transforming attitudes that students may also possess towards different cultures. Multicultural education courses conclude eye-opening measures for the teachers, including becoming more open to such issues and positively affected preparedness to teach about multicultural education to their students. A similar result happened in another study, in which the multicultural education course led to "increased awareness, understanding, and appreciation of other cultures." This includes having a better vision of a multicultural setting in a classroom, become more flexible when it comes to multicultural issues, and becoming more open to different perspectives of different students. Some pre-service teachers can still feel hesitant because of the lack of knowledge they still hold about multiculturalism, which can encourage further courses intended to educate teachers on the variety of cultures their students may possess. Challenges Definition of culture Fullinwider claims that activities that celebrate a culture's food or music fail to address the values and ideas behind these customs. Levinson claims that such practices could lead to "trivializing real differences; teachers end up teaching or emphasizing superficial differences in order to get at fundamental similarities". Fullinwider also discusses challenges that can arise when majority teachers interact with minority students: the distinction between "high culture" and "home culture" needs to be clear or else faculty and staff members could mistakenly withdraw their appropriate authority to evaluate and discipline students' conduct and work. Without a clear understanding of culture, educators could easily misattribute detrimental conduct or sub-par behavior to a minority student's cultural background or misinterpret signs that a student needs an intervention. Either would result in the student not receiving appropriate education. Critiques Multicultural education has been claimed to ignore "minority students' own responsibility for their academic performance." Another critique claims that "multicultural education theories and programs are rarely based on the actual study of minority cultures and languages." A third states, "The inadequacy of the multicultural education solution fails to separate minority groups that are able to cross cultural and language boundaries and learn successfully even though there were initial cultural barriers." In-school application Levinson claims that tenets of multicultural education have the potential to conflict directly with the purpose of educating in the dominant culture and that some tenets conflict with each other. This is apparent when considering whether multicultural education should be inclusive or exclusive. Levinson argues that preserving minority cultures requires teaching only about that culture (and excluding others). Levinson also finds