Banks (1999) described the following as characteristics of multicultural schools (p. 17):
The teachers and school administrators have high expectations for all students and positive attitudes toward them. They also respond to them in positive and caring ways.
The formalized curriculum reflects the experiences, cultures, and perspectives of a range of cultural and ethnic groups as well as of both genders.
The teaching styles used by the teachers match the learning, cultural, and motivational styles of the students.
The teachers and administrators show respect for the students' first languages and dialects.
The instructional materials used in the school show events, situations, and concepts from the perspectives of a range of cultural, ethnic, and racial groups.
The assessment and testing procedures used in the school are culturally sensitive and result in students of color being represented proportionately in classes for the gifted and talented.
The school culture and the hidden curriculum reflect cultural and ethnic diversity.
The school counselors have high expectations for students from different racial, ethnic, and language groups and help these students to set and realize positive career goals.
For more information refer to:
Banks, J.A. (1999). An Introduction to Multicultural Education (2nd ed.). Boston: Allyn and Bacon.