as many as 60 In d ic a to rs . The fo llo w in g problem areas were used as in d ic a to rs in the ongoing q u a lity o f l i f e studies conducted by the Urban In s t it u t e . 39 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. III. unemployment poverty income housing h ealth mental health p u b lic order r a c ia l e q u a lity community concern c it iz e n p a r tic ip a tio n educational attain m ent tra n s p o rta tio n a i r q u a lity s o c ia l d is in te g ra tio n Improving Urban America: A Challenge to Federalism (Washington, D. C .: Advisory Commission on Intergovernm ental R e la tio n s , 1976) The Advisory Commission on Intergovernm ental R elation s (ACIR) was created by the Congress in 1959 to m onitor the operation o f the American fe d e ra l system and to recommend improvements. ACIR is a permanent n a tio n al b ip a rtis a n body rep resenting the executive and le g is la t iv e branches o f F e d e ra l, s t a te , and lo cal government and the p u b lic . In 1969 the Commission issued a re p o rt e n t it le d Urban America and the Federal System, in which a l l o f the Commission's fin d in g s and proposals r e la t in g to urban America were brought to g e th e r. The 1976 v e rs io n , here c it e d , is an update o f the e a r l i e r study. In Chapter I , under the heading "Urban America Today," the question is asked: 40 What are those problems, which, taken to g e th e r, comprise the agenda fo r a c tio n to Improve urban America? B r i e f ly , they are problems o f governmental services and fu n c tio n s , problems o f f i ­ nance, problems o f ju r is d ic t io n and power, problems o f urban de­ velopment and land use, and problems o f "special fu n ctio n govern­ ment." (pp. 2 -3 ) Under "Problems o f Services and Fu nction s," the re p o rt c ite s these problems: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. housing tra n s p o rta tio n p o llu tio n land crime education race unemployment poverty 'h e a lth Under "Problems o f Finance" these issues are mentioned: 11. ta x a tio n 12. urban aid Under "Problems o f J u ris d ic tio n and Power" are the fo llo w in g : 13. urban governance 14. ro le o f s ta te and fe d e ra l governments Under "Problems o f Urban Development and Land Use": 15. urban sprawl 16. land (mentioned e a r l i e r a ls o ) Under "Problems o f Special Function Government": 17. gran t programs 18. w e lfa re 41 IV . S ta te o f the C itie s : 1975— A New Urban C ris is ? (Washington, D. C .: N ational League o f C it ie s , 1976) The N ational League o f C itie s was founded in 1924. At present i t is comprised o f some 15,000 members rep resen tin g a l l 50 s ta te s . The preface o f th is re p o rt s ta te s : The S tate o f the C itie s re p o rt is a ...s u r v e y o f urban conditio n s and discussion o f po ssible fu tu re d ire c tio n s fo r n a tio n al urban p o lic y , produced by the O ffic e o f P o lic y A nalysis and De­ velopment, o f the N ational League o f C it ie s . This is the th ir d re p o rt in th is s e rie s . I t is p a rt o f the general e f f o r t o f the National League o f C itie s to c o n trib u te to th e development o f an e f fe c tiv e n a tio n a l urban p o lic y , (p. 1i ) On page 3 o f the te x t "trends in urban c o n d itio n s. o f th is r e p o rt, referen ce is made to Amongthe most im portant are the fo llo w in g :" 1. 2. 3. 4. 5. 6. 7. 8. 9. V. q u a lity o f l i f e * population employment income crime housing tra n s p o rta tio n environment energy D ire c to ry o f Urban A ffa ir s In form atio n and Research Centers compiled by E ric V. A. Winston in cooperation w ith M a rily n T re zls e (Metuchen, New Jersey: The Scarecrow Press, 1970) This p u b lic a tio n "seeks to bring to the a tte n tio n o f urban In th e N ational League o f C itie s R eport, the term " q u a lity o f l i f e " 1s elabo rated in a ta b le on page 30 as In c lu d in g a l l o f the fa c ­ to rs from 2 - 9 1n the above l i s t i n g . Because o f i t s la c k o f pre­ c is io n , th is term has been excluded from th e master l i s t . 42 researchers those o rg a n iz a tio n s , agencies and in s t it u t io n s which are a c tiv e ly involved in th e e ra d ic a tio n o f our urban i l l s . " (p . 5) In com piling the D ir e c to r y , q u es tio n n a ire s were sent to approx­ im ate ly 400 p o te n tia l respondents. Of th a t number, 259 q u estio n n aires were retu rn ed from the in s t it u t io n s q u e rie d . The instrum ent was de­ signed to c o lle c t evidence o f vario us kin d s , In c lu d in g a l i s t i n g o f "Urban Areas o f Concern." The w r it e r analyzed the index o f th is pub­ lic a t io n to determ ine those areas mentioned a t le a s t fo u r tim es by the responding in s t it u t io n s . An a lp h a b e tic a l l i s t i n g o f th e most fre q u e n tly c ite d areas is as fo llo w s : Problem Area 1 . a i r p o llu tio n 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 2 2. 23. community d e velo p m en t/o rg a n iza tio n drug use employment fin an ce government o rg a n iz a tio n h e a lth housing ju v e n ile delinquency land use m in o ritie s Model C itie s police-com m unity r e la tio n s population poverty p u b lic w e lfa re race r e la tio n s s a n ita tio n tra n s p o rta tio n urban education urban planning urban renewal w ater p o llu tio n Number o f L is tin g s 44 4 26 109 6 8 83 120 46 86 108 92 65 62 113 77 96 25 75 107 139 91 49 43 V I. Urban P u b lic a tio n s A B ib lio g ra p h y d is tr ib u te d by th e Council o f U n iv e rs ity In s t it u t e s f o r Urban A f f a ir s (Newark, Delaware: U n iv e r s ity o f Delaw are, 1976) The Council o f U n iv e r s ity In s t it u t e s f o r Urban A ffa ir s operates as a c le a rin g house f o r exchanges o f in fo rm a tio n , rese arch , and exper­ t i s e among i t s membership. In 1975 a l l CUIUA members were in v ite d to l i s t p u b lic a tio n s f o r a b ib lio g ra p h y . The p u b lic a tio n s are grouped by general s u b je c t. This su b ject l i s t i n g should in d ic a te another method o f d e riv in g a l i s t o f c r i t i c a l urban problems. P u b lic a tio n s in t h is b ib lio g ra p h y are lis t e d under to p ic s which appear to in clu d e areas o th e r than "problem s." Of the lis t in g s which appear to be in the category o f problem s, th e fo llo w in g are given: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. business and economics community s tu d ies c rim in a l ju s t ic e education environment government h e a lth housing land use planning p o p u latio n race r e la tio n s s o c ia l w e lfa re socioeconomic c o n d itio n s tra n s p o rta tio n Topics which do not appear to r e la t e to problem areas are the fo llo w in g : ( 1 ) a r c h ite c tu r e and d esig n , ( 2 ) b ib lio g ra p h ie s and d ir e c ­ t o r ie s , (3 ) general urban a f f a i r s , (4 ) m ethodology, and (5 ) program e v a lu a tio n . by "h o u sin g .") (" A rc h ite c tu re and design" Is considered to be subsumed 44 V II. S ele cte d Books on Urban and R acial Problems W ritte n Since tm 1. Problems in P o l i t i c a l Economy: An Urban P e rs p e c tiv e (1 971 ) In th e “General In tro d u c tio n " to t h is book, David M. Gordon s ta te s : To encompass th e urban c r i s i s , I have chosen e ig h t c r i t i c a l urban problems which seemed to dominate th e substance and tone o f th e c r is i s during th e 1960s. . . These are not our o n ly serio us domestic problem s, nor are they th e on ly problems w ith s p e c ia l s e v e r ity in urban a re a s . As Americans responded to urban prob­ lems in th e previou s decade, however, these e ig h t seemed to domi­ nate p u b lic a t t e n t io n , (p . x i i i ) P u b lic concern w ith these problems o fte n focused e x c lu s iv e ly on t h e i r v iru le n c e in c e n t r a l - c i t y g h e tto s , e s p e c ia lly b lack slums in th e N o rth . In t h is book, to o , I have paid s p e c ia l a t te n ­ tio n to c o n d itio n s in those g h e tt o s .. . (pp. x i i i - x i v ) The most e x p l i c i t and d ir e c t purpose o f th is b o o k ...is to p re ­ sent e ig h t s p e c ific urban problems as in e v it a b le consequences o f th e American c la s s and i n s t i t u t i o n a l s tr u c tu r e , (p . x iv ) The e ig h t s p e c if ic problem areas discussed in t h is book are as fo llo w s : 1. 2. 3. 4. 5. 6. 7. 8. employment education p o verty crim e h e a lth housing tra n s p o rta tio n environment The a u th o r's re fe re n c e to "b lac k slums" and " v iru le n c e in c e n t r a l - c i t y gh etto s" in d ic a te s th a t t h is book a ls o discusses ra c e . 9 . ra c e 45 V I I . Books (c o n tin u e d ) 2. P o litic a l Power and the Urban C ris is (1973) In the "Preface to the Second E d itio n ," e d ito r Alan Shank w rite s , "Four years have passed since the f i r s t e d itio n o f P o litic a l Power and the Urban C ris is was published. I remain convinced th a t the solution o f our c r it ic a l urban problems should be the n a tio n 's top p r io r it y ." (p. x i i l ) He fu rth e r comments in Chapter I , "Urban America," as follow s: The United States has indisputably become an urban nation. Our economic strength and productive capacity are concentrated in m etropolitan areas where more than tw o -th1rds o f our population now liv e s , (p. 3) In the Table o f Contents, Shank l i s t s under P art I I I , "The Urban C ris is ," the follow ing heading: "Urban Problems and P o lic ies of the 1960s": R io ts, P o lic e , Employment, Education, Housing, and Envi­ ronment. In the section c a lle d "The C itie s and the Federal System: Pub­ l i c P o lic ies fo r the 1970s," the follow ing problems are discussed: w elfare ("P re s id e n tia l Message on W elfare Reform") income ("NWRO Proposals fo r a Guaranteed Adequate Income") race ("The Suburbs Have to Open Th eir Gates") housing ("Federal P o lic ies and Equal Housing Opportunity") (also mentioned above) urban governance (" Is the Large C ity Becoming Ungovernable?") Problems set fo rth in these two sections are th e fo llo w in g : 1. 2. 3. 4. 5. r io ts p o lice employment education housing 6 . environment 7. w elfare 8 . income 9. race 10. urban governance 46 V I I . Books (c o n tin u e d ) 3. Racism and In e q u a lity : The P olicy A lte rn a tiv e s (1975) H a rre ll R. Rodgers, J r . , e d ito r o f th is book, states in the in tro d u c tio n , "Our goal is to convince the reader th a t social prob­ lems should and can be solved." (p. 1) He continues: Many ra c ia l problems are intertw ined w ith broader social and p o lit ic a l i l l s in our society th a t must be cured or co ntrolled i f ra c ia l in e q u a lity is to be d e a lt w ith . In a d d itio n , many ra c ia l problems, including school desegregation in some urban areas, the d ra s tic increase of black representation in c e rta in jobs in the near fu tu re , the m otivation of the most suppressed poor to p o l i t i ­ cal a c tio n , and saving the housing market in some o f our c it ie s , are almost in tra c ta b le problems. But they can be resolved, ( p . l ) In the p o stscript to th is c o lle c tio n o f essays, Rodgers comments fu rth e r: When c e rta in conditions p rev ail in our so c ie ty , a l l s u ffe r. For example, conditions such as racism spawn poverty and unemploy­ ment, which in turn propagate crim e, urban decay, and c it y aband­ onment. Recent reports reveal th a t the once in s u la tin g suburbs are no longer safe from serious crim e, taxes continue to increase to support inadequate and degrading w elfare programs, and c it ie s continue to d e clin e. The message is c le a r: We liv e in a f i n i t e world in which the conditions o f a l l people are in te r re la te d . (p. 188) Problems id e n tifie d from areas lis te d in the Table of Contents: 1. 2. 3. 4. 5. 6. 7. p o lit ic a l power ("The P o litic s o f D eprivation and Response") housing ("Housing and Racial Segregation") race ("Housing and Racial Segregation") employment ("Expanding Black Economic Rights") w elfare ("Expanding Black Economic Rights") education ("On In te g ra tin g the Public Schools") p o lice ("Conventional Police Reform P olicy and Racial H o s tility " ) 47 V I I . Books (c o n tin u e d ) 4. The Urban Predicament (1976) This book, edited by W illiam Gorham and Nathan G lazer, was published by the Urban In s tit u te in Washington, D. C. In the Preface, W illiam Gorham, President o f the Urban In s t it u t e , describes the book as follow s: The Urban Predicament is a volume in which a stable o f expert contributors bring together much o f what is known about some o f the c it y 's major problems. . . T h i s book does not present a com­ p le te p ictu re of the s itu a tio n in c it ie s . Rather, i t throws a number o f shafts of lig h t in to "areas of major concern." W ithin each chapter, the topics included are those which, in the opinion of the authors and the e d ito rs , are ju s t if ie d on the basis o f the follow ing c r it e r ia : ( 1 ) the to pic is important in th a t i t a ffe c ts many people or is on many people's minds; ( 2) i t is not tra n s ie n t; and (3 ) the authors bring to i t new in sig h t about the nature o f the problems, about th e ir m a lle a b ility , or about the e ffe c ts which d iffe r e n t courses of action have had or might have on them. (p. xv) As lis te d in the Table o f Contents, the cussed in 1. 2. 3. 4. 5. urban problems d is ­ th is book are the fo llo w in g : finance housing crime education tran sp o rtatio n Other problems, in te rre la te d w ith those lis t e d , are also d is ­ cussed in the various chapters. Throughout the book, the fa c to r of race is constantly re fe rre d to and thus may be assumed as a major problem. 6 . race 48 V I I . Books (c o n tin u e d ) 5. Urban Problems: Psychological In q u irie s (1976) The Preface sets fo rth the view o f the c o -e d ito rs , Neil C. Kalt and Sheldon S. Zalkind: American c it ie s seem to be caught in a web of increasingly in ­ tra c ta b le problems. For example, large numbers o f c it y dwellers are poor. Blacks continue to have less access to educational, employment, and housing opportunities than do whites. Many people liv e 1n dwellings th a t are badly in need of re p a ir. A d is tre s s ­ in g ly large proportion of lower-class children are not g ettin g an adequate education. The in d ivid u al and social costs o f drug use are considerable. Numerous crimes against people and property are committed. And the q u a lity o f many urban environments con­ tinues to declin e. Although these problems cannot be ameliorated without an in ­ fusion of larg e sums o f money, money provides no guarantee th a t the s tra te g ie s and ta c tic s chosen w ill work. Instead, the u t i l i t y o f d iffe r e n t s tra te g ie s w ill probably depend on how well we under­ stand each problem and the ways in which the several problems in te r a c t, and how c a re fu lly those s tra te g ie s are designed and ca rrie d out. (p. v i i ) Problem areas discussed 1n th is book, as revealed by the Table o f Contents, are the fo llow ing: 1. 