education of ethnic, racial, cultural, and linguistic groups in the United States and the education of mainstream students about diversity

education of ethnic, racial, cultural, and linguistic groups in the United States and the education of mainstream students about diversity

. The dimensions of multicultural education, developed by Banks (2004) and described in the Handbook of Research on Multicultural Education and in the Encyclopedia of Diversity in Education (Banks, 2012), provide the conceptual framework for the development of the publications in the Series. The dimensions are content integration, the knowledge construction process, prejudice reduction, equity pedagogy, and an empowering institutional culture and social structure. The books in the Multicultural Education Series provide research, theoretical, and practical knowledge about the behaviors and learning characteristics of students of color (Conchas & Vigil, 2012; Lee, 2007), language minority students (Gándara & Hopkins 2010; Valdés, 2001; Valdés, Capitelli, & Alvarez, 2011), low- income students (Cookson, 2013; Gorski, 2013), and other minoritized population groups, such as students who speak different varieties of English (Charity Hudley & Mallinson, 2011), and LGBTQ youth (Mayo, 2014). Several books in the Multicultural Education Series complement this book because they describe ways to reform teacher education to make it more responsive to social justice issues and concerns. They include We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools by Gary R. Howard; Why Race and Culture Matter in Schools: Closing the Achievement Gap in America’s Classrooms by Tyrone C. Howard; Learning to Teach for Social Justice, edited by Linda Darling-Hammond, Jennifer French, and Silvia Paloma García-Lopez; and Walking the Road: Race, Diversity, and Social Justice in Teacher Education by Marilyn Cochran-Smith.

The first edition of this influential and bestselling book helped teacher education students and practicing teachers to acquire the knowledge, skills, and perspectives that enabled them to work more effectively with the rich and growing student diversity in U. S. and Canadian schools. This second edition has been enriched by the addition of a new chapter on class, enhanced pedagogical supports, and with additional examples from contexts outside the United States. Students will find the second edition of this excellent and visionary textbook challenging, enlightening, and empowering.

—James A. Banks


Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. M. Banks (Eds.). Handbook of research




on multicultural education (2nd ed., pp. 3–29). San Francisco, CA: Jossey- Bass.

Banks, J. A. (Ed.). (2009). The Routledge international companion to multicultural education. New York, NY, and London, UK: Routledge.

Banks, J. A. (2012). Multicultural education: Dimensions of. In J. A. Banks (Ed). Encyclopedia of diversity in education (vol. 3, pp. 1538–1547). Thousand Oaks, CA: Sage Publications.

Banks, J. A. (Ed.). (2017). Citizenship education and global migration: Implications for theory, research, and teaching. Washington, DC: American Educational Research Association.

Camarota, S. A. (2011, October). A record-setting decade of immigration: 2000 to 2010. Washington, DC: Center for Immigration Studies. Retrieved from

Camarota, S. A. (2016, June). New data: Immigration surged in 2014 and 2015. Washington, DC: Center for Immigration Studies. Retrieved from

Charity Hudley, A. H., & Mallinson, C. (2011). Understanding language variation in U. S. schools. New York, NY: Teachers College Press.

Chokshi, N. & Fandos, N. (2017, January 29). Demonstrators in streets, and at airports, protest immigration order. The New York Times. Retrieved from executive-order-muslims.html

Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.

Conchas, G. Q., & Vigil, J. D. (2012). Streetsmart schoolsmart: Urban poverty and the education of adolescent boys. New York, NY: Teachers College Press.

Cookson, P. W. Jr. (2013). Class rules: Exposing inequality in American high schools. New York, NY: Teachers College Press.

Darling-Hammond, L., French, J., & García-Lopez, S. P. (Eds.). (2002). Learning to teach for social justice. New York, NY: Teachers College Press.

Eck, D. L. (2001). A new religious America: How a “Christian country” has become the world’s most religiously diverse nation. New York, NY: HarperSanFrancisco.

