Jenkins, AmeliaPicklesimer, Tammie L.2009-03-062009-03-062003-05http://hdl.handle.net/10125/6927vii, 67 leavesCulturally diverse students are disproportionately referred to special education programs. Research suggests that referrals may be based on inappropriate assessments, socioeconomic status, low expectations, and negative teacher biases. The purpose of this study was to determine if there was a relationship between teachers' perceived level of cultural difference and their expectations of culturally diverse students. A Likert-type survey was utilized to gather information from teachers across the United States. The findings concentrated on reporting data that indicated the level of similarities or differences the teachers felt towards culturally diverse students and how those feelings affected expectations. A comparison was also conducted to determine if multicultural training increased cultural competence, thus positively influencing teachers' perceptions.All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.Thesis