2. 3. 4. 5. 6. 7. 8. race ("P rejudice and Racism") poverty housing education drug use crime r io ts ("Ghetto R iots") environment ("E ffe c ts o f the Urban Environment") 49 V II. Books (c o n tin u e d ) 6 . Urban P o litic s and Public P o lic y : The C ity 1n C ris is (1973) In tro du cto ry comments in th is p u b lic atio n include the fo llo w in g from c o -e d ito rs Stephen M. David and Paul E. Peterson: The study o f urban p u b lic p o lic y can...m ake an im portant con­ tr ib u tio n to our understanding o f power re la tio n s in American c it ie s . By looking a t how s p e c ific urban p o lic ie s are made and the consequences these p o lic ie s have f o r the liv e s o f d iffe r e n t groups liv in g in a m etropolitan a re a , we can see whether govern­ ment responds to the needs and a s p ira tio n s o f unorganized and poorer groups in our s o c ie ty , or whether 1t lis te n s p rim a rily to the demands o f the a fflu e n t and/or narrowly focused special in te r e s ts . . . Government seems incapable of responding to w idely recognized problems, and c itiz e n s fe e l they are unable to in ­ fluence it s d ire c tio n . These dual but in te r re la te d problems of urban governance and c itiz e n p a rtic ip a tio n l i e a t the p o lit ic a l heart o f the urban c r is is , (p . x i i ) The Table o f Contents id e n t ifie s the fo llo w in g problem areas discussed in th is book: 1. urban governance ("Can C itie s Be Governed?") 2. c it iz e n p a rtic ip a tio n ("Can C itize n s Be Represented?") 3. housing ("The P o litic s o f Housing") 4. tra n s p o rta tio n ("The P o litic s o f T ran spo rtatio n") 5. education ("The P o litic s o f Urban Education") 6 . p o lic e ("Urban P o lit ic s and the P o lic e ") 7. race ("Black Power and C o a litio n P o lit ic s " ) 8 . p o lit ic a l power ("Black Power and C o a litio n P o litic s " ) 50 V I I . Books (c o n tin u e d ) 7. The Urban Prospect: Planning, P o lic y , and S tra te g ie s fo r Change (1977) Melvin R. Levin w rite s in the P reface, "This book id e n t ifie s problems and suggests programs which promise genuine r e l i e f fo r some o f the d is tre s s o f th is urban nation in the m id-1970s." (p . x) In the In tro d u c tio n , Levin goes on to say: This volume appears a t a time o f c ru c ia l change. . . In the mid-1970s our problems are a serious business recession, the de­ te r io r a tin g environment, decaying c i t i e s , and tense race r e la ­ tio n s . But th ere is no obvious in d ic a tio n o f a national consensus coalescing around a program, a le a d e rs h ip , or a powerful th ru s t to meet desperate s itu a tio n s . . . Perhaps the most vexing problem confronting the nation as we lurch toward the 1980s is the pros­ pect o f enormous regional decay, as the balance s h ifts toward the Southwest and against the old er in d u s tr ia l areas in the north­ east quadrant o f the country. I t 1s one thing to w rite o f f New­ a rk , and q u ite another to face the prospect o f deepening economic and urban obsolescence in a l l o f New Jersey--and New York and New England and, indeed, much o f the Midwest. There is l i t t l e hope o f a massive natio nal e f f o r t s o le ly to save the ce n tral c i t i e s , e s p e c ia lly w ith dubious prospects o f success. But when tens o f m illio n s o f voters are In volved, including legions o f respectable suburban conservatives, abandoning areas to regional decay seems less l i k e l y . Nevertheless the prospect o f a convulsive national e f f o r t to t i l t su b stan tial growth away from the Sunbelt states is one th a t staggers the im agination. On the other hand, the idea o f benign neglect o f a s iz a b le chunk o f the middle class 1s e q u a lly frig h te n in g to the p ra c tic in g p o lit ic ia n , (p . 19) Problem areas discussed in th is book, as revealed by the Table o f Contents, are the fo llo w in g : 1. 2. 3. 4. population ("Population Trends: O pportunities f o r the 1980s") land use ("Land Uses: Room fo r Improvement") employment ("Manpower: Is F u ll Employment Feasible?") race and e th n ic ity ("N avigating the Race and Ethnic Mine­ f ie ld " ) 5. education ("The Public School System: Broken E scalator fo r M in o ritie s ? " ) 6 . crime ("Crime: Everybody's Issue") 7. urban governance ("Governing Urban Areas: Managing the Un­ manageable?") 51 V I I . Books (c o n tin u e d ) 8 . The Urban Challenge: Poverty and Race (1977) Author Robert L. Green w rite s in the In tro d u ctio n : I t is im portant to keep in mind th a t poverty and racism are not e x c lu s iv e ly black problems. Unemployment, crim e, w e lfa re , and other problems of urban l i f e a f fe c t a l l c it iz e n s , o f whatever race or n atio nal o rig in and regardless o f whether or not they happen to be liv in g in the c it i e s . The problems are broad ones th a t even the a fflu e n t in suburban areas cannot escape. W elfare, fo r example, is a statew ide and a natio nal problem. No m atter where we l i v e , we p a r tic ip a te in supporting a w e lfa re system. We a l l share in paying the p ric e to m aintain prisons, where we in ­ carcerate fe llo w human beings who become enmeshed in the crim inal " ju s tic e " system. We are a l l p a rt o f the fa b r ic of th is so cie ty. (P- I D This book.. .r e f le c t s my b e lie f th a t social s c ie n tis ts must a t ­ tempt to bridge th e gap between academic l i f e and the struggle to upgrade th e q u a lity o f l i f e fo r a l l poor people irre s p e c tiv e o f race , r e lig io n , or eth n ic o r ig in , (p . 11) Problems discussed in th is book, as revealed by the Table o f Contents, are the fo llo w in g : 1. poverty 2 . unemployment 3. w elfare 4. law enforcement 5. urban finance 6 . housing 7. education 8 . h ealth care 9. p o lit ic a l power ("Prospects fo r Change") 10. ra c e ( t i t l e : " P o v e rty and Race") 52 A composite 11st o f a l l problems c ite d by the authors and e d i­ to rs o f the e ig h t books resiearched is as fo llow s: 1. c itiz e n p a rtic ip a tio n 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. crime drug use education employment environment finance health housing 1ncome land use law enforcement p o lice p o lit ic a l power population poverty race r io ts tra n s p o rta tio n unemployment urban governance w elfare I t is probable th a t in most o f the books a t le a s t passing re ference was made to a l l or most o f the 22 items lis t e d . However, us­ ing the procedures o u tlin e d above, these 22 items have emerged as a set o f c r i t i c a l urban social problems id e n t ifie d by one or more o f the authors o f the e ig h t books researched. Combining terms in th is l i s t in order to avoid d u p lic atio n provides the fo llo w in g l i s t o f th irte e n item s. Table 2.1 on .the f o l ­ lowing page in d ica tes the frequency w ith which the various problem areas were c ite d by the authors o f the e ig h t books consulted fo r th is p ro je c t. 53 TABLE 2.1 FREQUENCY OF TREATMENT OF PROBLEM AREAS IN EIGHT BOOKS ON URBAN AND RACIAL PROBLEMS WRITTEN SINCE 1970 Problem 1 2 3 4 5 6 7 8 1. crime (p o lic e , r io t s , law e n f. ) X X X X X X X X 2. education X X X X X X X X 3. employment/unempl./income X X X X X 4. environment X X X 5. finance X X 6 . health (drug use) X 7. housinq/land use X X X X 8 . p o lit ic a l p o w e r/c itiz . p a r tic . X X X X X 10. p o verty/w elfare X X X 11. race X X X 12. tran sp o rtatio n X Key: 1. 2. 3. 4. 5. 6. 7. 8. X X X X 9. population 13. governance X X X X X X X X X X X X X Problems in P o lit ic a l Economy— Gordon P o lit ic a l Power and the Urban C ris is — Shank Racism and In e q u a lity — Rodgers The Urban Predicament— Gorham and Glazer Urban Problems: Psychological In q u irie s — K a lt and Zalkind Urban P o litic s and Public P o lic y— David and Peterson The Urban Prospect— Levin The Urban Challenge: Poverty and Race— Green 54 A composite l i s t o f (1 ) a l l terms mentioned by the s ix sources representing group e f f o r t s , plus ( 2) a l l terms mentioned by the authors o f the e ig h t books researched is as fo llo w s : 1. a i r p o llu tio n 2 . a i r q u a lity 3. business 4. c it iz e n p a r tic ip a tio n 5. c it y management 6 . community concern 7. community development 8 . community o rg a n iza tio n 9. community p a r tic ip a tio n 10. community studies 11. crime 12. crim in a l ju s tic e 13. desegregation 14. disadvantaged 15. drug use 16. ecology 17. economics 18. education 19. employment 20. energy 21. environment 22. e th n ic ity 23. finance 24. government 25. government o rg a n iza tio n 26. gran t programs 27. h ealth 28. housing 29. income 30. in n e r -c ity decay 31. in n e r -c ity d e te rio ra tio n 32. in s e c u rity 33. ju v e n ile delinquency 34. land use 35. law enforcement 36. le g a l services 37. mental h ealth 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. m in o ritie s Model C itie s planning p o lic e police-community re la tio n s p o l i t i c a l power p o llu tio n p rep aratio n o f students fo r urban o rg a n iza tio n s and fo r urban liv in g population poverty p u b lic order race race re la tio n s r a c ia l e q u a lity r io ts ro le o f s ta te and fed eral governments s a n ita tio n s o cia l d is in te g ra tio n so cia l w e lfa re socio-economic conditions ta x a tio n tra n s p o rta tio n unemployment urban aid urban design urban development urban governance urban planning urban renewal urban sprawl vio len ce w ater p o llu tio n w e lfa re 55 In the fo llo w in g , the to ta l l i s t o f 170 terms is organized in to 13 su b ject areas: 1 . community o rg a n iza tio n c it iz e n p a r tic ip a tio n community concern community development community p a r tic ip a tio n community studies p o lit ic a l power 2 . education desegregation prep aratio n o f students 3. employment income unemployment 4. environment a i r p o llu tio n a i r q u a lity ecology energy p o llu tio n s a n ita tio n w ater p o llu tio n 8 . poverty disadvantaged so cia l w e lfa re w e lfa re 9. p u b lic order crime c rim in a l ju s tic e in s e c u rity ju v e n ile delinquency law enforcement le g a l services p o lic e police-community re la tio n s r io ts so cia l d is in te g ra tio n vio len ce 10. race e th n ic ity m in o ritie s race re la tio n s r a c ia l e q u a lity 11. tra n s p o rta tio n 5. h ealth drug use mental h ealth 6 . housing in n e r -c ity decay in n e r -c ity d e te r io r a tio n land use Model C itie s planning urban design urban development urban planning urban renewal 7. population 12. urban economics business finance g ran t programs socio-economic conditions ta x a tio n urban aid 13. urban governance c it y management government government o rg a n iza tio n ro le o f fe d e ra l and s ta te governments 56 C ategories o f Problem Areas The o rg a n iza tio n o f the various su bject areas in to categories o f emphasis is adapted from the o rg a n iza tio n employed in P o licy Studies Review Annual, Volume I , 1977, e d ite d by S tu a rt S. Nagel (B everly H i l l s : Sage P u b lic a tio n s , 1977). In the In tro d u c tio n to th is anthology, Nagel w r ite s , "There was a high consensus among the responding members o f the e d it o r ia l board* co n cern ing .. . the general categ o ries in the ta b le o f co n tents." (p. 12) The Table o f Contents is organized in to two major p a rts . P art I is c a lle d "General Approaches to P o lic y S tu d ie s ," and P a rt I I is c a lle d "S p e c ific P o lic y Problems." The o rg a n iza tio n is based on P art I I . The "S p e c ific P o lic y Problems" were d ivided In to fo u r ca te­ g o rie s : A. Problems w ith a P o lit ic a l Science Emphasis B. Problems w ith an Economics Emphasis C. Problems w ith a Sociology-Psychology Emphasis D. Problems w ith a N atural Science or Engineering Emphasis Under these general c a te g o rie s , sub-categories are lis t e d . Under "Problems w ith a P o lit ic a l Science Emphasis," f o r example, the sub-categories are Foreign P o lic y , Defense and Arms P o lic y , E lec­ to r a l P o lic y , L e g is la tiv e Reform, and C iv il L ib e r tie s . * E d it o r ia l Advisory Board lis t e d on fo llo w in g page 57 E d ito r ia l Advisory Board, P o lic y Studies Review Annual, Volume 1 , 1977 (B everly H ills : Sage P u b lic a tio n s ) C lark C. A b t, Abt A ssociates, Cambridge, Massachusetts Robert F. Boruch, Department o f Psychology, Northwestern U n iv e rs ity Garry D. Brewer, School o f O rganization and Management, Yale Univ. James S. Coleman, Department o f Sociology, U n iv e rs ity o f Chicago John P. C recin e, C ollege o f Humanities and Social Sciences, C arnegieMellon U n iv e rs ity Bleddyn D avis, Personal S ocial Services Research U n it, U n iv e rs ity o f Kent a t Canterbury, England Yehezkel D ro r, P ublic A d m in istratio n Program, Hebrew U n iv e r s ity , Is r a e l Am itai E tz io n i, Center fo r P o lic y Research, New York H. George Frederickson, P re s id e n t, Eastern Washington U n iv ., Cheney Nathan G la ze r, Graduate School o f Education, Harvard U n iv e rs ity Robert Haveman, Department o f Economics, Univ. o f Wisconsin-Madison W illis D. Hawley, In s t it u t e o f P o lic y Studies and Publ. A f f a ir s , Duke Werner Z. H irsch , Dept, o f Economics, Univ. o f C a l i f . , Los Angeles Irv in g Louis H orow itz, Dept. Sociology, Living sto n C o lle g e , Rutgers Dorothy James, Dept. P o lit ic a l Science, V ir g in ia P olytechnic In s t it u t e Charles 0. Jones, Dept, o f P o lit ic a l Science, U n iv e rs ity o f P ittsb u rg h Michael W. K ir s t, School o f Education, S tanford U n iv e rs ity Robert Lampman, Dept, o f Economics, U n iv e rs ity o f Wisconsin-Madison Sar A. L e v ita n , Center f o r Manpower P o lic y S tu d ie s , Geo. Wash. Univ. Laurence E. Lynn, J r . , P ublic P o lic y Program, Kennedy School o f Government, Harvard U n iv e rs ity Giandomenico Majone, In te rn a tio n a l In s t it u t e fo r Applied Systems A n a ly s is , Laxenburg, A u s tria J u liu s M a rg o lis , School o f Social Science, Univ. o f C a l i f . , Ir v in e Arnold J. M e lts n e r, Grad. School o f P ublic P o lic y , U. o f C a l. , Berk. S tu a rt S. N agel, Dept, o f Pol i t . Science, Univ. o f 1 1 1 ., Urbana-Cham. Richard Nelson, In s t it u t e f o r P o licy S tu d ie s , Yale U n iv e rs ity Mancur Olson, Department o f Economics, U n iv e rs ity o f Maryland A lb e rt P epitone, Dept, o f Psychology, U n iv e rs ity o f Pennsylvania Thomas J . P e ttig re w , Dept, o f Psych, and S ocial R e is ., Harvard Univ. Edward S. Quade, I n t . In s t, fo r Applied Systems A n a ly s is , Laxenburg, A u stria Bertram H. Raven, Dept, o f Psychology, Univ. o f C a l i f . , Los Angeles Rodney J . Reed, School o f Education, U n iv e rs ity o f C a l i f . , Berkeley Richard Rose, Dept, o f P o lit ic s , Univ. o f S tra th c ly d e , Glasgow, S c o tl. P eter H. R ossi, Department o f Sociology, U n iv e rs ity o f Massachusetts Lawrence Seidman, Dept. Economics, U n iv e rs ity o f Pennsylvania Gordon T u llo c k , Center fo r Study o f P ublic Choice, Va. P olytech. In s t. Carol H. Weiss, Bureau o f Applied Social Research, Columbia Univ. David A. Wise, Kennedy School o f Government, Harvard U n iv e rs ity Charles W olf, The Rand C o rp o ratio n , Santa Monica, C a lifo r n ia 58 Based on the Table o f Contents o f the P o lic y S tudies Review Annual, and the exp la n ato ry notes provided a t the beginning o f each c h a p te r, the fo llo w in g c a te g o riz a tio n o f problem areas is d e riv ed : A. Problems w ith a P o lit ic a l Science Emphasis 1. 