Professional Documents
Culture Documents
Baker - Folklore and Folklife Studies in American and Canadian Colleges and Universities
Baker - Folklore and Folklife Studies in American and Canadian Colleges and Universities
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
University of Illinois Press and American Folklore Society are collaborating with JSTOR to
digitize, preserve and extend access to The Journal of American Folklore
THE STUDY OF FOLKLORE AND FOLKLIFE has come a long way since 1940 when
Ralph Steele Boggs conducted the first survey of folklore courses and pro-
grams in the United States and discovered only 23 American colleges and uni-
versities with folklore courses (Boggs 1940:96). Ten years later when Richard
M. Dorson brought the Boggs study up to date, he was able to add 37 insti-
tutions to Boggs's count, for a grand total of 60 American colleges and uni-
versities offering folklore courses in 1950 (Dorson 1950:352-359). In 1958
MacEdward Leach conducted a third survey of folklore studies in the United
States, and in his brief report stated that "76% [about 233] of the 307 institu-
tions replying teach folklore in some form or other" (Leach 1958:10). Appar-
ently "folklore in some form or other" included courses with some folklore
content as well as pure folklore courses, for a 1964 survey by Donald M. Win-
kelman and Ray B. Browne uncovered only 49 American colleges and uni-
versities with folklore courses, although admittedly their report was a "brief
listing of colleges offering folklore courses" (Winkelman and Browne
1964:49). My 1969 survey of folklore studies in the United States found 170
institutions with folklore courses (Baker 1971:225), and my 1977 survey re-
ported 404 American colleges and universities with folklore courses (Baker
1978:794).
Funded by the American Folklife Center of the Library of Congress and co-
sponsored by the American Folklife Center and the American Folklore Soci-
ety, the present survey of folklore and folklife studies is the most comprehen-
sive one to date, for this survey, unlike earlier ones, includes Canada,
questionnaires were more widely disseminated. Questionnaires wer
to 2887 chairs of English departments in the United States and Canad
chairs of anthropology departments in the United States and Canada,
rectors of language and area programs in the United States, 363 ethn
cologists in the United States and Canada, 242 directors of American
programs in the United States, 232 directors of ethnic studies program
United States, and 12 chairs of folklore programs in the United State
Canada. Around 25% of the 4527 questionnaires mailed were returned
questionnaires were mailed to and received from more than one depa
program, and/or individual at a number of institutions, the significan
is that questionnaires were received from 972 institutions, or from 34%
institutions receiving questionnaires.
Of the institutions responding, 395 (376 in the United States and 19
ada) reported that they offer at least one folklore course, and 577 repo
they do not have a folklore course. Thus, 41% of the institutions res
to the questionnaire offer folklore courses. Catalogs of American colle
universities reporting folklore in the 1977 survey but not respondin
current questionnaire also were checked, and an additional 133 institu
were added to the current list of schools offering folklore courses (Ap
III). In all, at least 509 American colleges and universities offer at lea
course in folklore, up 26% since the last survey in 1977. No Canadian
tutions were added to the 19 Canadian colleges and universities reporti
lore courses. Of course, since many questionnaires were not retur
many college catalogs were not current or available, the present surv
the earlier ones, is merely representative of the status of folklore and
studies at this time and is not an exhaustive survey.
As one might expect, public institutions, doctoral-granting instituti
large institutions are more likely to offer folklore courses than privat
tutions, two-year institutions, and small institutions. Of the public i
tions responding to the questionnaire, 46% offer folklore courses, bu
33% of the private institutions responding have folklore courses. Wh
of the Ph.D.-granting institutions responding offer folklore and 49%
M.A.-granting institutions offer folklore, only 32% of the B.A.-gran
stitutions and 18% of the two-year institutions have folklore courses. J
80% of the schools with enrollments of over 20,000, 70% of the scho
enrollments between 10,000 and 20,000 and 53% of the schools with e
ments between 5000 and 10,000 offer folklore courses; only 33% of th
with enrollments between 2500 and 5000, 35% of the schools with enro
between 1000 and 5000, and 18% of the schools with enrollments und
have folklore courses.
