Top_10

1. The faculty, administrators, and other staff see themselves as learners enhanced and changed by understanding, affirming, and reflecting cultural diversity. 2. Differences in academic achievement levels disappear between males and females, Dominant and oppressed group members, and upper-middle-class and low-income students. 3. Instructional materials are free of biases, omissions, and stereotypes. 4. Teachers and administrators are able to deal with questions of race, intergroup relations, and controversial realities on an objective, frank, and professional basis 5. Students are able to use their own cultural resources and voices to develop new skills and to critically explore subject matter. 6. The school curriculum incorporates the contributions of many cultural groups and integrates multiple perspectives throughout it. 7. Cultural differences are treated as differences, rather than as deficiencies that must be addressed in compensatory programs. 8. Students learn to recognize and confront inequities in school and society. 9. Cultural differences are treated as differences, rather than as deficiencies that must be addressed in compensatory programs. 10. The composition of the faculty, administration, and other staff accurately reflects the pluralistic composition of the United States. The list that I provided shows my ranking fro the top ten characteristics for a multicultural school environment. The first characteristic should be that all teachers and staff should be up for change in there school to help their schools environment. When attending a multicultural school all groups become one everyone is treated as equals. All supplies used in the school should be materials free of any material that hurt others. Teachers should be open work with cultural materials that are coming from materials and students. In all multicultural schools should be have programs for different cultures rather then been thought of as learning disabilities.