2. 3. 45. Foreign P o lic y Defense and Arms P o lic y E le c to ra l P o lic y L e g is la tiv e Reform C iv il L ib e r tie s B. Problems w ith an Economic Emphasis 1. R eg u latio n * Unemployment In f la t io n 2. Housing and Land Use 3. T ra n s p o rta tio n and Communication 4. Taxing and Spending C. Problems w ith a Sociology-Psychology Emphasis 1. 2. 3. 4. 5. Poverty and W elfare B lacks, Women, and O ther M in o r itie s Crime and C rim inal J u s tic e Education P opulation P o lic y D. Problems w ith a N atu ral Science o r Engineering Emphasis 1. 2. 3. 4. 5. Science and Technology H ealth P o lic y Environmental P ro te c tio n Energy P o lic y A g r ic u ltu r a l P o lic y "The p o lic y f i e l d o f economic re g u la tio n m ainly covers the problems in vo lved in governmental e f f o r t s to reduce unemployment and in f la t io n and thereby keep th e economy prosperous." (p . 263) 59 Using t h is framework o f c a te g o r iz a tio n , th e t h ir t e e n problem areas thus f a r id e n t if ie d would be arranged as fo llo w s : A. P o lit ic a l Science Emphasis 1 . community o r g a n iz a t io n /p o lit ic a l power 2 . urban governance B. Economic Emphasis 3. housing/land 4. tr a n s p o rta tio n 5. unemployment/income 6 . urban econom ics/finance C. Sociology-Psychology Emphasis 7. education 8 . po p u latio n 9. p o v e rty /w e lfa re 1 0 . p u b lic o rd e r/c rim e 11. r a c e /e th n ic ity /m in o r itie s D. N atu ral Science o r Engineering Emphasis 1 2 . environm ent/energy 13. h e a lth 60 F i n a l l y , by c o lla p s in g c e r ta in items lis t e d in th e Pol ic y S tud ies Review Annual and combining them w ith th e l i s t o f problem areas d e riv e d from th e review o f th e l i t e r a t u r e as d e t a ile d , a fram e­ work is ob tained which w i l l be used as th e screening device in t h is study. Th is framework is as fo llo w s : A. P o l i t i c a l Science Emphasis 1 . c iv il lib e r tie s 2 . comnunity o r g a n iz a t io n /p o lit ic a l process (subsuming " e le c to r a l p o lic y " ) 3. fo re ig n p o lic y (subsuming "defense and arms p o lic y " ) 4. governance (subsuming " l e g i s l a t i v e refo rm ") B. Economics Emphasis 5. 6. 7. 8. econo m ics/finance (subsuming "ta x in g and spending") h o using/land tra n s p o rta tio n /c o m m u n ic a tio n u n e m p lo ym en t/in c o m e/in flatio n C. Sociology-P sychology Emphasis 9. 10. 11. 12. 13. education p o p u latio n p o v e rty /w e lfa re p u b lic o r d e r/c rim e /c r im in a l ju s t ic e ra c e /e th n i c i ty /m i n o ri t i es/women D. N a tu ra l Science Emphasis 14. 15. 16. 17. a g r ic u lt u r e en vironm ent/energy h e a lth s c ie n c e /te c h n o lo g y T a b le 2 . 2 , which fo llo w s , In d ic a te s th e frequency o f c it a t io n o f urban problems by th e va rio u s c a te g o rie s o f a u th o r itie s researched in th e development o f th e screening d e v ic e . 61 TABLE 2.2 FREQUENCY OF CITATION OF URBAN PROBLEM AREAS BY AUTHORITIES RESEARCHED Problem 1 A. P o lit . Science Emphasis 1. c i v i l lib e r tie s 2 . comm. o r g ./p o lit . 3. fo reign policy 4. governance B. Economics Emphasis 5. econ./finance 6 . housing/land 7. transp./communic. 8 . unem pl./incom e/inf 1 . C. Sociology-Psychology 9. education 1 0 . population 11. po verty/w elfare 1 2 . public order/crim e 13. ra c e /e th ./m in . D. Natural Science Emph. 14. a a ric u ltu re 15. environ./energy 16. health 17. science/tech. Key: 1. 2. 3. 4. 5. 6. 7. 2 3 4 Total 5 6 7 Top 10 X X X X X X 5 X 0 X 4 0 X X X X X X X X X X X 3 7 X X X X X X X X 1 X X X X X X X 6 X X X X X X X X X 6 X X 3 6 7 X 6 X X X X X X X X X X X X X X X X X X X * X X X X X X X X X X X 0 7 X X X X 6 X 0 Report of Four Regional Conferences, 1974 Urban In s tit u te Research, 1972 to present Advisory Committee on IntergovernmentalR ela tio n s, 1976 National League o f C itie s Report, 1976 Urban A ffa irs Centers D ire c to ry , 1970 Bibliography o f CUIUA, 1976 Composite Judgment o f Eight Books on Urbanand RacialProblems Published since 1970 X 62 I t 1s lik e ly th a t the groups and in d iv id u a ls responsible fo r the reports and other m ate ria ls c ite d in th is review would agree th a t a ll o f the problem areas mentioned on the fin a l l i s t were o f some im­ portance in the urban scene. They might also be able to in dicate ways in which th e ir p a rtic u la r studies addressed, e ith e r d ir e c tly or in d ir e c t ly , the m ajo rity o f items on the l i s t . However, using the procedures o u tlin ed in th is chapter, the w r ite r has derived th is p a rtic u la r lis t in g o f social problems and has noted the frequency w ith which the problems were id e n tifie d by the a u th o ritie s researched. Four of the problems were not mentioned by any of the other sources consulted but are on the chart by v irtu e of being included in the lis t in g o f p o licy problems in the P olicy Studies Review Annual. These items ( c iv il l ib e r t ie s , fo reign p o lic y , a g ric u ltu re , and science/technology) are lis te d in order to provide a more comprehen­ sive range o f problem areas through which to screen the c u rric u la r programs o f the educational in s titu tio n being studied. As indicated in Table 2 .2 , there were ten problems refe rred to w ith g re a te r frequency than the others. These "top ten" w ill be re ­ fe rre d to in the findings o f the study. Arranged a lp h a b e tic a lly , they are as follow s: 63 1. Education 2. Environment/Energy 3. Governance 4. Health 5. Housing/Land 6 . Poverty/W elfare 7. Public Order/Crime/Criminal Justice 8 . Race/Ethni c lty /M In o ri ties/Women 9. Transportation/Communication 10. Unemployment/Income/Inf1ation The e n tire seventeen problems and the l i s t of top ten problems w ill both be used in examining the programs o f in s tru c tio n , research, and service o f the College o f Urban Development a t Michigan State U n iv e rs ity . Summary In th is chapter, a lit e r a tu r e review has been combined with an account o f the way in which the screening device was developed. In the follow ing chapter, the procedures by which the screen was used to analyze the data are described. CHAPTER I I I PROCEDURES In th is chapter, an account w i ll be given o f the way in which the screening device w ill be applied to the data. Sources o f data w ill be described and categorized, and an explanation w ill be given of the ways in which the data were c o lle c te d . F in a lly , the proce­ dures used fo r analyzing and presenting the data w ill be explained. Development o f the Screening Device As a means o f examining the c u rric u la r o fferin g s of the Col­ lege of Urban Development a t Michigan S tate U n iv e rs ity , a screening device was developed as set fo rth in Chapter I I . From a review of selected w ritin g s on urban and ra c ia l problems, a master l i s t was compiled which included 70 terms used by the a u th o ritie s consulted in re fe rrin g to urban so cietal problem areas. This l i s t o f 70 was f i r s t organized in to 13 subject areas which were then fu rth e r organ­ ized in to four emphasis areas. The organization of the emphasis areas made use o f the frame­ work developed fo r the Policy Studies Review Annual (PSRA) fo r 1977. The four emphasis areas were P o lit ic a l Science, Economics, SociologyPsychology, and Natural Science. Grouped in to these fo u r categories were the Items shown 1n the PSRA o u tlin e , w ith the ad dition o f c e r­ ta in items from the l i s t of 13 subject areas— items which the author 64 65 judged not s p e c ific a lly included in the PSRA an alysis o f p o lic y prob­ lems. This framework 1s presented as being in c lu s iv e o f the major so c ie ta l Issues c u rre n tly considered to be c r i t i c a l by the a u th o ritie s c ite d . As suggested e a r l i e r , urban problems are in t e r - r e la t e d , and t h e ir e ffe c ts are not confined to c it y boundaries. The framework thus developed w ill be used as a screening de­ vice in examining the c u rr ic u la r programs o f in s tru c tio n , research, and service o ffe re d by the College o f Urban Development a t Michigan State U n iv e rs ity . ("Top Ten" problem areas are marked by a s te r is k .) Framework fo r Screening C u rric u la r O fferin g s o f the College o f Urban bevelopment a t Michigan S tate U n iv e rs ity A. P o lit ic a l Science Emphasis 1. 2. 3. * 4. c i v i l lib e r t ie s community o r g a n iz a tio n /p o litic a l process fo re ig n p o lic y governance B. Economics Emphasis 5. * 6. * 7. * 8. economics/finance housing/ transportation/com m unication unem ploym ent/lncom e/inflation C. Sociology-Psychology Emphasis * 9. 10. * 11. * 12. *1 3 . education population p o verty /w elfare p u b lic o rd e r/c rim e /c rim in a l ju s tic e ra c e /e th n ic ity /m in o ritie s /w o m e n D. N atural Science Emphasis 14. a g ric u ltu re *1 5 . environment/energy *1 6 . h ealth 17. science/technology 66 Sources o f Data The data used fo r th is study were p rin te d m ate ria ls o f Michigan S tate U n iv e rs ity and o f the College o f Urban Development. For one Item o f in fo rm a tio n , the author consulted persons associated w ith the C ollege. This was in connection w ith compiling the l i s t o f speakers brought by the College to address s o c ie ta l prob­ lems 1n gatherings ranging from community-wide audiences to college seminars. Two categories o f speakers are described: (1 ) those p a r t i­ c ip a tin g in the Urban Forum s e rie s , and (2 ) other guest speakers. In the case o f Urban Forum speakers, th e ir subjects and reviews o f th e ir messages are contained in special p u blicatio ns devoted to th is pur­ pose. For the names and subject emphases o f other speakers, the author consulted College personnel. A ll other data are described below and are a v a ila b le fo r r e fe r ­ ence. Categories o f Sources o f Evidence 1. Documents r e la tin g to the form ation o f the College. 2. Documents r e la tin g to the o rg an izatio n al s tru c tu re and operation o f the College. 3. Reports o f various committees o f Michigan S tate U n iv e rs ity and o f the College o f Urban Development. 4. Course s y lla b i and other m aterials re la te d to the in s tru c ­ tio n a l program o f the College. 67 5. The College Prospectus fo r 1978, lis t in g the research a c t i ­ v it ie s o f the C ollege. 6 . Five documents providing evidence concerning the service a c t iv it ie s of the College. Procedures fo r Data C o llectio n The w r ite r was allowed access to inform ation 1n the f i l e s o f the O ffic e o f Student Services and was perm itted to examine the o f f i ­ c ia l Annual Reports o f the College fo r two o f the years o f the Col­ le g e 's existence. Other documents required no special arrangements, being published in m u ltip le copies fo r d is tr ib u tio n . More d e ta ile d inform ation concerning data c o lle c tio n and pro­ cessing w ill be provided in the fo llo w in g discussion o f the three as­ pects under review. 1, In s tr u c tio n : In examining the in s tru c tio n a l a c t iv it ie s o f the College o f Urban Development, the w r ite r used the fo llo w in g sources o f data: o f f i c i a l Michigan State U n iv e rs ity catalogues o f courses, special lis tin g s and announcements by the C ollege, master l i s t s of approved courses, and course s y lla b i. The s y lla b i provided the major source of data. In s tru c tio n a l courses o f the College were analyzed through the use o f a syllabus analysis form devised fo r th is study. Inform ation recorded on the syllabus analysis sheet included the fo llo w in g items: 68 1 . course t i t l e and number 2 . name o f In s tru c to r 3. year and q u arter o ffered ( f o r 485 courses)* 4. course o b jectives 5. announced topics to be covered 6 . te x t(s ) 7. assigned and suggested readings 8 . suggested research topics (Not a l l s y lla b i provided every item o f in fo rm a tio n .) In s tru c tio n a l courses have been taught by d if f e r e n t professors; th e re fo re , a lte rn a te course s y lla b i may vary as to exact content and emphasis. At le a s t one course d e s c rip tio n fo r each course o ffe re d by the College was analyzed. When a lte r n a te s y lla b i were on f i l e , they were each analyzed to make a composite assessment. Whenever reference was made to one o f the problem areas on the screening l i s t , the d ire c t quotation was excerpted and recorded on the form used fo r the a n a ly s is . The presentation o f evidence is organized to show whether a p a rtic u la r course o ffe rin g appears to be addressing a s o c ie ta l problem w ith primary or secondary a tte n tio n . An estim ate o f primary a tte n tio n was based on the course t i t l e or th e statement of course o b je c tiv e . An estim ate o f secondary a tte n tio n was based on mention o f the problem area 1n any o f the other Items analyzed. No attem pt was made to ^Courses numbered 485 are "Selected Topics" courses, usually o ffe re d only on a one-time basis. 