Admission procedures that screen teaching candidates on the basis of cultural sensitivity and a commitment to the education of all (elementary and secondary) students, especially poor students of color who frequently do not experience success in school; Teaching candidates are helped to develop a clearer sense of their own ethnic and cultural identities; Teaching candidates are helped to examine their attitudes toward other ethnocultural identities; Teaching candidates are taught about the dynamics of privilege and economic oppression and about school practices that contribute to the reproduction of societal inequities; The teacher education curriculum addresses the histories and contributions of various ethnocultural groups; Teaching candidates are given information about the characteristics and learning styles of various groups and individuals, and are taught about the limitations of this information The teacher education curriculum gives much attention to sociocultural research knowledge about the relationships among language, culture, and learning; Teaching candidates are taught various procedures by which they can gain information about the communities represented in their classrooms; Teaching candidates are taught how to assess the relationships between the methods they ise in the classroom and the preferred learning and interaction styles in their [classroom] students' homes and communities; Teaching candidates are exposed to examples of the successful teaching of ethnic and language minority children; Teaching candidates complete community field experiences with adults and/or children of another ethnocultural group with guided reflections; Teaching candidates complete practium and/or student teaching experiences in shcools serving ethnic and language minority students; Teaching candidates live and teach in a minority community (immersion); Instruction is embedded in a group setting that provides both intellectual challenge and social support.