| Sumario: | A purposive sample of African American MSW graduates (N = 89) from predominantly White institutions were investigated to quantitatively and qualitatively assess the extent of diversity and multi-culturalism (DMC) content in their HBSE courses. The mean age was 47 years, 72% were females, and they attended graduate social work programs in 23 states, primarily in the Midwestern and Northeastern United States. DMC content was found to be seriously lacking in HBSE courses, and significant correlations were found between perceived curricular relevance to minority populations and sensitivity to minority student concerns by faculty (r = .433, p < .01, 2-tailed test) and administration (r = .386, p < .01, 2-tailed test). Thematic analysis of written comments identified major problems with DMC integration in courses, perceived racism, non-minority student resistance, and non-supportive learning environments. Subjects developed support groups that collectively assured DMC discussion in classes. Recommendations are made for stronger institutional accountability for DMC course content and measurable student outcomes directly related to school re-accreditation.
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