BEST PRACTICES IN MULTICULTURAL EDUCATION: RECOMMENDATIONS TO SCHOOL LEADERS
PCTURE THE FOLLOWING CLASS: OF ITS TOTAL OF 30 STUdents (15 girls and 15 boys), 21 are White, 5 are AjricanAmerican, 3 are Latinos (2 Mexican Americans and 1 Cuban American), and 1 is second-generation Asian American. Two of the African American students, 1 Latino student, and 4 White students come from families who live below the poverty line, and another4 White students are from upper-income homes. These socioeconomic status distinctions are not readily visible, however, because most students are clad in jeans and cotton shirts or T-shirts. Nevertheless, a glance at home addresses and at the free-lunch roster suggests the students' socioeconomic status. The students' families vary widely: Whereas only 2 students come from families in which the father but not the mother works outside the home, 8 are from single-parentfamities (6 of which live below the poverty line), and both parents of the remaining 19 students hold or have recently held jobs (at least part-time). One isfrom a family with two lesbian mothers. Most of the students grew up speaking English, but 2 of the Latino students speak Spanish at home, and 1 White student speaks French at home. The students' academic skills vary widely: Two spend part of the day in an outside resource room with a teacher of students with learning disabilities, 1 is labeled with a cognitive disability and receives curricular supportfrom the resource room teacher, 1 is in a gifted program, and 1 is in a speech therapy pull-out program.