ABSTRACT
In a multicultural, multiethnic society such as the UK, the population is composed of a number of distinct social, cultural, religious and linguistic groups and presents a new reality for the educational system as a whole. Some researchers studying the area in depth have identified a wide range of factors involved in educational attainment; they have also emphasized the complexity of the issue. Few educationalists would disagree that language is the primary vehicle for the maintenance of one's own culture. Teacher attitudes and expectations are shown to be of primary significance with regard to achievement/underachievement of pupils. This is borne out by data analysis, drawn from the National Child Development Survey, on West Indian children. Thus, in any analysis of issues in multicultural education, it is difficult to separate the strands of political ideology and educational reality. Some critics interpret the recognition of and provision for cultural diversity within the education system as a threat to the dominant culture.
