The Evaluation section provides information on both program assessment and self-evaluation of one's own culture.  Davidman and Davidman (1997) explain, ". . . educators in preliminary teacher education and graduate education programs should have the opportunity to study, discuss, and become reflective about themselves as individuals with a dynamic, unfolding, cultural identity, and identity that is shaped, in part, by the groups they strongly or weakly feel a part of" (p. 3).  Furthermore, Powell, Zehm, and Garcia (1996) assert, "If you are unclear of your own cultural background and how it socializes you into ways of interacting with students in the classroom, and if you have had only limited cross-cultural experiences prior to teaching . . . you might unknowingly use ethnocentric teaching practices that limit learning for some students" (p. 8).  Teachers must evaluate their own beliefs about culture and identity before having the ability to effectively evaluate an entire multicultural program.  The ethnic self-disclosure inventory can also be used in a college classroom setting in order to facilitate discussion of individuals' backgrounds. 


           Davidman, L. & Davidman, P.T. (1997). Teaching with a multicultural perspective: A practical guide. New York: Longman.

           Powell, R.R., Zehm, S., & Garcia, J. (1996). Field experience: Strategies for exploring diversity in schools. Englewood Cliffs, NJ: Merrill.