69 d if f e r e n t ia t e beyond the degrees o f primary and secondary. The data is fu rth e r organized to in d ic a te which courses were being o ffered by the d iffe r e n t components o f the C ollege, as follow s: (a ) College o f Urban Development Courses (UD or CUD) { b) Urban and M etro po litan Studies Courses { UMS) (c ) Urban and M etro po litan Studies 485 Courses (UMS 485) (d) Racial and Ethnic Studies Courses (RES) (e ) Racial and Ethnic Studies 485 Courses (RES 485) Following the presentation o f supporting data fo r each emphasis area , a short summary is g iven , along w ith presentations showing the d is trib u tio n and frequency o f course o ffe rin g s w ith respect to the problem areas in the screening device. The author's lis t in g o f courses in the various categories w ill be found 1n Appendix A. 2. Research: The source o f inform ation w ith respect to the research a c t i v i ­ tie s o f the fa c u lty o f the College o f Urban Development (research which has freq u en tly also Involved students) was the 1978 College Prospectus. Although the Prospectus l i s t s research and publications dating from the 1950s and 1960s, th is study w i ll review only those ac­ t i v i t i e s dating from the f a l l of 1973, when the College o f Urban De­ velopment o f f i c i a l l y began operations. Research evidence 1s organized to in d ic a te the co ntrib utio ns o f the departments and components o f the C ollege: th e Department o f 70 Urban and M e tro p o lita n S tu d ies , th e Department o f Racial and Ethnic S tu d ies , the Center fo r Urban A f f a ir s , the Dean o f the C o lleg e , and the N ational In s t it u t e o f Mental H ealth P ro je c t. Following the provisio n o f supporting data fo r each emphasis a re a , a short summary w i l l be g iv e n , along w ith presentations showing the d is tr ib u tio n and frequency o f research w ith respect to the prob­ lem areas in the screening device. The au th o r's lis t in g o f the research in the various categories w ill be found in Appendix B. 3. S e rv ic e : The sources o f in form atio n w ith respect to the service a c t i v i ­ t ie s o f the College o f Urban Development were the fo llo w in g : 1. A Report o f Programs and A c t i v i t i e s , College o f Urban Development, 1974 2. A Report o f the 1975-76 Academic Y e a r, Center f o r Urban A ffa ir s 3. The Annual E valuation and Report (prepared fo r the U niver­ s it y ) o f the C ollege o f Urban Development fo r 1975-76 4 . The Annual E valuation and Report (prepared fo r the U niver­ s it y ) o f the C ollege o f Urban Development fo r 1976-77 5. The 1978 College o f Urban Development Prospectus (which l i s t s research, p u b lic a tio n s , and selected service a c tiv itie s ) 71 As noted e a r l i e r , inform ation concerning guest speakers brought to the campus by the College o f Urban Development was c o lle c t ­ ed by r e fe r r in g to the two published reports o f the Urban Forum Ser­ ies (1973-74 and 1974-75) and by consulting fa c u lty personnel regard­ ing names o f guest speakers and the problem areas they addressed in t h e ir p res en tatio n s . Because th is p o rtio n o f the in v e s tig a tio n is based on a review o f the f iv e documents l i s t e d , i t does not purport to be a complete summarization o f the se rv ice and outreach a c t iv it ie s o f the C ollege. N evertheless, these p u b lic a tio n s and l i s t s o f guest speakers are li k e l y to be in d ic a tiv e of the th ru s t o f the c u r r ic u la r a c t iv i t ie s o f the College o f Urban Development in the area o f s e rv ic e . One o f the problems in th is p resentatio n o f data is the fa c t th a t a c t iv i t ie s under the various headings are often d isp a ra te in terms o f apparent concentration o f e f f o r t . For example, a th ree-d ay conference on M e tro p o lita n A g ric u ltu ra l Systems is obviously address­ ing a problem w ith g re a te r in te n s ity than an afternoon seminar on de­ segregatio n. However, because o f inadequate inform ation on which to base estim ates regarding prim ary and secondary a tte n tio n (as was done in the case o f in s tru c tio n a l a c t i v i t i e s ) , the data is presented simply on the basis o f lis t in g under the categ ories s e le c te d . fo l 1ows: a. Guest Speakers (Urban Forum and "O ther") b. Conferences and Workshops c . Special P ro jec ts and Outreach A c t iv it ie s These are as 72 The data on se rv ic e and outreach a c t iv i t ie s w ill be presented as summaries, w ith the l i s t s o f speakers and oth er categ ories o f ac­ t i v i t i e s supplied in Appendix C. Following the provision o f support­ ing data f o r each emphasis a re a , a short summary w ill be given. At the conclusion o f Chapter IV , a summary w ill be o ffe re d , presenting the fin d in g s o f the in v e s tig a tio n o f the programs o f in ­ s tr u c tio n , research, and s e rv ic e . In Chapter V, these fin d in g s w i ll be re la te d to th e various aspects set fo rth in Chapter I as being p a rt o f the purpose o f the study: an examination o f the focus, scope, emphasis, mode, and consistency o f the c u rr ic u la r o ffe rin g s o f the C ollege o f Urban Development a t Michigan S tate U n iv e rs ity . Procedures fo r Analysis o f Data The data were analyzed through the use o f the screening device — a framework o f s o c ie ta l problems organized in to c a te g o rie s , as ex­ p la in e d . Each problem on the l i s t was focused on s e p a ra te ly , in each o f the th re e areas o f c u r r ic u la r o ffe rin g s being in v e s tig a te d , and the data were s c ru tin iz e d fo r evidence r e la tin g to each o f the c r i ­ te r ia . As evidence was assembled, i t was recorded and l a t e r organized f o r p re s e n ta tio n . As sta te d e a r l i e r , th is study does not purport to measure the q u a lity or impact o f any s p e c ific c u r r ic u la r o f fe r in g , or o f th e o v e ra ll c u r r ic u la r o ffe rin g s o f the College o f Urban Develop­ ment. The an alysis o ffe re d is confined to assessing the apparent (based on a v a ila b le w r itte n m a te ria ls ) in te n tio n s o f the College in i t s c u r r ic u la r o ffe rin g s 1n in s tr u c tio n , research, and s e rv ic e . 73 Summary In Chapter I I I , an explanation has been given o f the proce­ dures to be used in an alyzing and presenting the d ata. The sources o f the data were described and ca te g o rize d , and an exp lanation was given o f the ways in which the data were c o lle c te d and analyzed. In Chapter IV , data w i l l be presented as evidence fo r each o f the problem areas as organized on the l i s t to be used as the screen­ ing device. The th re e areas o f c u r r ic u la r o ffe r in g s — in s tr u c tio n , research, and s e rv ic e — w i l l a l l be examined w ith reference to appar­ en t relevance o f in te n tio n in addressing c r i t i c a l s o c ie ta l problems. 'A CHAPTER IV PRESENTATION OF DATA The c u r r ic u la r programs o f an educational in s t it u t io n , the C ollege o f Urban Development a t Michigan S ta te U n iv e rs ity , were ex­ amined in lig h t o f a screening d e v ic e , a framework o f seventeen con­ temporary s o c ie ta l problems organized around fo u r major emphasis areas: p o lit ic a l science, economics, sociology-psychology, and n a tu ra l science. The p res en tatio n o f the data is in th re e p a rts , corresponding to the th re e aspects o f th e C o lle g e 's c u r r ic u la r a c t i v i t ie s : (1 ) i n ­ s tr u c tio n , (2 ) research , and (3 ) s e rv ic e . Summaries w i l l be presented fo r each o f the th re e area s, in d i­ c a tin g which o f the id e n t if ie d s o cia l problems appear to have been addressed by the College during the years 1973-78. Supporting data fo r the summaries w i l l be found in Appendices A, B, and C. These sup­ p o rtin g data w i l l include categ orized l i s t s o f courses o f in s tr u c tio n , categ orized l i s t s o f research to p ic s and p u b lic a tio n s , and categorized l i s t s o f various a c t iv i t ie s in th e area o f s e rv ic e . Evidence R e la tin g to In s tru c tio n a l A c t iv it ie s In examining the in s tr u c tio n a c t i v i t i e s , the w r it e r used the fo llo w in g sources o f data: o f f i c i a l Michigan S ta te U n iv e rs ity c a ta ­ logues o f courses, sp ecial lis t in g s and announcements by the College 74 75 o f Urban Development, master l i s t s o f approved courses, and course s y lla b i. The s y lla b i provided the major source o f d a ta. A Report o f Programs and A c t i v i t i e s , published by the College in 1974, a f t e r one year as a degree-g ran tin g in s t i t u t io n , gives the fo llo w in g in form atio n on the in s tr u c tio n a l program: TRAINING PROBLEM SOLVERS THE CUD ACADEMIC PROGRAM Because the range o f urban concerns is broad and the e ffe c ts o f urban problems so f a r reach in g , a comprehensive, m u lt i- d is c i­ p lin a r y academic program emerged fo r the c o lle g e . Student majors are req u ired to take courses in urban development and re la te d courses in o th er u n iv e rs ity d is c ip lin e s to give them a w e llrounded persp ective o f urban so cia l science. Each m ajo r's program is b u i l t on a 1 2 -c r e d it requ ired core se­ quence comprised o f th e fo llo w in g courses: Human Perspectives on U rb a n iz a tio n , H is to r ic a l Roots o f Racism and Ethnocentrism , and M in o r itie s In American C it ie s . These courses are also a v a ila b le to non-majors in a l l p a rts o f the u n iv e rs ity and in many cases may be s u b s titu te d fo r U n iv e rs ity C ollege courses in Social S c i­ ence and o th er c u rr ic u la where a u th o rize d . Urban development majors are also requ ired to complete from fo u r to e ig h t c re d its in research methods to give them the basic research s k i l l s e s s e n tia l fo r studying urban problems. In ad d i­ t io n , majors are req u ired to complete a 12-30 c r e d it cognate con­ c e n tra tio n o u tside the c o lle g e . These c re d its may come from one or several areas in c lu d in g a g ric u ltu r e and cooperative exten sio n, communications, human and osteopathic m edicine, so cia l science, and a r ts and l e t t e r s . F a cu lty advisors and personnel in the O ffic e o f Student A ffa ir s provide guidance and advice about courses re le v a n t to students' in d iv id u a l In te r e s ts . A b a ch e lo r's degree is o ffe re d by the c o l­ le g e 's two dep artm en ts--th e Department o f Urban and M etro p o lita n Studies and the Department o f R acial and Ethnic S tud ies. THE DEPARTMENT OF URBAN AND METROPOLITAN STUDIES This department tr a in s students to address h e a lth , education, and oth er problems fa c in g American c i t i e s . Three s p e c ific pro­ gram emphases are o ffe re d : 76 (1 ) The Urban H ealth Science curriculum provides the research tr a in in g necessary f o r T d e n t if y in g the h e alth problems o f urban resid en ts and measuring the e ffe c tiv e n e s s o f h ealth s e rv ic e d e liv e ry systems in urban areas. (2 ) The Urban Education Systems curriculum focuses on problem areas— racism , sexism and so cia l class d is c rim in a tio n — in urban education. Students learn to analyze p o lic y and procedure and to recommend changes which could help a lle v ia t e some o f the problems o f urban school systems. (3 ) The Urban Community Development curriculum provides s tu dents w ith a v a r ie ty o f s k i l l s and methodologies needed to address a wide range o f urban problems. Emphasis is on the policy-m aking process ra th e r than on s p e c ific so­ lu tio n s . THE DEPARTMENT OF RACIAL AND ETHNIC STUDIES J o in tly adm inistered by the College o f Social Science and the C ollege o f Urban Development, th is department tr a in s students to solve problems o f in e q u a lity re s u ltin g from r a c ia l and eth n ic d is c rim in a tio n . Courses such as "The Development o f American In ­ dians as an E thnic M in o rity " and "The Black Diaspora" attem pt to give an understanding o f the in te r r e la te d h is to rie s o f r a c ia l and e th n ic groups in the U .S ., and t h e ir c u ltu ra l and psychological problems. The Racial and Ethnic Studies department o ffe rs two program emphases: (1 ) The Racial and Ethnic Studies program focuses on c re a tin g understanding o f racism and ethnocentrlsm as i t 1s r e ­ fle c te d in the d a ily liv e s o f urban Americans. (2 ) C o n flic t In te rv e n tio n and Change emphasizes m a jo rlty m in o rlty g ro u p c o n f lic t and in t e r - and 1n tra -m in o rity group in te r a c tio n . I t teaches students to press fo r changes in those conditions which cause In te r-g ro u p con­ flic t. FIELD EXPERIENCE The f i e l d experience program was designed to provide the urban development student w ith p r a c tic a l experience 1n urban problem so lvin g and the op p o rtu n ity to develop s k i l l s in a p a r tic u la r are a . Required o f a l l m ajors, 1 t Includes a o n e -c re d it P re -F ie ld Experience Seminar and a 12-24 c r e d it In te rn s h ip . The f i e l d ex­ perience co ordin ato r in the Center fo r Urban A ffa ir s helps s tu ­ dents plan t h e ir programs and advises them during t h e i r In te r n ­ ships. 