Based on the lists, on p.

7 of the Multicultural Education in a Pluralistic Society text, I have listed the following ten (10) characteristics of a multicultural school in order from the most important to the least important, according to my beliefs. Schools should be models for the expression of human rights and respect for cultural differences. This, I find to be the most important. As adults, mentors, and leaders, we must first be the example and set the bar for those around us, especially our students (even more so to the younger ones). Educators working with families and communities can create an environment that is supportive of multiculturalism. Through our students, we can have a greater impact on their families, and in turn, the community. This benefit is a full cycle. The more we influence the community through our students, it (the community) will in turn influence the upcoming generations of students. It works both ways. The faculty, administrators, and other staff see themselves as learners enhanced and changed by understanding, affirming, and reflecting cultural diversity. Educators must humble themselves and also accept the role of a student. There is much learning through our cultural diversity that can be achieved. Students are able to use their own cultural resources and voices to develop new skills and to critically explore subject matter. There is more than one way to do most anything. True understanding can be seen through the relation and application in someones personal life by using their own individuality and culture. Students learn to recognize and confront inequities in school and society. By teaching tolerance and acceptance, students will learn to recognize the cultural bias in society. Hopefully, they will be the voice of the future and make a difference. Instructional materials are free of biases, omissions, and stereotypes. How can we say one thing and teach another? We cannot be hypocrites or else our word, as educators, counts for nothing.

The school curriculum incorporates the contributions of many cultural groups and integrates multiple perspectives throughout it. This statement ties into the previous, let us show our students all the contributions each culture as provided. Let us omit nothing and become bearers of truth. The composition of the faculty, administration, and other staff accurately reflects the pluralistic composition of the United States. Be realistic. Dont accept a staff member of a certain culture or race to meet a quota. And, certainly, let us not show bias or preference. Choose staff based on their merits alone. Cultural differences are treated as differences, rather than as deficiencies that

must be addressed in compensatory programs. We can all learn something from each other. We do not possess finite knowledge of the world. Learn something, do not judge. Differences in academic achievement levels disappear between males and females, dominant and oppressed group members, and upper-middle-class and low-income students. This is the end goal. We are all people with brains and aptitude levels. Let us all accept each other and not say He/She is smart because theyre rich. We are all capable of greatness. After all- Einstein had mathematicians on staff.