Most colleges and universities that do not offer folklore courses report that
they have no plans to offer folkore for a variety of reasons. The feeling at sev-
eral two-year colleges is that the study of folklore is too specialized, and folk-
lore courses will not readily transfer to four-year institutions, as the following
A few institutions claim they are either too small or too specialized to
folklore courses. Representative responses illustrating these notions are:
Because of the special nature of our college-we help prepare future Roman Catholic
we don't have room in our liberal-arts curriculum for whole folklore courses.
We are a technical two-year school. We have no plans to develop programs dealing with folk-
lore and/or folklife.
Most of our students [at a small community college] are interested in training which will lead
directly to a remunerative position.
Some schools report that lack of student interest or shortage of faculty pre-
vents them from offering folklore courses. For example, fairly common re-
plies are:
We do have a folklore class listed in our catalog, but it has been taught only once in the last
five years because of little student interest and insufficient faculty.
We offered a [folklore] course a few years ago . . . only a very small number of students en-
rolled. We have been hesitant to try again.
We had a folklorist on the faculty for a number of years (he retired a few years ago) and there
appears to be no desire to replace him.
We had one course-it was introductory, and popular. But we dropped [it] for lack of person-
nel.
We are struggling to maintain a basic liberal arts core curriculum in the face of declining en-
rollments and budgets.
No plans for a folklore course-in fact the fate of the American Studies Program is precarious
because of the sharp decline in majors.
We only barely succeed in offering the minimal array of standard courses in English and Amer-
ican literature.
In the near future we may have a course on USA folk cultural geography....
At present we do not have any plans for such courses. However, your questionnaire le
to think that it would be a good idea.
We are planning to institute a major [at the undergraduate level] in the next few years.
We now have a concentration in folklore at the undergraduate level; we plan to structure our
graduate program [in English] to permit a concentration also.
Plans are currently underway to develop an [undergraduate] interdisciplinary major program
in traditional arts.
Plans are now being made to create a folklore/popular culture component in the American
Studies Program.
We will be planning for new courses in folklore as it is manifested in material culture of Amer-
ica.
There are several formal folklore programs with degrees in folklore or degrees
in a related area (notably English, anthropology, and American studies) with
strong concentrations in folklore (Appendix I), but the degree in folklore is
still not common in the United States and Canada. Since the last survey, only
one degree-granting folklore program has been discontinued, the M.A. in folk
The present survey solicited for the first time information about the tr
of teachers of folklore at American and Canadian colleges and univers
one would expect, since folklore courses are taught in a number of
ments and programs, the areas of specialization of academic folkloris
Appendix I
Appendix II
Folklore Minors and Concentrations in the United States and Canada
Appendix III
Note
I gratefully acknowledge the support of the American Folklife Center, directed by Alan Jabbour,
veloping and funding this survey, with special thanks to Peter T. Bartis, who served as the Center
nator for this project. I also thank Bruce Jackson, Past President of the Amerian Folklore Society,
Harold Brunvand, President of the American Folklore Society, for their support and advice. Thank
Meg Brady and Lynwood Montell, who represented the American Folklore Society in the planning
this survey. Interest in conducting a questionnaire survey of folklore and folklife studies in higher e
was generated at the Folklore in Higher Education Colloquium, cosponsored by the American Folklife
and the American Folklore Society, at the Library of Congress on 13 and 14 September 1984.
References Cited
Baker, Ronald L. 1971. Folklore Courses and Programs in American Colleges and Univ
Journal of American Folklore 84:221-229.
1978. The Study of Folklore in American Colleges and Universities. Journal of A
ican Folklore 91:792-807.
Boggs, Ralph Steele. 1940. Folklore in University Curricula in the United States. Southern Folk-
lore Quarterly 4:93-109.
Dorson, Richard M. 1950. The Growth of Folklore Courses. Journal ofAmerican Folklore 63:345-
359.
1972. The Academic Future of Folklore. In Folklore: Selected Essays, pp. 295-304.
Bloomington: Indiana University Press.
Leach, MacEdward. 1958. Folklore in American Colleges and Universities. Journal of American
Folklore Supplement, pp. 10-11.
Winkelman, Donald M., and Ray B. Browne. 1964. Folklore Study in Universities. Sing Out!
14:47-49.