77 During th e f i e l d ex p e rie n c e , each student works w ith an agency o r o rg a n iz a tio n whose m ission is r e la te d to h is /h e r o v e r a ll aca­ demic g o a l. Each student is re q u ire d to keep a jo u rn a l and w r ite a te c h n ic a l paper a f t e r com pleting th e work exp erien ce. CUD OPPORTUNITIES FOR NON-MAJORS The CUD experience can be b e n e fic ia l to students e n te rin g f ie ld s not s p e c if ic a lly r e la te d to urban development. As th e American way o f l i f e becomes more urban, knowledge o f urban prob­ lem s, urban c u ltu re and urban people w i l l be in v a lu a b le to those e n te rin g more t r a d it io n a l careers such as ed u c a tio n , m edicine, law or business. This y e a r CUD and th e C ollege o f Education developed an option th a t allow s education majors to combine teaching s k i l l s w ith a study o f urban s o c ia l and ed u catio n al problems. Students may a ls o work out o th e r double majors w ith CUD or choose urban development e le c tiv e s to supplement t h e i r programs. For example, one student has combined tr a in in g in urban develop­ ment w ith a degree in parks and re c re a tio n so th a t he can s e t up re c re a tio n programs f o r in n e r - c i t y yo u th . In both o f th e C o lle g e 's two d iv is io n s , the Department o f Urban and M e tro p o lita n Studies and the Department o f R acial and E thnic S tu­ d ie s , the in s tr u c tio n a l o ffe rin g s are d iv id e d in to two c a te g o rie s : ( 1) re g u la r courses, and ( 2 ) "s e le c te d to p ic s " courses, u s u a lly o f ­ fe re d on a one-tim e b a s is . These s e le c te d to p ic s courses are l is t e d as UMS 485 and RES 485. In th is study, both th e re g u la r courses and th e 485 s e rie s o f courses were analyzed. The "core sequence" o f Urban Development courses (UD or CUD) was a ls o In clu d ed . The a n a ly s is was made through th e use o f a s y lla b u s an a ly s is form which was a p p lie d to each course o ffe re d by th e C o lle g e . Inform ­ a tio n recorded on the syllab u s a n a ly s is sheet included the fo llo w in g item s: 78 1 . course t i t l e and number 2 . name o f In s tr u c to r 3. y e a r and q u a rte r o ffe re d ( f o r 485 courses) 4. course o b je c tiv e s 5. announced to p ic s to be covered 6. te x t(s ) 7. assigned and suggested readings 8 . suggested research to p ic s (Not a l l s y lla b i provided every item o f in fo r m a tio n .) The p re s e n ta tio n o f evidence is organized to show whether a p a r t ic u la r course o ffe r in g appears to be addressing a s o c ie ta l prob­ lem w ith prim ary o r secondary a t t e n t io n . te n tio n was based on the course t i t l e je c t iv e . An e s tim a te o f prim ary a t ­ or th e statem ent o f course ob­ An e s tim a te o f secondary a tte n tio n was based on mention o f the problem area in any o f the o th e r items an alyzed . No attem pt was made to d i f f e r e n t i a t e beyond the degrees o f prim ary and secondary. Use o f the evidence in support o f more than one c r it e r io n is apparent. I f a course t i t l e suggests th a t two areas w i l l re c e iv e prim ary a tte n tio n ( f o r exam ple, UMS 412 Economics o f P o v e rty , o r RES 485 N a tiv e American E ducation) , th e p re s e n ta tio n w i l l r e f l e c t th is e s tim a te . Some courses w i l l show f i v e or s ix secondary emphasis prob­ lem a re a s , based on th e in fo rm a tio n 1n the s y l la b i. The data are fu r t h e r organized to in d ic a te which courses were being o ffe re d by th e d i f f e r e n t components o f th e C o lle g e , as fo llo w s : 79 (a ) C ollege o f Urban Development Courses (UD or CUD) (b ) Urban and M e tro p o lita n S tudies Courses (UMS) (c ) Urban and M e tro p o lita n S tudies 485 Courses (UMS 485) (d ) R acial and E thnic Studies Courses (RES) (e ) R acial and E thnic S tudies 485 Courses (RES 485) L is ts o f th e courses, organized according to the a u th o r's e s t i ­ mate o f t h e ir emphasis a re a s , are provided in Appendix On A. the basis o f th e a n a ly s is o f th e d a ta , aso u tlin e d , sum­ maries w i l l be presented, p u rp o rtin g to describ e th e apparent in te n ­ tio n s o f the in s tr u c tio n a l a c t i v i t i e s o f the C ollege o f Urban Develop­ ment. A lto g e th e r, 107 courses are an alyzed , d is tr ib u te d as fo llo w s : a. C ollege o f Urban Development (UD o r CUD) 5* b. Department o f Urban and M e tro p o lita n Studies (UMS) 2 4 ** c. Department o f Urban and M e tro p o lita n Studies S elected Topics (UMS 485) 30 d. Department o f R ac ial and E thnic Studies (RES) 1 1 ** e. Department o f R ac ial and E thn ic Studies S elected Topics (RES 485) 37 Follow ing are l i s t s o f a l l courses o ffe re d by the C ollege o f Urban Development under th e f i v e c a te g o rie s lis t e d above: *Three CUD courses a re re q u ire d basic courses w ith c la s s if ia b le content amenable to the p resent stu d y 's form o f a n a ly s is . Two CUD courses (CUD 498 and 4 9 9 ), however, are re la te d to f i e l d work e x p e ri­ ence f o r which c la s s if ia b le content 1s u n s p e c ifie d . An a r b it r a r y de­ c is io n was made to count them only once, as r e la t in g to community o r g a n iz a tio n /p o litic a l process. Thus only th re e courses o ffe re d by CUD are r e a lly s u b je ct to th e present a n a ly s is . **RES 498 and 499 and UMS 498 and 499 are not counted a t a l l , being th e same courses 1n a c t u a lit y as CUD 498 and 499. Independent Study and S enior Seminar courses are a ls o not counted. 80 COURSE OFFERINGS OF COLLEGE OF URBAN DEVELOPMENT A. Urban Development Courses (UD o r CUD) 1. 2. 3. *4 . *5 . CUD200 Human Perspectives on U rbanization CUD201 H is to r ic a l Roots o f Racism and Ethnocentrism CUD202 M in o ritie s in American C itie s CUD498 P r e fie ld Experience Seminar (UMS/RES} CUD499 F ie ld Experience (UMS/RES) B. Department o f Urban and M e tro p o lita n Studies Courses (UMS) *1 . 2. 3. 4. 5. 6. 7. 8. 9. 10. * *1 1 . 12. *1 3 . *1 4 . *1 5 . *16. *1 7 . 18. 19. 20. 21. *2 2 . 23. *2 4 . 25. 26. *2 7 . *2 8 . UMS221 The Role o f the Helping Professions and O rganizations in Community Services (Fam ily Ecology) UMS290 Urban Research Methods UMS321 Urban Community Self-Developm ent UMS 323 S tra te g ie s f o r Change o f Urban Systems UMS341 O rganization o f Health Services UMS345 C r it ic a l Problems in Urban Health UMS347 Impact o f C u lture on Health UMS349 Social Resources in the Management o f Health Problems UMS361 Education and Urban Social S tru ctu re UMS363 Compensatory Education in Urban America UMS385 Housing Problems o f M in o ritie s in Urban Areas (RES) UMS400 Community F in a n c ia l Resource Development UMS401 The Ghetto (Geography) UMS402 Geography o f the C ity (Geography) UMS410 Medical Economics (Economics) UMS412 The Economics o f Poverty (Economics) UMS413 Urban Economics (Economics) UMS422 Behavioral A nalysis o f Urban O rganizations UMS430 Urban P o lic y Analysis UMS441 Health and Environmental Q u a lity UMS447 Aging in Contemporary (Urban) America UMS450 Law and Social Change (P u b lic A ffa ir s Management) UMS 461 Educational Segregation, Desegregation, In te g ra tio n and Busing UMS463 Economics o f Urban Education (Economics) UMS480 Independent Study UMS485 Special Topics 1n Urban and M e tro p o lita n Studies UMS498 P r e fie ld Experience Seminar (RES/CUD) UMS499 F ie ld Experience (RES/CUD) * 0 o in t o ffe r in g w ith c o lle g e or department noted. * * I n a l l ta b u la tio n s , UMS 385 is counted as RES 385. 81 C. D e p a rtm e n t o f Urban and M e t r o p o l i t a n S t u d ie s S e l e c t e d T o p ic s Courses (UMS 4 8 5 7 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. UMS UMS UMS UMS UMS UMS UMS UMS UMS UMS 485 485 485 485 485 485 485 485 485 485 Aging Aging in Contemporary America A p p lied Urban Research Problems (The) B a rrio B ehavioral Change S tra te g ie s (The) Black C h ild C it iz e n 's Guide to Urban P o lic y Community Involvem ent C rim in al J u s tic e : Goals and Standards C u ltu ra l Factors in th e Education o f M exicanAmeri cans UMS485 C u rre n t Issues in Urban A f f a ir s UMS485 Documenting the Urban Environment UMS485 Educational P o lic y A n alysis UMS485 Educational P o lic ie s and Educational Improvement UMS 485 E ffe c ts o f Energy C r is is on C it ie s UMS 485 Federal and S ta te L e g is la tio n on D is c rim in a tio n in Employment and Education UMS485 P o l i t i c a l Foundations o f Urban P o lic y UMS485 Recent Federal and S ta te L e g is la tio n on D is c rim in a ­ tio n in Employment and Education UMS 485 R e s id e n tia l S egregation P ra c tic e s UMS 485 School Environment and Learning UMS 485 S t a t i s t i c a l A n a lysis o f Urban Research UMS 485 Urban Change UMS 485 Urban J u v e n ile Behavior UMS 485 Urban P o l i t i c a l Economy UMS 485 Urban P o l i t i c a l Dynamics UMS 485 Urban Program Planning and E v a lu a tio n UMS485 Urban Research Methods UMS485 Urban Resource Problems UMS485 Urban School C lim ate UMS485 Urban S ocial In d ic a to rs 82 D. D e p a rtm e n t o f R a c ia l and E t h n ic S t u d ie s Courses (RES) 1. 2. 3. 4. 5. * 6. 7. 8. 9. *10. RES RES RES RES RES RES RES RES RES RES 240 250 313 333 363 385 393 401 402 417 11. RES 450 12. 13. 14. *1 5 . *1 6 . RES RES RES RES RES 480 485 495 498 499 Comparative Theories o f Racism and Ethnocentrism R acial and E thn ic S tudies in American S o c ie ty Development o f American In d ian s as an E th n ic M in o rity Contemporary Problems o f American Indians (The) Formation o f th e Black Urban Working Class Housing Problems o f M in o r itie s in Urban Areas (UMS) P o l i t i c a l A f f a ir s o f N a tiv e Americans Black (A fr ic a n ) Diaspora Chicano Dram atic Expression M in o r itie s and Women in the World o f Work (Management and S o c ia l Work) Mechanisms o f R acial Dominance and C o n f lic t R esolution Independent Study S ele cte d Topics in R ac ial and E th n ic S tudies S enior Seminar P r e fie ld Experience Seminar (CUD/UMS) F ie ld Experience (CUD/UMS) * J o in t o f fe r in g w ith c o lle g e o r departm ent noted. 83 E. D e p a rtm e n t o f R a c ia l and E t h n i c S t u d ie s S e l e c t e d T o p ic s Courses (RES 4 8 5 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. RES RES RES RES RES RES RES RES RES RES RES RES 485 485 485 485 485 485 485 485 485 485 485 485 13. RES 485 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. RES 485 RES 485 RES 485 RES 485 RES 485 RES 485 RES 485 RES 485 RES 485 RES 485 RES 485 RES 485 RES 485 RES485 RES485 29. RES485 30. RES485 31. RES 485 32. RES 485 33. RES 485 34. RES 485 35. RES 485 36. RES 485 37. RES 485 (The) American In d ia n Experience (The) Black Experience Black S tud ies and R ac ial Dominance B u ild in g C urriculum f o r N a tiv e American S tudies Chicanos and th e Law Chicano P oetry Chicano S tudies C iv il R ights S tra te g ie s 1960 - P resent C o n f lic t R es o lu tio n in a M u lti-E th n ic S o c ie ty Consumer Law and M in o r itie s Contemporary Issues and Problems o f Chicanos Dependency, Development, and In e q u a lity in A fr ic a and O ther T h ird World Communities Development o f E th n ic S tud ies in Elem entary and Secondary Schools Development o f Mexican-Am erican C u ltu re Dynamics o f Contemporary Race R e la tio n s E ffe c ts o f Race and E th n ic it y in th e Classroom E th n ic Groups in M ichigan Ethnocentrism and Racism in Contemporary A fr ic a Form ation o f th e Black Working Class Growth o f Chicanos as an E th n ic M in o rity Housing Problems o f M in o r itie s in Urban Areas In d ia n Education and C urriculu m Development In ju s t ic e and Genocide In tro d u c tio n to Human R ights Concerns Legal A n a ly s is o f B ilin g u a l Education Legal Consequences o f a M u lti-R a c ia l S o c ie ty N a tiv e American Education N a tiv e American Myths as R e fle c te d in T h e ir S e lf Expression N a tiv e Peoples o f th e Upper G reat Lakes R acial and E th n ic S tud ies in American S o c ie ty S e le c te d H is t o r ic a l and Contemporary Problems o f the Black Working Class S e le c te d Topics R e la tin g to Modern In d ia n Concerns S o c ia l, P o l i t i c a l , and Economic S ta te o f th e Black Community in Recent Times (1 9 6 0 -1 9 7 5 ) Teaching R ac ial and E thn ic S tud ies to Elem entary and Secondary Schools Toward a M u lt ir a c ia l S o c ie ty T w en tieth Century C iv il R ights T r ia ls W e lfa re Law 84 Summary o f Supporting Evidence R elating to the P o litic a l Science Emphasis. 1. C iv il L ib e rtie s - Primary A tte n tio n : (a ) (b) (c ) (d) (e ) No. o f Courses College o f Urban Development Urban and M etropolitan Studies Urban and M etropolitan Studies 485 Racial and Ethnic Studies Racial and Ethnic Studies 485 Total reg u lar courses 1 Total 485 courses 6 0 0 1 1 5 C iv il L ib e rtie s - Secondary A tte n tio n : (a j (b) (c ) (d) (e ) CUD UMS UMS485 RES RES485 0 3 1 2 7 Total reg u lar courses 5 Total 485 courses 8 I t appears th a t the problem area o f c i v il lib e r tie s is re­ ceiving primary a tte n tio n c h ie fly from the 485 Selected Topics courses in the Department o f Racial and Ethnic Studies. The same is tru e a t the secondary a tte n tio n le v e l, although there are also three courses in the reg u lar UMS o ffe rin g s . 85 P o l i t i c a l Science Emphasis ( c o n tin u e d ) 2. Community O rgan ization/ P o litic a l Process - 3r iiimary A tte n tio n : (a) (b) (c j d) e) No. o f Courses CUD UMS UMS 485 RES RES 485 3 7 6 3 2 Total reg u lar courses 13 Total 485 courses 8 Community O rganization/ P o litic a l Process "S e c o n d a ry A tte n tio n : (a) (b) (c) (d) (e) CUD UMS UMS 485 RES RES 485 1 8 8 6 15 Total reg u lar courses 15 Total 485 courses 23 I t appears th a t the problem area o f community o rg an izatio n / p o lit ic a l process receives both primary and secondary a tte n tio n over a wide range o f courses. The Department o f Urban and M etropolitan Studies o ffe rs seven reg u lar courses and s ix 485 courses which are p rim a rily rela te d to th is area. At the secondary le v e l, the Depart­ ment o f Racial and Ethnic Studies o ffe rs s ix regu lar courses and 15 selected topics courses, w h ile UMS o ffe rs e ig h t o f each. This area appears to be a major concern fo r the College in s tru c tio n a l o ffe rin g s , 86 P o l i t i c a l Science Emphasis (c o n tin u e d ) 3. Foreign P olicy - Primary A tte n tio n : (a ) (b) (c ) (d) (e ) No. o f Courses CUD UMS UMS 485 RES RES 485 0 0 0 0 0 To tal re g u la r courses 0 To tal 485 courses 0 Foreign P olicy - Secondary A tte n tio n : (a ) (b ) (c ) (d ) (e ) CUD UMS UMS 485 RES RES 485 1 0 1 3 7 Total reg u lar courses 4 Total 485 courses 8 I t appears th a t the problem area o f fo re ig n p o lic y is not the subject o f primary a tte n tio n by any o f the categories o f course o ffe rin g s . A t the le v e l o f secondary a tte n tio n , there are three reg u lar courses in the Department o f Racial and Ethnic Studies and seven selected topics courses in the same department, along w ith one in the UMS 485 o ffe rin g s and one from the re g u la r CUD courses. Of the re g u la r courses o ffe re d by the Department o f Urban and Metro­ p o lita n S tud ies, th ere are none w ith e ith e r primary or secondary a tte n tio n being given to fo re ig n p o lic y . 