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| About the Author | |
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| Preface to the Third Edition | |
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| Introduction | |
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| What Is an American? | |
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| Who Should Be American? | |
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| Americans All! | |
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| Diversity in a Free Society | |
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| Shifting Demographics of Immigration | |
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| Unifying Beliefs | |
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| Equality | |
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| Out of Many, One | |
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| Mutual Respect | |
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| Religious Diversity | |
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| The Road to the First Amendment | |
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| The State of Religious Pluralism | |
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| Religion in Early American Education | |
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| Religion in Education in the Modern Era | |
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| Respecting Religious Diversity in Education | |
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| Conclusion | |
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| Universal Education for a Free Society | |
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| Education for Democracy | |
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| Education for Freedom | |
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| Developing Viable Individuals | |
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| John Dewey | |
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| W. E. B. Du Bois | |
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| George I. Sanchez | |
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| Jane Addams | |
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| Goals of Universal Education | |
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| Learning Autonomy | |
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| Intellectual Effectiveness | |
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| Cultural Efficacy | |
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| Conclusion | |
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| Honoring Culture and Self-Identity | |
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| Family Culture | |
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| Race and Ethnicity | |
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| Sex, Gender Identity, and Sexual Orientation | |
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| English Language Proficiency | |
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| Learning Style Preferences | |
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| Supporting Student Identity | |
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| Reducing Prejudice | |
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| Cultural Lenses on Difference | |
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| Origins of Prejudice | |
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| Prejudice Reduction Theories | |
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| Contact Thesis | |
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| Education Thesis | |
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| Proactive Approaches to Culture in Education | |
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| Understanding the Achievement Gap | |
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| The Impact of Poverty | |
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| The Impact of Race and Ethnicity | |
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| Cognitive Deficit | |
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| Environmental Deficit | |
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| Unequal Access to Knowledge | |
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| Cultural Incompatibility | |
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| The Impact of English Language Proficiency | |
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| Games | |
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| Role Playing | |
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| Debating | |
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| Practice | |
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| The Impact of Gender | |
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| The Impact of Sexual Orientation | |
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| Providing Equal Educational Opportunities | |
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| Safety | |
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| Equal Access | |
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| Equal Benefit | |
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| Teacher as Learning-EnabSer | |
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| Changing Role of the Teacher | |
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| Constructivist vs. Naturalistic Teaching | |
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| Fusion of Teaching Roles | |
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| Maria Montessori | |
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| John Dewey | |
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| Paulo Freire | |
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| Linking Goals and Instructional Strategies | |
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| Learning Autonomy via Self-Discipline | |
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| Set Realistic Goals and Standards | |
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| Direct Behavior Toward Achievement | |
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| Assess Achievement and Adjust Direction | |
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| Redirect Goals Based on Achievement | |
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| Intellectual Effectiveness via Critical Thinking | |
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| Use the Three-Question Method | |
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| Teach Epistemologies | |
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| Teach Pitfalls of Critical Thinking to Avoid | |
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| Cultural Efficacy via Cross-Cultural Interaction | |
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| Exposure and Cooperation | |
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| Language Study | |
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| Cultural Interaction Through the Internet | |
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| Conclusion | |
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| Developing Curricula for Diversity | |
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| What Is a Curriculum? | |
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| Understanding How Knowledge Is Constructed | |
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| Teaching About Culture | |
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| Using Ethnic Studies | |
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| A Dynamic Nature | |
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| A System of Values and Beliefs | |
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| Intragroup Diversity | |
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| Intergroup Similarity | |
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| Selecting Curriculum Materials | |
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| Fostering Student-Created Curricula | |
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| Involving Parents and Others in the Curriculum | |
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| Building Community in Diverse Classrooms | |
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| Socialization and Diversity | |
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| A 21st Century Global Village | |
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| Common Purpose | |
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| Stability | |
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| Cooperation | |
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| Independence and Interdependence | |
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| Building a Classroom Community | |
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| Building Trust Among Students | |
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| Building Trust With Parents | |
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| Pursuing Self-Interests and the Common Good | |
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| Behaving Independently and Interdependently | |
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| Practicing Individual Rights and Respecting Others | |
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| The Teacher's Learning Community | |
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| Schools as Village Commons | |
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| Conclusion | |
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| References and Resources | |
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| Index | |