Data from a study to identify perceptions concerning key cultural concepts and their inclusion in nursing school curricula showed a discrepancy between what was desired and what was practiced. The demographic data were examined to identify factors that might be contributing to the reported perceptions of the administrative and faculty personnel. Certain patterns of homogeneity among institutions, administrators, faculty, and students were revealed that may be contributing to the maintenance of a unicultural perspective rather than a multicultural one. A three-state (Alabama, Florida, and Georgia) profile revealed that two-thirds of the participating institutions were located in cities or towns of less than 100,000, were classified as urban/residential, and had total enrollments of between 5,000 and 15,000. Approximately one-half of the administrators had initially earned the bachelor's degree; the other half, a diploma or an associate degree. Three-fourths held the doctorate as the highest degree earned. Teaching faculty had initially earned a baccalaureate degree (57 percent) or the diploma or associate degree (43 percent). Approximately three-fourths held the masters in nursing degree as the highest degree earned. A comparison of the southeastern data with the national data revealed conditions for the inclusion of a multicultural dimension in nursing education that might be very similar throughout the country. (YLB)