87 P o l i t i c a l Science Emphasis (c o n tin u e d ) 4. Governance - Primary A tte n tio n : (a ) (b) (c ) (d) (e ) No. o f Courses CUD UMS UMS 485 RES RES 485 0 1 4 1 0 Total reg u lar courses 2 Total 485 courses 4 Governance - Secondary A tte n tio n : (a ) (b) c) (d) (e ) CUD UMS UMS 485 RES RES 485 1 5 4 2 5 Total re g u la r courses 8 Total 485 courses 9 I t appears th a t the problem area o f governance receives p r i ­ mary a tte n tio n c h ie fly through 485 selected topics courses in the Department o f Urban and M etropolitan Studies. A t the le v e l o f sec­ ondary a tte n tio n , a l l categories o f courses address problems in the area o f governance, w ith fiv e re g u la r courses and fo u r 485 courses being o ffe re d by UMS. The Department o f Racial and Ethnic Studies o ffe rs two regu lar and f iv e selected topics courses in the area o f governance. Table 4 .1 , which fo llo w s , shows the frequency and d is tr ib u tio n o f course o ffe rin g s in the p o lit ic a l science emphasis. 88 TABLE 4.1 FREQUENCY AND DISTRIBUTION OF COURSE OFFERINGS IN THE POLITICAL SCIENCE EMPHASIS Problem Area Course Type 1. C iv il Libs. CUD UMS UMS 485 RES RES 485 2. Comm. O rg ./ Pol i t . Proc. 3. Foreign Policy 4. Govern­ ance CUD UMS UMS 485 RES RES 485 CUD UMS UMS 485 RES RES 485 CUD UMS UMS 485 RES RES 485 Prim. Sec. A t t 1n . A t t 'n . 0 0 1 1 5 3 7 6 3 2 0 0 0 0 0 0 1 4 1 0 T o tal Courses in Problem Area 0 3 1 2 7 Total o f a ll Courses Offered by CUD Total 0 3 2 3 12 20 3 24 30 11 37 105 Total 4 15 14 9 17 59 5* 24 30 11 37 107 Total 1 0 1 3 7 12 3 24 30 11 37 10F Total 1 6 8 3 5 23 3 24 30 11 37 105 1 8 8 6 15 1 0 1 3 7 1 5 4 2 5 *Th1s 1s the only Instance where CUD courses 498 and 499 are Included 1n the a n a ly s is , thus making a to ta l o f 5 CUD courses In ­ stead o f 3 , and an o v e ra ll to ta l o f 107 instead o f 105. 89 Summary o f Data in P o lit ic a l Science Emphasis The major th ru s t o f In s tru c tio n in the area o f p o lit ic a l science would appear to be in the problem area id e n t ifie d as commun­ i t y o rg a n iz a tio n /p o litic a l process. This is tru e a t both primary and secondary le v e ls o f a tte n tio n . Problems re la te d to fo reign p o lic y appear to receive the le a s t a tte n tio n , p a r tic u la r ly a t the primary le v e l. A ll four problem areas receive some a tte n tio n , although in fo re ig n p o lic y , a l l a tte n ­ tio n is secondary. The la rg e s t number o f courses w ith primary focus is in the area o f community o r g a n iz a tio n /p o litic a l process, w ith three courses lis te d from CUD, th irte e n from UMS, and f iv e from RES. The la rg e s t sin g le category giving secondary a tte n tio n in the area o f community o rg a n iz a tio n /p o litic a l process is RES 485, w ith f if t e e n courses lis te d . In terms o f to ta l courses o ffe re d , the problem areas would rank as fo llow s: (1 ) community o r g a n iz a tio n /p o litic a l process - 59; (2 ) governance - 23; (3) c i v i l lib e r t ie s - 20; (4 ) fo re ig n p o licy - 12. These to ta ls include both primary and secondary le v e ls o f a tte n tio n . 90 Summary o f Supporting Evidence R elating to the Economics Emphasis. 5. Economics/Finance - Primary A tte n tio n : (a ) (b ) (c ) (d ) (e ) No. o f Courses College o f Urban Development Urban and M etropolitan Studies Urban and M etropolitan Studies 485 Racial and Ethnic Studies R acial and Ethnic Studies 485 Total re g u la r courses 5 Total 485 courses 2 0 5 1 0 1 Economics/Finance - Secondary A tte n tio n : (a ) (b ) (c ) (d ) (e ) CUD UMS UMS 485 RES RES 485 2 4 4 2 6 Total re g u la r courses Total 485 courses 8 10 I t appears th a t the problem area o f economics/finance receives primary a tte n tio n c h ie fly from reg u lar courses in the Department o f Urban and M etro po litan S tud ies, w ith a l l f iv e o f the primary emphasis reg u lar courses in th a t department. At the le v e l o f secondary a tte n ­ tio n , UMS o ffe rs fo u r re g u la r and fo ur 485 courses, w h ile RES o ffe rs two re g u la r and s ix 485 courses. I t appears th a t each in s tru c tio n a l component addresses the problem o f economics/finance a t the secondary le v e l, w ith a t o t a l o f e ig h t reg u lar courses and ten 485 courses. 91 Economics Emphasis ( c o n tin u e d ) 6 . Housing/Land - Primary A tte n tio n : (a ) OLITICAL SCI. EMPHASIS 1. C iv il L ib e rtie s 2. Comm. O r g ./P o lit. 3. Foreign Policy 4. Governance Totals ECONOMICS EMPHASIS 5. Econ./Finance 6 . Housing/Land 7. Transp./Conmun. 8 . U n e m p l./In c ./In fl. SOCIOLOGY-PSYCHOLOGY EMPH. 9. Education 10. Population 11. Poverty/Wei fa re 12. Public Order/Crime/CJ 13. R ace/E thn ./M in orities NATURAL SCIENCE EMPHASIS 14. A gricu ltu re 15. Environment/Energy 16. Health 17. Science/Technology UMS Prim. Sec. UMS 485 Prim.. Sec. RES Prim. Sec. RES 485 Prim. Sec. Total Prim. Sec 0 3 0 0 3 0 1 1 1 3 0 7 0 1 8 3 8 0 5 16 1 6 0 4 11 1 8 1 4 14 1 3 0 1 5 2 6 3 2 13 5 2 0 0 7 7 15 7 5 34 7 21 0 6 34 13 38 12 17 80 0 0 0 0 0 2 2 0 2 6 5 3 0 1 9 4 6 5 4 T 9" 1 1 0 2 ~ r 4 7 5 5 0 1 0 1 2 ~T 2 2 3 9 1 0 0 2 3 6 4 1 3 14 7 5 0 6 18 18 21 13 17 69 0 0 0 0 2 2 2 1 2 1 1 7 4 0 1 2 7 14 5 8 7 2 9 31 6 0 0 2 7 15 T T 1 0 0 0 11 12 0 2 3 0 0 5 9 0 1 1 36 47 7 2 1 3 1 14 20 0 2 5 63 90 21 15 17 8 19 80 0 0 0 0 0 1 0 1 1 3 0 1 6 0 7 2 4 5 1 12 0 2 0 0 2 0 0 7 0 7 0 0 0 0 0 3 0 2 0 5 0 1 0 0 1 3 3 2 2 10 0 4 6 0 10 9 7 17 4 37 W 7 2 4 2 8 110 Soc.-Psych. Econ. Pol. Sci Nat. Sci 200 190 180 170 4 9 160 4 4 1 * 4 4 150 4 4 140 4 0 P 4 130 4 * 4 120 0 4 0 0 110 t 4 P I * f 4 P 4 0 4 4 4 100 4 90 4 4 0 4 60 4 i 4 40 * t I * « • • • i/i ■M > -O O © *r- r— a. cs> _l O CL • • > » o •r* O Li. LJ • <_» 4 i 4 i t < 4 * r— to 4-> O 1— P I r 4 4 4 0 4 4 n 4 * P 0 i f 0 0 4 p 0 0 i p 0 0 p 4 T r 4 i 4 4 4 4 1 ** i 4 4 4 . 4 • 4 0 4 t 4 P 4 4 4 * 30 P r *4 * 0 4 A 50 4 4 P 4 4 4 9 4 * i • 4 4 70 14 P i 4 4 4 80 20 10 4 0 4 T T ^ - 4 P P T t J 0 0 0 4 0 4 4 0 4 4 4 k * P f 0 0 4 i 0 4 0 _X_J ■ • • ,_ *M <— >» 0) a il— O C .C -C i— D c C & re l O S P E U f l ' r O + J U r a •n c 0> ■ » -> (J O - i - *1 - (tJ +-> i - i - I Li. •1— O 3 o (U fc- Q£ O (O I - o V) u Q) o • 3 -o a . > o i— ai c 1— • => lu o c zn c o C L. LU *r— o 3= i/i U a C LU LO to L* 1— FIGURE 4.1 FREQUENCY AND DISTRIBUTION OF INSTRUCTIONAL ACTIVITIES (A ll courses, both prim ary and secondary a tte n tio n ) Ill The fo llo w in g l i s t shows the apparent d is tr ib u tio n o f the in ­ s tru c tio n a l a c t i v i t i e s o f the C ollege o f Urban Development, as r e ­ vealed by an a n aly sis o f the s y lla b i o f the various courses. The numbers represent combined ta b u la tio n s o f a l l re g u la r and selected topics courses, in clu d in g both prim ary and secondary a tte n tio n c a te g o rie s . I. R ace/E thn icity/M inorities/W om en 82 Community O r g a n iz a tio n /P o litic a l Process 59 3. Education 41 4. Housing/Land 26 Economics/Finance 25 Governance 23 i7. H ealth 23 VJ3. U nem ploym ent/Incom e/Inflation 23 C iv il L ib e r tie s 20 10. P o ve rty/W elfare 19 II. Population 15 * * /l2 . P ublic O rder/C rim e/C rim in al J u s tic e 13 * * (l3 . Transportation/Com m unication 13 Foreign P o lic y 12 Environment/Energy 11 * 2. * 5. / 6. * 9. 14. * * 15. 16. A g ric u ltu re 9 17. Science/Technology 4 * not Included in a u th o r itie s ' "top te n ." * * Included in a u th o r itie s ' "top te n ." 112 In the fo llo w in g , a comparison w i l l be made between (1 ) the l i s t o f the ten p r i o r i t y s o c ie ta l problems id e n t if ie d through the l i t e r a t u r e search and ( 2 ) the l i s t o f th e ten p r i o r i t y issues appear­ ing to re c e iv e a tte n tio n through th e in s tr u c tio n a l a c t i v i t i e s o f the College o f Urban Development, as revealed by an a n a ly s is o f the s y lla b i o f th e various courses. ta b u la tio n s o f a l l The ranking is based on the combined re g u la r and se lec ted to p ic s courses, in c lu d in g both prim ary and secondary le v e ls - o f - a t t e n t io n c a te g o rie s . A lp h a b e tic a l L is tin g o f Id e n t if ie d S o c ie ta l Problems (Top Ten) Problems Addressed by CUD In s tr u c tio n a l Courses (Top Ten) 1. Education Education 2. Environment/Energy 3. Governance Governance 6 -7 -8 4. H ealth H ea lth 6 -7 -8 5. Housing/Land Housing/Land 4 6. P o ve rty/W elfare P o v e rty /W e lfa re 7. P ub lic O rd e r/C rim e /C .J . 8. R a c e /E th n ic ity /e tc . 9. Transportation/Com m unic. 10. U nem ploym ent/Incom e/Infl, As Ranked in CUD L is tin g 3 15 10 12-13 R a c e /E th n ic ity /e tc . 1 12-13 U nem ploym ent/Incom e/Infl. C iv il L ib e r tie s Comm. O r g ./P o l it . Proc. Economics/Finance 6 -7 -8 9 2 5 113 Summary o f Data on In s tr u c tio n a l A c t iv it ie s On the basis o f the an a ly s is undertaken in th e present stu d y , using th e data sources l i s t e d , i t appears th a t the m ajor th ru s t o f the C ollege o f Urban Development's c u r r ic u la r program o f in s tr u c tio n is in the sociology-psychology emphasis a re a . as fo llo w s : The o th er areas rank (2 ) p o l i t i c a l sc ie n c e , (3 ) economics, and (4 ) n a tu ra l scien ce. The s p e c ific problem re c e iv in g most a tte n tio n is th a t o f ra c e / e th n ic ity /m in o ritie s /w o m e n , w ith a t o t a l o f 82 course o f fe r in g s , in ­ cluding both re g u la r and s e le c te d to p ic s courses, g iv in g e it h e r p r i ­ mary o r secondary a tte n tio n to th is to p ic . The problem ranking second is th a t id e n t if ie d as communitv o r g a n iz a t io n /p o lit ic a l process, w ith 59 course o ffe r in g s . This prob­ lem is c la s s ifie d in th is study as being in th e p o l i t i c a l science em­ phasis area. The problem ranking t h ir d is ed u c a tio n , w ith 41 course o f f e r ­ in g s. This problem is c la s s ifie d in th is study as being in the sociology-psychology emphasis a re a . The f i r s t th re e problem areas seem c le a r ly to rep resen t the lea d in g concerns o f the in s tr u c tio n a l program. The problems ranked from 4 - 1 0 show a d is t in c t drop in the number o f courses, and als o show less variance from one an o th e r, ranging from housing/land w ith 26 to p o v e rty /w e lfa re w ith 19 , The next f iv e problems are a ls o comparable in numbers, ranging from popu latio n wi th 15 to envi ronment/energy wi th 11. 114 A g r ic u ltu re and science-technology are la s t on the l i s t , w ith to ta ls o f 9 and 4 r e s p e c tiv e ly . Three o f th e problem areas among the f i r s t ten being addressed by the in s tr u c tio n a l program are not among the "top ten" id e n t if ie d by the l i t e r a t u r e search. tio n /p o litic a l These th re e are: (1 ) community o rg a n iza­ process, (2 ) econom ics/finance, and (3 ) c i v i l l i b e r ­ tie s . C onversely, th re e items lis t e d by th e a u th o ritie s as being among the "top ten" but not so lis t e d by the C ollege are as fo llo w s : ( 1 ) p u b lic o rd e r/c rim e /c rim in a l ju s t ic e , ( 2 ) transportation/com m unic a tio n , and (3 ) environm ent/energy. 115 Evidence R elating to Research A c tiv itie s In examining the research a c t iv it ie s , the w r ite r used as the source o f data the 1978 Prospectus o f the College o f Urban Develop­ ment. This publicatio n lis t s research conducted by fa c u lty members presently a f f i l i a t e d w ith the College. From the research and p u b li­ cations lis te d in the Prospectus, only those items have been included which were completed between the f a l l o f 1973, when the College o f f i ­ c ia lly began operations, and the spring of 1978. The evidence is presented to in d ica te the contributions of the departments and components of the C ollege, as follow s: (a ) (b) (c ) (d ) (e) Department o f Urban and M etropolitan Studies (UMS) Department of Racial and Ethnic Studies (RES) Center fo r Urban A ffa irs (CUA) Dean, College o f Urban Development (Dean) National In s tit u te of Mental Health P roject (NIMH) The Prospectus lis t s th irte e n members o f the fa c u lty o f the Department o f Urban and M etropolitan Studies as contributors and ten members o f the Department o f Racial and Ethnic Studies. Five persons associated with the Center fo r Urban A ffa ir s , and two from the Na­ tio n a l In s tit u te o f Mental Health P roject are also represented, in addition to the Dean of the College. These numbers represent a pre­ ponderance o f a l l the fa c u lty o f the College. According to information in the MSU News-Bulletin Supplement fo r February 9 , 1978, the College o f Urban Development ranked second 1n 1976-77 1n terms o f grants received by a l l MSU Colleges. The ranking was based on value per fu ll-tim e -e q u iv a le n t fa c u lty of grants received fo r research and fo r education. Heading the l i s t was the 116 College o f A g ric u ltu re and Natural Resources, showing $33.1 thousand value per FTE fa c u lty . The College o f Urban Development was second, w ith $31.7 thousand per FTE, follow ed by the College o f Natural S c i­ ence, $20.8; the College o f Human M edicine, $19.3; and the College o f Education, $14.5 thousand. The other small colleges o f the U n iv e rs ity were lis te d showing the fo llo w in g amounts: Lyman B riggs, $ 1 .0 ; James Madison, $ 0 .0 ; and Justin M o r r il1, $ 0 .0 . The Department o f Urban and M etro po litan Studies ranked 11th o f a l l academic departments o f the U n iv e rs ity w ith $10,000 or more per FTE in grants received during the fis c a l y e a r 1976-77. Seven o f the f i r s t ten departments are classed as "biomedical sciences," an area c u rre n tly favored by fed eral research and education funding p o lic y . The Department o f Packaging, which ranked 10th , ahead o f the Department o f Urban and M etropolitan S tudies, did so by only a s lig h t margin: $27,581 (g ra n t amount per FTE) compared w ith $27,527 fo r UMS. The present study is concerned w ith the frequency and d i s t r i ­ bution o f the research e f f o r t when the adopted screening device is applied to the to ta l l i s t o f research p ro jects undertaken by members o f the fa c u lty o f the C ollege. 