Clearly there were an insufficient number of interviewees to produce a statistically sound set of results and subsequent conclusions. Instead the author chose to include this section of subjective observations, based on both the interviews and the observed behaviors in class.

This 5^th grade class was very diverse for a suburban Kansas community. Despite that fact the students almost exclusively focused on language as the discriminating factor in their determination of who was different in the classroom. Some of this focus is attributable to the arrival of a native-born Mexican student with limited English skills part way through the school year. This student and her Mexican-American classmate had a strong influence on the dynamics and climate of the classroom. This fact, coupled with the teachers use of multiple-intelligence and brain-based teaching techniques, made the classroom one of the most engaging classes this author has observed to date.

More than half of the students interviewed freely discussed the positive effects resulting from having Mexican-Americans, Native-Americans, and African-Americans in the classroom. These discussions were always centered on individuals, rather than groups. That is, not one student ever addressed these minorities as a faceless, nameless group with distinctive characteristics. This fact alone speaks positively for both the students' character education at home and the positive, considerate climate in the classroom.

During the author's classroom instruction, many minority students embedded elements of their own culture into their presentations, discussions, and desk work. This cultural influence was well received by the other students and was never dismissed or belittled in any way. There was a strong undercurrent of religious references by several students in the "What is culture?" lesson. This could be considered another positive influence on the climate of the classroom as well. The author identified students with four different religions during the in-class discussions and subsequent written work. While it was obvious that these students were active practitioners of their chosen religion, they discussed their beliefs with other students using both respect and candor in positive and productive exchanges.