DAVID SCHOEM is Assistant Dean for Undergraduate Education in the College of Literature, Science and the Arts, Lecturer in Sociology and a core faculty member in the Program for Conflict Management Alternatives at the University of Michigan.
LINDA FRANKEL has been a Scholar-in-Residence in the Women's Studies Program at the University of North Carolina at Chapel Hill, consults on curricular innovation, and served as the first coordinator of FAIRteach at the University of Michigan.
XIMENA ZUNIGA is Program Director of the Intergroup Relations and Conflict Program at the University of Michigan, and also teaches in in the Pilot Program and Women's Studies Program.
EDITH A. LEWIS is an Associate Professor of Social Work, holds an adjunct position in the Women's Studies Program at the University of Michigan, and is Chair of the Ethnic Minorities Section of the National Council on Family Relations.

The Meaning of Multicultural Teaching: An Introduction
Courses on Intergroup Relations
Courses on Racism, Sexism, and Diversity
General Courses Giving Attention to Diversity
Teacher Training and Non-formal Education
Roundtable Discussion: The Insider's Critique of Multicultural Teaching
Questions and Responses on Multicultural Teaching and Conflict in the Classroom
Classroom and Workshop Exercises
Selected Bibliography

This important new book for college teachers, administrators, trainers, workshop leaders, and prospective secondary school teachers challenges of teaching in institutions and classrooms that are increasingly diverse. The volume's introductory chapter, which discusses the meaning of multicultural teaching, is followed by more than twenty essays by faculty from different disciplines, each articulating the multiple dimensions and components of multicultural teaching. They discuss their own teaching and classes in terms of course content, process and discourse, and diversity among faculty and students in the classroom. The book concludes with a roundtable discussion by the authors about the meaning of multicultural teaching, a section on responses to questions about conflict in the classroom, and a list of exercises for classroom and workshop use.
Rather than representing a homogeneous view of multicultural teaching, this volume reflects the debate and dialogue that surround the issue. While colleges and their faculty are searching to adapt their teaching to the rapidly changing demographics on campus, there are very few models for teachers. Multicultural Teaching in the University integrates new scholarship that reflects a more expansive notion of knowledge, and suggests new ways to communicate with diverse populations of students.