117 Use o f the evidence in support o f more than one c r ite r io n is apparent. When a p a r tic u la r piece o f research has been undertaken by several authors, reference to th is fa c t is made in the lis t in g fo r the various departments. The to ta ls fo r the various categories o f problems r e f le c t th is co-authorship. One person holds a jo in t appointment w ith the Department o f Urban and M etropolitan Studies and with the Department o f Racial and Ethnic Studies. His research w i l l be lis te d w ith the Department o f Racial and Ethnic Studies in th is study. Considerable research dating e a r li e r than 1973 is omitted from th is a n a ly s is . The w r ite r has no knowledge o f how much re ­ search may be missing because persons are no longer a f f i l i a t e d with the C ollege. In s p ite o f these q u a lify in g fa c to rs , th is p a r tia l record o f the research e f f o r t o f the College o f Urban Development during the years from 1973 to 1978 w i ll in d ic a te the general focus o f the in te re s ts o f the cu rren t fa c u lty . The l i s t s o f to p ic s , arranged in categories as described above, are provided in Appendix B. Using th is in fo rm a tio n , the fo llo w in g summaries are presented as describing the research a c t iv i ­ tie s o f the College o f Urban Development. 118 Summary o f S u p p o rtin g Evidence R e la t in g to th e P o l i t i c a l Scien ce Emphasis. T o ta l T itle s Listed 1. C iv il L ib e r tie s : 0 2. Community O rg an izatio n / P o lit ic a l Process: (a ) b) (c ) (d ) UMS RES CUA Dean 1 (co -au th . w/CUA) 5 2 (1 co-auth. w/UMS) 13 3. Foreign P o lic y : (b ) RES 4. Governance: (b ) RES (c ) CUA 1 (co-auth. w/CUA) 2 2 16 I t appears th a t the major research in te r e s t o f the current fa c u lty o f the College o f Urban Development in the p o lit ic a l science emphasis is in r e la tio n to the problem area re fe rre d to as community o r g a n iz a tio n /p o litic a l process. The area o f c i v i l lib e r t ie s has re ­ ceived no a tte n tio n as a focus o f research, and fo re ig n p o licy has been the subject o f only one research e f f o r t . cerned w ith governance. Two studies were con­ 119 Summary o f S u p p o rtin g E vidence R e l a t i n g t o th e Economics Emphasis. T it le s L isted T o ta l 5. Economics/Finance: 2 2 (a ) UMS (b ) RES 6 . Housing/Land: (a ) UMS (b ) RES (c ) CUA 11 4 1 (c o -a u th . w/RES) 15 7. T ra n s p o rta ti on/Communication: (b ) RES 8 . Unemployment/Income/ In fla tio n : (a ) UMS (b ) RES (c ) CUA 1 (c o -a u th . w/UMS) 2 24 I t appears th a t th e major research in te r e s t o f th e cu rre n t fa c u lty o f the College o f Urban Development in the economics emphasis is in r e la tio n to the problem area re fe rre d to as housing/land. The area o f transportation/com m unication has received the le a s t a tte n tio n , w ith only one study. The oth er two problem areas were each the sub­ je c t o f fo u r research e f f o r t s . 120 Summary o f S u p p o rtin g E vidence R e l a t i n g t o th e S o c io lo g y Psvcholoqy Emphasis. T o ta l T it le s L isted 9. Education: (a ) UMS (b ) RES (c ) CUA (d) Dean (e ) NIMH 36 (2 co-authored, 1, CUA; 1, Dean) 4 (1 co -au th . w/UMS) 10 (1 co -au th. w/UMS) 27 (9 co-authored, 8 , UMS; 1, CUA) 6 (1 co -au th. w/UMS and Dean) 69 10. P o p u latio n : (a ) UMS (b ) RES (c ) Dean 5 3 3 (1 co-au th. w/UMS) 10 11. P o v e rty /W e lfa re : (d ) Dean 12. P ublic O rd e r/C rim e /C .J .: (a ) UMS (c ) CUA 3 (2 co-au th. w/UMS) 13. R a c e /E th n ic ity /M in . /Women: (a ) (b ) (c ) (d ) (e ) UMS RES CUA Dean NIMH 21 8 5 20 5 (1 (1 (1 (5 (1 co-auth. co-auth. co-auth. co-auth. co-auth. w/Dean) w/UMS) w/RES) w/UMS) w/Dean) 50 121 I t appears th a t the major research in te r e s ts o f the c u rre n t fa c u lty o f the C o llege o f Urban Development in the so cio lo g y psychology emphasis are in r e la t io n to th e problem area re fe rre d to as e d u c a tio n , w ith 69 s tu d ie s , and ra c e /e th n ic ity /m in o ritie s /w o m e n , w ith 50 s tu d ie s . The area o f p o v e rty /w e lfa re has received the le a s t a tte n tio n as a focus o f rese arch , w ith only two s tu d ie s , both by the Dean. P u b lic o rd e r/c rim e /c rim in a l ju s t ic e has been the sub­ je c t o f only th re e research e f f o r t s . The f i f t h problem area in the sociology-psychology emphasis, p o p u la tio n , was the s u b je ct o f 10 s tu d ie s . A ll f iv e o f the components o f the C o lle g e , as designated in d e s c rib in g the research e f f o r t , were c o n trib u to rs in both education and ra c e /e th n i ci ty /m i nori t i es/women problem a re a s , thus in d ic a tin g a wide spread o f fa c u lty in t e r e s t in these p a r t ic u la r issues. Although the research in the problem area o f p o v e rty /w e lfa re appears to be m in im al, i t is l i k e l y th a t co n sid eratio n s o f poverty were taken in to account in research problems in v o lv in g many o th er areas being in v e s tig a te d . 122 Summary o f S u p p o r tin g E v id en ce R e l a t i n g t o t h e N a t u r a l S c ie n c e Em phasis. T i t le s L is te d T o tal 14. A g ric u ltu re : (c ) CUA 1 1 4 4 15. Envi ronm ent/Energy: (a ) UMS 16. H e a lth : (a ) (b ) (c ) UMS CUA Dean 17 2 1 20 17. Science/Technology: 0 0 25 I t appears th a t the m ajor research in te r e s t o f the c u rre n t fa c u lty o f th e C ollege o f Urban Development in the n a tu ra l science emphasis is in r e la t io n to th e problem area r e fe rre d to as h e a lth , w ith a t o t a l o f 20 s tu d ie s , 17 o f which were conducted by UMS fa c u lty members. The area o f science-technology has received no a tte n tio n as a focus o f rese arch , and a g r ic u ltu r e has been the s u b je c t o f only one study. The problem area o f environm ent/energy received a tte n tio n in fo u r research e f f o r t s . Figure 4 . 2 , which fo llo w s , shows the frequency and d is tr ib u tio n o f CUD research a c t i v i t i e s . — • ro o o oj tn o O o 9i NJ 00 o o ■V*r rW o lO O o o o U1 Ol Nl o o o -j oo o _ j ro \o o o o Econ. Econ./Fin. Housing Trans./Comm. Unempl. Total *vV W S c i. Total ■Vt Nat. Educat. Popul. Poverty Crime Race Total Agric. Environ. Health Sci./Tech. Soc.-Psych. ro o S c i. FREQUENCY AND DISTRIBUTION OF RESEARCH ACTIVITIES Total C D o Pol. Civ. Libs. C .O ./P o lit. For. Pol. Gov. c 70 m -F* — * ro co o 124 The fo llo w in g l i s t shows th e apparent d is t r ib u t io n o f the research a c t i v i t i e s o f th e C ollege o f Urban Development, as revealed by an an a ly s is o f the Prospectus f o r 1978. The numbers rep resen t t o t a l research p ro je c ts and p u b lic a tio n s completed during th e years 1973-78. 1. Education 69 2. R ac e/E th n icity/M in o ritie s/W o m en 50 3. H ealth 20 4. Housing/Land 15 * 5. Community O r g a n iz a tio n /P o litic a l Process 13 * 6. Population 10 * /7 . Economics/Finance 4 4 8. Environment/Energy 4 \9 . U nem ploym ent/Incom e/Inflation 4 P u b lic O rder/C rim e/C rim in al J u s tic e 3 * * /ll. Governance 2 * *(l2 . P o ve rty/W elfare 2 /l3 . A g ric u ltu re 1 |1 4 . Foreign P o lic y 1 Transportation/Com m unication 1 p 6. C iv il L ib e r tie s 0 (.17. Science/Technology 0 10. * * \1 5 . * not included in a u t h o r it ie s ' "top te n ." * * included in a u t h o r it ie s ' "top te n ." 125 In th e fo llo w in g , a comparison w i l l be made between (1 ) the 11s t o f the ten p r i o r i t y s o c ie ta l problems id e n t if ie d through the l i t e r a t u r e search and ( 2 ) th e l i s t o f th e ten p r i o r i t y Issues appear­ ing to re c e iv e a tte n tio n through th e research a c t i v i t i e s o f the C ollege o f Urban Development, as revealed by an a n a ly s is o f the C ollege Prospectus fo r 1978. A lp h a b e tic a l L is tin g o f Id e n t if ie d S o c ie ta l Problems (Top Ten) Problems Addressed by CUD Research A c t i v it i e s (Top Ten) 1. Education Education 1 2. Environment/Energy Environm ent/Energy 7 -8 -9 3. Governance 4. H ealth H ealth 3 5. Housing/Land Housing/Land 4 6. P o v e rty /W e lfa re 11-12 11-12 7. P ub lic O rd e r/C rim e /C .J . P u b lic O rd e r/C rim e /C .J . 8 . R a c e /E th n ic ity /e tc . R a c e /E th n ic ity /e tc . 9. Transportation/Com m unic. 10. Unem ploym ent/Incom e/Inf1. As Ranked in CUD L is tin g 10 2 13 -14 -15 U nem ploym ent/Incom e/Infl. Comm. O r g ./P o l it . Process Economics/Finance P opulation 7 -8 -9 5 7 -8 -9 6 126 Summary o f Data on Research A c t iv it ie s On th e basis o f the an a ly s is undertaken in th e present stu d y , using th e data source in d ic a te d , i t appears th a t the major th ru s t o f the C o llege o f Urban Development's c u r r ic u la r program o f research is in the sociology-psychology emphasis a re a . as fo llo w s : The o th e r areas rank (2 ) n a tu ra l s c ie n c e ,(3 ) economics, and (4 ) p o lit ic a l scien ce. The s p e c ific problem re c e iv in g most a tte n tio n is th a t o f e d u c a tio n , w ith a t o t a l o f 69 studies completed between the f a l l o f 1973 and th e spring o f 1978, as lis t e d in the C o llege Prospectus. The problem ranking second is th a t id e n t if ie d as r a c e /e th n ici ty /m i n o ri t i es/women, w ith a t o t a l o f 50 research p ro je c ts . Both education and ra c e /e th n ic ity /m in o ritie s /w o m e n are c la s s if ie d in th is study as being in th e sociology-psychology emphasis are a . The problem ranking t h ir d is h e a lth , w ith 20 s tu d ie s . This problem is c la s s if ie d in th is study as being in th e n a tu ra l science emphasis are a . The f i r s t two problem areas seem c le a r ly to represen t the leadin g concerns o f the research a c t i v i t i e s , w ith the t h ir d problem re c e iv in g moderate a tte n tio n . Problems 4 , 5 , and 6 rep res en t a c lu s t e r , w ith housing/land 15 s tu d ie s ; community o r g a n iz a t io n /p o lit ic a l process - 13 s tu d ie s ; and p o p u latio n - 10 s tu d ie s . The rem ainder o f th e problem areas on the screening device have been th e s u b je c t o f in v e s tig a tio n w ith l i t t l e or no frequency, 127 ranging from 4 ( environm ent/energy, econom ics/finance, and unemploy­ m ent/i ncom e/in f1a t io n ) to 0 ( c i v i l l i b e r t i e s and s c ie n c e /te c h n o lo g y ) . The f iv e rem aining problem areas were studied from 1 to 3 times dur­ ing the p erio d under in v e s tig a tio n . Three o f the problem areas among the f i r s t ten being addressed by the research a c t i v i t i e s a re not among th e “top ten" id e n t if ie d by th e l i t e r a t u r e search. These th re e are: (1 ) community o rg a n iz a tio n / p o l i t i c a l process, (2 ) p o p u la tio n , and (3 ) economi c s / f i nance. C onversely, th re e items lis t e d by the a u th o r itie s as being among the "top ten" but not so lis t e d by the C ollege are as fo llo w s : (1 ) governance, (2 ) p o v e r ty /w e lfa r e , and (3 ) tran spo rtatio n/com m u nic a tio n . 128 Evidence R e la tin g to S ervic e A c t iv it ie s In examining the s e rv ic e a c t i v i t i e s o f the C ollege o f Urban Development, th e w r it e r used th e fo llo w in g sources o f d a ta: 1. A Report o f the Programs and A c t i v i t i e s , C ollege o f Urban Development, 1974 2. A Report o f the 1975-76 Academic Y ear, Center fo r Urban A ffa i rs 3. The Annual E valu atio n and Report (prepared fo r the U n iv e r s ity ) o f th e C ollege o f Urban Development fo r 1975-76 4. The Annual E valu atio n and Report (prepared f o r the U n iv e r s ity ) o f the C ollege o f Urban Development fo r 1976-77 5. The 1978 C ollege o f Urban Development Prospectus (which l i s t s rese arch , p u b lic a tio n s , and se lec ted s e rv ic e a c tiv itie s ) In fo rm atio n concerning guest speakers was c o lle c te d as described p re v io u s ly , using w r itte n rep o rts f o r the Urban Forum S e rie s , and both w r itte n and verbal rep o rts f o r other speakers. The data is ca te g o rize d as fo llo w s : a. Guest Speakers (Urban Forum and "O ther") b. Conferences and Workshops c. Special P ro je c ts and Outreach A c t iv it ie s L is ts o f speakers and a c t i v i t i e s , arranged in c a teg o ries as described above, are provided in Appendix C. 129 Summary o f S u p p o r tin g E vid en ce R e l a t i n g t o t h e P o l i t i c a l S c ie n c e Em phasis. 1. C iv il L ib e r tie s : a. b. c. Speakers Conferences and Workshops Special P ro je c ts and Outreach A c t i v it ie s 6 0 3 2. Community O r g a n iz a tio n /P o litic a l Process: a. b. c. Speakers Conferences and Workshops Special P ro je c ts and Outreach A c t i v it ie s 11 6 12 3. Foreign P o lic y : a. b. c. Speakers Conferences and Workshops Special P ro jec ts and Outreach A c t iv it ie s 3 0 3 4. Governance: a. b. c. Speakers Conferences and Workshops Special P ro je c ts and Outreach A c t iv it ie s The m ajor th ru s t o f s e rv ic e a c t i v i t i e s 6 0 2 in the area o f p o l i t i ­ cal science would appear to be in the problem area id e n t if ie d as community o r g a n iz a t io n /p o lit ic a l process. This is the only area around which conferences and workshops were scheduled. This problem was also more o fte n addressed by speakers and fe a tu re d in sp ecial p ro je c ts and outreach a c t i v i t i e s . The problem area id e n t if ie d as fo re ig n p o lic y appears to have received the le a s t a tte n tio n in the p o l i t i c a l science emphasis. 130 Summary o f S u p p o r tin g E v id en ce R e l a t i n g t o th e Economics Em phasis. 5. Econom ics/Finance: a. b. c. Speakers Conferences and Workshops S pecial P ro je c ts and Outreach A c t iv it ie s 4 2 1 6 . Housing/Land: a. b. c. Speakers Conferences and Workshops S pecial P ro je c ts and Outreach A c t iv it ie s 4 1 4 7. Transportation/C om m unication: a. b. c. Speakers Conferences and Workshops S pecial P ro je c ts and Outreach A c t iv it ie s 6 0 6 8 . Unemployment/1ncome/1nf1a t io n : a. b. c. Speakers Conferences and Workshops S pecial P ro je c ts and Outreach A c t i v it ie s 2 2 0 The m ajor th ru s t o f s e rv ic e a c t i v i t i e s in the area o f economics would appear to be in the problem area id e n t if ie d as tra n s p o rta tio n / communication, w ith s ix speakers and s ix s p ecial p ro je c ts and o u t­ reach a c t i v i t i e s . However, th e re are no conferences and workshops around th is problem , and a l l o f the s p ecial p ro je c ts are media p re­ s e n ta tio n s r e la te d to o th e r problem areas. Of the s ix tra n s p o rta tio n / communication speakers, only two addressed problems re la te d to tra n s ­ p o rta tio n . The problem area o f housing/land ranked high in sp ecial p ro je c t a c t i v i t i e s . 131 Summary o f Supporting Evidence R e la t in g to th e S o c io lo g y Psychology Emphasis. 