ABSTRACT
Although the children in our nation's schools have become increasingly diverse, the composition of the teaching force has remained predominantly White, middle class, and female, and it shows little indication of changing in the near future (DeWitt Wallace-Reader's Digest and Recruiting New Teachers, 1993; Zimpher & Ashburn, 1993). The dissonance in cultural frameworks and values between teachers and their students has profound implications for the success of non-Euro-American students. This is especially true for American Indian students whose cultural values differ significantly from the Western European values present in the educational institutions in the United States.
