Instructional, financial, and enrollment data gathered from a variety of sources for a representative sample (N=142) of the country's public two-year colleges were examined to determine how humanities education at these institutions is affected by changing financial and enrollment conditions. Study methodology involved an analysis of three sets of variables: (1) measures of institutional conditions, including percent change in enrollment and expenditures from 1971 to 1977; (2) measures of the strengths of humanities programs, such as program enrollments, budget allocations, and the ratio of humanities students to faculty; and (3) measures of humanities responsiveness, including the introduction of new humanities courses, increases in humanities graduation requirements, and the reorganization of the humanities disciplines within the institutional structure. Descriptive statistics and correlation analysis results were produced to test the hypothesis that the condition of the humanities would be least adversely affected where the financial and enrollment factors were strongest. Summary findings indicate that while colleges as a whole reduced instructional expenditures despite increased enrollments, the share of humanities faculty remained stable while they served proportionately fewer students. The study report identifies data sources and details methodology and findings; a bibliography is included. (JP)