Erlanger, S. (2017, March 29). Pillars of the West shaken by ‘Brexit,’ but they’re not crumbling yet. The New York Times. Retrieved from

Gándara, P., & Hopkins, M. (Eds.). (2010). Forbidden language: English language learners and restrictive language policies. New York, NY: Teachers College Press.

Gorski, P. C. (2013). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. New York, NY: Teachers College Press.

Haberman, M., & Chokshi, N. (2017, February 20). Ivanka Trump calls for tolerance after threats on Jewish centers. The New York Times. Retrieved from centers.html?_r=0




Howard, G. R. (2016). We can’t teach what we don’t know: White teachers, multiracial schools (3rd ed.). New York, NY: Teachers College Press.

Howard, T. C. (2010). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms. New York, NY: Teachers College Press.

King, M. L., Jr. (1965, February 26). Sermon at Temple Israel of Hollywood. Retrieved from

Lee, C. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York, NY: Teachers College Press.

Leonardo, Z. (2013). Race frameworks: A multidimensional theory of racism and education. New York, NY: Teachers College Press.

Mayo, C. (2014). LGBTQ youth and education: Policies and practices. New York, NY: Teachers College Press.

National Center for Education Statistics. (2014). The condition of education 2014. Retrieved from

O’Brien, P. (2016). The Muslim question in Europe: Political controversies and public philosophies. Philadelphia, PA: Temple University Press.

Painter, N. I. (2016, November 16). What Whiteness means in the Trump era. The New York Times. Retrieved from whiteness-means-in-the-trump-era.html?_r=0

Putnam, R. D (2015). Our kids: The American dream in crisis. New York, NY: Simon & Schuster.

Schlesinger, A. M. Jr. (1986). The cycles of American history. Boston, MA: Houghton Mifflin.

Shear, M. D., & Cooper, H. (2017, January 27). Trump bars refugees and citizens of 7 Muslim countries. The New York Times. Retrieved from

Stiglitz, J. E. (2012). The price of inequality: How today’s divided society endangers our future. New York, NY: Norton.

Suárez-Orozco, C., Pimentel, A., & Martin, M. (2009). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111(3), 712–749.

U. S. Census Bureau (2012). Selected social characteristics in the United States: 2012 American Community Survey 1-year estimates. Retrieved from pid=ACS_12_1YR_DP02&prod-Type=table

Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York, NY: Teachers College Press.

Valdés, G., Capitelli, S., & Alvarez, L. (2011). Latino children learning English: Steps in the journey. New York, NY: Teachers College Press.





We begin this text by acknowledging that we conduct our scholarship and teaching on the unceded ancestral territories of various Indigenous peoples, on what is today identified as Canada and the United States. It can be easy for us to dismiss how events from the past could matter to us here in the present. But studying the history of colonialism—the cultural, emotional, and physical genocide of peoples around the world—reminds us that to understand the injustices of today we must recognize their connection to injustices of the past. We offer our deepest respect to Elders both past and present.

We extend our heartfelt thanks to the friends and colleagues who have supported us with this project, especially those who so generously gave their time and expertise to read and offer feedback on various aspects of the book. Your collegial support, and willingness to push our thinking on issues taken up in the first and in this second edition have been invaluable. Specifically, we would like to thank Carolyne Ali-Khan, Kumari Beck, Rochelle Brock, Ann Chinnery, Sumi Colligan, Cheryl Cooke, Darlene Flynn, Paul Gorski, Aisha Hauser, Michael Hoechsmann, Rodney Hunt, Mark Jacobs, Byron Joyner, Yoo-Mi Lee, Darren Lund, Elizabeth Marshall, Anika Nailah, Deborah Terry-Hayes, Jason Toews, and Gerald Walton.

We thank the reviewers who have been involved in the first and second edition for their guidance and insightful suggestions.

Thank you to Katherine Streeter for her artwork. Thank you to Brian Ellerbeck, Karl Nyberg, Lori Tate, and the entire

publication team at Teachers College Press. And finally, we extend our deepest appreciation to James Banks for his

trust in us to produce a text worthy of joining the Multicultural Education Series, and for his lifelong courage and commitment to building a more just world.

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