9. Education: a. b. c. Speakers Conferences and Workshops Special Projects and Outreach A c tiv itie s 12 7 19 10. Population: a. b. c. Speakers Conferences and Workshops Special Projects and Outreach A c tiv itie s 0 0 0 11. P overty/W eifare: a. b. c. Speakers Conferences and Workshops Special Projects and Outreach A c tiv itie s 2 0 1 12. Public Order/Crim e/Crim inal Justice: a. b. c. Speakers Conferences and Workshops Special Projects and Outreach A c tiv itie s 2 2 9 13. Race/Ethni ci ty/M i nori t i es/Women: a. b. c. Speakers Conferences and Workshops Special Projects and Outreach A c tiv itie s 27 5 17 The major th ru s t o f service a c t iv it ie s in the area o f socio­ logy-psychology would appear to be in two problem areas: and race/eth n i ci ty/m i nori t i es/women. No a c t iv it ie s are recorded around the area o f population and very l i t t l e p o v e rty /w e lfa re . education in the area o f As has been noted in the discussion o f in s tru c tio n and research, i t is lik e ly th a t poverty is one o f the undergirding assumptions o f many other service p ro je c ts . 132 Summary o f Supporting Evidence R e la tin g to the N atu ral Science Emphasis. 14. A g ric u ltu re : a. b. c. Speakers Conferences and Workshops Special Projects and Outreach A c tiv itie s 1 1 0 15. Environment/Energy: a. b. c. Speakers Conferences and Workshops Special Projects and Outreach A c tiv itie s 0 1 3 16. H ealth: a. b. c. Speakers Conferences and Workshops Special Projects and Outreach A c tiv itie s 1 1 6 17. Science/Technology: a. b. c. Speakers Conferences and Workshops Special Projects and Outreach A c tiv itie s 0 0 1 The major th ru s t o f service a c t iv it ie s in the area o f natural science would appear to be in the problem area id e n tifie d as h e a lth . The area o f environment/energy ranks second, with one major conference and three special p ro jects . The area o f science/ technology appears to receive the le a s t a tte n tio n in th is emphasis group. Figure 4 .3 shows the frequency and d is trib u tio n o f problem areas addressed by guest speakers. Figure 4 .4 shows the frequency and d is trib u tio n o f service a c t iv i t ie s , excluding guest speakers. w —1 oo — 1 o Econ. C D i\) 01 Sci. 2 u u u c o c tiu d Pol. FREQUENCY AND DISTRIBUTION OF PROBLEM AREAS ADDRESSED BY GUEST SPEAKERS Civ. Libs. C .O ./P o lit. For. Pol. Gov. Total ro co •'•j o 134 Pol. S ci. Econ. Soc.-Psych. Nat. S ci. 100 95 90 85 80 75 70 65 60 I9 1 55 i 4 50 * .9 i9 45 i9 i f i 4* 40 35 4 f 4* 30 4 if r 25 1► 4 4> 1* t 15 i *f * * 49 4t 4 t i 9 9 9 9 T __ I TT ! T iA -Q • r •r * _ l O Q. * > • O O • o r— > O CL CD o . u o Ll. (O 4-> O 1— 9 f * 1* * 20 10 5 f c o> c I t _! J c o i 9 * * :* 4 t t 4 • £ t— r -* ‘r— a . (O Ll. E ■M "«s (/) CJ a> O 43 h• =3 E O zz to E u UJ IO im 1— o 4 r 4 9 r * 4 i r i *t i r +Jf— >,OJ IQ 3 T I U4 ■ U C ££ r- E O u :9 T ( j a i - ’r l B - P L S - r . 3 o » »— CL FIGURE 4 .4 FREQUENCY AND DISTRIBUTION OF SERVICE ACTIVITIES (Guest Speakers not included) U Oi (O -M o > a) — l— C 3= LU • O C/> 135 The fo llo w in g l i s t shows the apparent d is tr ib u tio n o f the prob­ lem areas addressed by guest speakers brought to the campus by the C ollege o f Urban Development, as recorded in the documents summariz­ ing the Urban Forum s e rie s , and as reported by co lleg e personnel queried in th is regard. The numbers represent the frequency w ith which s p e c ific problems were addressed by any o f the various speakers under review . 1. R ace/E thnicity/M inorities/W om en 27 2. Education 12 Community O r g a n iz a tio n /P o litic a l Process 11 * 3. * f 4 . C iv il L ib e rtie s 6 5. Governance 6 6 . Transportation/Communication 6 Economics/Finance 4 (,8 . Housing/Land 4 * 9. Foreign P olicy 3 lO. Unem ploym ent/Incom e/Inflation 2 11. P overty/W elfare 2 2 g ric u ltu re 12. A Public O rder/C rim e/C rim inal Ju s tic e Health 1 0 * * } 1 6 . Environment/Energy 0 V l7 . Science/Technology 0 * not Included in a u th o r itie s ' "top te n ." * * included in a u th o r itie s ' "top te n ." 136 The fo llo w in g l i s t shows the apparent d is tr ib u tio n o f the se rv ice a c t i v i t i e s o f the College o f Urban Development, as revealed by an a n aly sis o f f iv e documents used as sources o f d a ta . The numbers represent combined conferences, workshops, special p ro je c ts , and o u t­ reach a c t i v i t i e s . Guest speakers are not in clu d ed . 1. Education 26 2. R ac e/E thn icity/M inorities/W om en 22 * 3. Community O r g a n iz a tio n /P o litic a l Process 18 4. P ublic O rder/C rim e/C rim in al Ju stic e 5. H ealth 7 6. Transportation/Com m unication 6 7. Housing/Land 5 8. Environment/Energy 4 * /9 . C iv il L ib e rtie s 3 M 10. Economics/Finance 3 * \1 1 . Foreign P o lic y 3 **t\2. Governance 2 * * |j3 . U nem ploym ent/Incom e/Inflation 2 14. A g ric u ltu re 1 15. P o verty/W elfare 1 16. Science/Technology 1 17. Population 0 ! * not included in a u th o r itie s ' "top te n ." * * included in a u th o r itie s ' "top te n ." 11 137 In the fo llo w in g , a comparison w i l l be made between (1 ) the l i s t o f the ten p r io r it y s o c ie ta l problems id e n t ifie d through the lit e r a t u r e search and ( 2 ) the l i s t o f the ten p r io r it y issues appear­ ing to receive a tte n tio n through the service a c t iv i t ie s o f the College o f Urban Development, as revealed by an an alysis o f fiv e selected documents. (Guest speakers are not included in th is tabu­ la t io n . ) A lp h ab etical L is tin g o f Id e n t ifie d S o cieta l Problems (Top t e n ) Problems Addressed by CUD Service A c t iv it ie s (top Ten) 1. Education Education 1 2. Environment/Energy Environment/Energy 8 3. Governance 4. H ealth Health 5 5. Housing/Land Housing/Land 7 6. P o verty/W elfare 7. P ublic O rd er/C rim e/C .J. 8. R a c e /E th n ic ity /e tc . 9. Transportation/Communic. 10. As Ranked in CUD L is tin g 12-13 14-15-16 Public O rder/C rim e/C .J. R a c e /E th n ic ity /e tc . Transportation/Communic. Unem ploym ent/Incom e/Infl. 4 2 6 12-13 C iv il L ib e rtie s Comm. O r g ./P o lit . Proc. Economics/Finance Foreign P o licy 9-10-11 3 9-10-11 9-10-11 138 Summary o f Data on Service A c t iv it ie s On the basis o f the an alysis undertaken in the present study, using the data sources li s t e d , i t appears th a t the major th ru s t o f the C ollege o f Urban Development's c u r r ic u la r program o f se rv ice is in the sociology-psychology emphasis area . as fo llo w s : The other areas rank (2 ) p o lit ic a l scien ce, (3 ) economics, and (4 ) n atural science. The s p e c ific problem re c e iv in g most a tte n tio n is th a t o f ed u ca tio n , w ith a to ta l o f 26 p ro je c ts . The problem ranking second is th a t id e n t ifie d as r a c e /e th n ici ty/m i nori t i es/women, w ith a to ta l o f 22 p ro je c ts . Both education and ra c e , e t c . are c la s s ifie d in th is study as being in the sociologypsychology emphasis area. The problem ranking th ir d is community o r g a n iz a tio n /p o litic a l process, w ith 18 p ro je c ts . This problem is c la s s ifie d in th is study as being in the p o lit ic a l science emphasis area. The f i r s t th ree problem areas seem c le a r ly to represent the leadin g concerns o f the s e rv ic e program. Problem 4 , p u b lic o rd e r/c rim e /c rim in a l ju s t ic e , is somewhat is o la te d from the f i r s t th re e and from the remainder o f those in the f i r s t te n . I t is represented by 11 p ro jects follow ed by h e alth - 7; tr a n s p o rta ti on/communicati on - 6 ; housing/land - 5; and environm ent/ energy - 4. places: p o lic y . Three problem areas are tie d fo r the remaining two (1 ) c i v i l l i b e r t i e s , (2 ) economi c s /f i nance, and (3 ) fo r e i gn Each o f these areas is the s u b je ct o f 3 p ro je c ts . 139 The remainder o f the problem areas on th e screening device have been the s u b je c t o f s e rv ic e p ro je c ts w ith l i t t l e or no freq u en cy, ranging from governance and unem ploym ent/incom e/inf1a tio n w ith 2 each to population w ith 0 . Four o f the problem areas among the f i r s t ten being addressed by th e s e rv ic e a c t i v i t i e s are not among th e "top ten" id e n t if ie d by the l i t e r a t u r e search. cal process, c iv il These are (1 ) community o r g a n iz a t io n /p o lit i- and th re e items t ie d f o r rank o rd e r 9 -1 0 -1 1 : l i b e r t i e s , econom ics/finance, and fo re ig n p o lic y . C onversely, th re e items lis t e d by th e a u th o r itie s as being among the "top ten" but not so lis t e d by th e C ollege are as fo llo w s : (1 ) governance, (2 ) p o v e r ty /w e lfa r e , and (3 ) unemployment/income/ in fla tio n . The above ta b u la tio n s do not in clu d e guest speakers brought to the campus. The w r it e r made an a r b it r a r y d ecisio n to ta b u la te only items which could be described as p r o je c ts , even though speakers are lis t e d in the data assembled f o r th is p a r t o f th e in v e s tig a tio n . The fo llo w in g comments on th e problems which appear to have been addressed by guest speakers a re added to th is summary o f the s e rv ic e a c t i v i t i e s o f th e C ollege o f Urban Development. The number o f speakers who d ire c te d t h e i r a tte n tio n to m atters r e la te d to th e problem o f ra c e -e th n ic ity /m in o ritie s /w o m e n was over tw ic e th a t o f th e number who discussed questions r e la te d to e d u c a tio n , the second m ost-considered to p ic (27 and 12 r e s p e c tiv e ly ). t h ir d was community o r g a n iz a t io n /p o lit ic a l process, w ith 11. Ranking 140 Four o f the problem areas among th e f i r s t ten being addressed by guest speakers are not among the top ten Id e n t if ie d by th e l i t e r a ­ tu re search. These fo u r are: process, (2 ) c i v i l p o lic y . (1 ) community o r g a n iz a tio n /p o litic a l l i b e r t i e s , (3 ) eco n o m ics/fin an ce, and (4 ) fo re ig n Conversely, fo u r items lis t e d by the a u th o r itie s as being among the top ten but not so lis t e d as re c e iv in g a tte n tio n from the guest speakers are as fo llo w s : ( 1 ) p o v e r ty /w e lfa r e , ( 2 ) p u b lic o rd e r/ c rim e /c rim in a l j u s t i c e , (3 ) h e a lth , and (4 ) environm ent/energy. Table 4 .6 , which fo llo w s , presents a rank o rd e r o f a l l prob­ lem are a s , based on the se parate rankings in in s tr u c t io n , rese arch , and s e rv ic e . S ervice ranking does not in clu d e speakers. The w r it e r made an a r b it r a r y d e cis io n to assign double w eight to the aspect o f in s tr u c tio n , based on an e s tim a te o f r e la t iv e tim e and resources in ­ vested in the th re e components. Table 4 .7 in d ic a te s th e frequency o f matching o f top ten problems when the top te n , as id e n t if ie d by the l i t e r a t u r e search, are compared w ith the top ten problems being addressed by th e pro­ grams o f the C o lle g e . Table 4 .8 shows th e frequency o f agreement on p r io r it y issues among th e various c u r r ic u la r components o f the C o lle g e , w ith o u t re fe re n c e to the a u t h o r it ie s ' top te n . Figure 4 .5 shows th e frequency and d is t r ib u t io n o f a l l c u r r ic u la r programs, combining in s tr u c t io n , re s e a rc h , and s e rv ic e . 141 TABLE 4 . 6 RANK ORDER OF ISSUES ADDRESSED BY CUD PROGRAMS (O v e ra ll rank is based on research rank + s e rv ic e rank + h in s tr u c ­ tio n ran k , thus assigning double w eight to area o f in s t r u c t io n .) Problem Area In s tr u c tio n Research * 1. Education 3 1 1 3 .5 * 2. R a c e /E th n ./e tc . 1 2 2 4 .5 2 5 3 9 * 4. H ealth 6 -7 -8 3 5 11 .5 * 5. Housing/Land 4 4 7 13 10 4 20.25 3. Comm. O r g ./P o l it . * 6 . P ubl. O rder/Crim e 12-13 S ervice T o tal Po1 7. Econ./Finance 5 7 -8 -9 9-10-11 20.5 * 8 . E n v ir./E n e rg y 15 7 -8 -9 8 23.5 * 9. Unempl./Income 6 -7 -8 * 10. Transp./Communic. 12-13 *11. Governance 6 -7 -8 7 -8 -9 1 3 -14 -15 11-12 12-13 6 24 26.25 12-13 27 .5 17 28.5 11 6 13. C iv il L ib e r tie s 9 16 9-10-11 30.5 14. Foreign P o lic y 14 1 3 -14 -15 9-10-11 31 • 10 11-12 14 -15 -16 31 .5 16. A g r ic u ltu re 16 13 -1 4 -1 5 14 -15 -16 37 17. Science/Tech. 17 17 14 -15 -16 4 0 .5 12. Population * 15. Poverty/W ei fa re *"Top Ten" Problems Id e n t if ie d through L ite r a tu r e Review 142 TABLE 4 . 7 FREQUENCY OF MATCHING OF TOP TEN PROBLEMS A lp h ab etic al L is tin g o f id e n t if ie d Top Ten Social Problems CUD C u rric u la r Programs In s tr u c tio n Research S ervice A ll Three* as ranked X X X X ( 1) X X X (8) 1. Education 2. Envi ronment/Energy 3. Governance X 4. Health X X X X (4 ) 5. Housing/Land X X X X (5 ) 6. Poverty/W ei fa re X 7. P u b lic O rd e r/C rim e /C .J . 8. Race/Ethni ci t y / e t c . 9. Transp./Communic. 10. U n e m p l./In c o m e /In fl. X X c iv . l i b . comm.org. e c o n ./f in . * ( 11) (1 5 ) X X X (6) X X X ( 2) X X ( 10) X comm.org. c i v . l i b . e c o n ./f in . comm.org. population e c o n ./f in . f o r . p o l. X (9 ) comm.org. e c o n ./f in . Based on assig ning double w eight to in s tr u c tio n a l a c t i v i t i e s * * Community o r g a n iz a t io n /p o lit ic a l process is th e missing ( 3 ) , wfrtle econom ics/finance is the m issing ( 7 ) . 143 TABLE 4 . 8 FREQUENCY OF AGREEMENT ON PRIORITY ISSUES AMONG CUD CURRICULAR COMPONENTS Problems In s t. Res. S ervice I . Problems on Which A ll Three Agree: 1. Community O r g ./P o lit . Process X X X 2. Housing/Land X X X 3. Economics/Finance X X X 4. H ealth X X X 5. Race X X X 6 . Education X X X 1. U nem ploym ent/Incom e/Inflation X X 2. C iv il L ib e r tie s X II. Problems on Which Two Agree: X 3. P u b lic O rd er/C rim e /C .J. X X 4. Environment/Energy X X III. Top Ten P r io r i t y by Only One: 1. Population X 2 . Transportation/Com m unication X 3. Poverty/W ei fa re X 4 . Governance X (A g r ic u ltu r e , fo re ig n p o lic y , and science/technology d id not rank among the f i r s t ten problems addressed py any o f the th re e components. ) 144 P ol. S c i. 400 Econ. Soc.-Psych. Nat. S c i. 380 360 \ 340 4 4 320 4 4 300 • P \ 280 r 4 4 260 4 240 4 < I 220 , 200 180 4 i < 4 160 ■ - < 4 140 120 ' 4 * ■ 4 * 1 0 0 i 4 100 4 80 60 < 4 I T ' P . * « 4 4 , 4 4 * 4 4 1 P 4 0 . » 4 0 T I . 0 0 * 4 • c i •r- u. ■ ----^ CO * 3 c O o = u LU * a. o C J 55 -- c • :=> to c O 1 — T Ml T T • • ■*-> > . ai (O 3 ■M 5 o O. S3 o a> 1-a a . > o LU o Q- 4 P 4 4 4 i t p « * 0 4 0 I i t 4 w ll : 1 ll : * * * • 1/) +•> > .a *0 o Q. CD -J o * a. • * o > •r* o Ll. <-> • o 4 , 4 4 0 4 40 4 4 1 0 • 4 4 20 1 4 * 1 * * t T _ i— ; * 4) ,_ u = -C JZ ,_ ■M o a