a conflict between minority group preservation and social justice/equity. Some cultures, allow women to be treated in ways that are abhorrent in other cultures. Helping to preserve such a culture can also be seen as abhorrent. Levinson even recommends segregating schools by culture so that students receive a "culturally congruent" education. She argues that in a homogeneous class it is easier to arrange curriculum and other practices to suit a specific culture and help students succeed within that culture. Such segregation, as she acknowledges, rejects multiculturalism. Another challenge to multicultural education is that the amount of content in a given school tends to be related to the school's ethnic composition. That is, as Agirdag and colleagues claim, teachers tend to incorporate more multicultural content in schools with a higher share of minority students. Agirdag instead advocates for a consistent curriculum regardless of school demographics, in particular to ensure that majority culture students have sufficient exposure to other cultures. Teacher culture Banks 2005 proposed that the culture of teachers must ;adopt specific principles if multicultural education is to succeed: Teachers' personal beliefs must support multicultural education. Teachers must knowledge that beyond the official curriculum, a latent curriculum promotes norms that may not be articulated but that are understood and expected. Teachers must teach students to be global citizens, which requires teachers to embrace other cultures. Fullinwider claims that teachers may fear bringing up matters within multicultural education, because while they could be effective, they might also be harmful. For example, studying history across races/ethnic groups could foster understanding amongst groups, but it could also cause create a hostile environment for students. See also Cultural identity Multiculturalism References Further reading Steinberg, Shirley. Multi/Intercultural Conversations. 2001, NY: Peter Lang. Kincheloe, Joe, Steinberg, Shirley, Rodriguez, Nelson, and Chennault, Ronald. White Reign: Deploying Whiteness in America. 1998. NY: St. Martin's. Rodriguez, Nelson and Leila Villaverde. Dismantling White Privilege, 2000. NY: Peter Lang. Gresson, Aaron. America's Atonement: Racial Pain, Recovery Rhetoric, and the Pedagogy of Healing, 2004. NY: Peter Lang. Dei, George J. Sefa. Racists Beware: Uncovering Racial Politics in the Post Modern Society, 2008. Rotterdam: Sense Publishers. Talbot. (2003). In S. R. Komives & D. Woodward, Jr. (Eds.). Student services: A handbook for the profession. (4th Edition). San Francisco: Jossey-Bass. Pratt, Mary Louise. New York: (1991) 33–40. Arts of the Contact Zone. Retrieved 8 November 2010, from Safe School Coalition, The. (2003). "Guidelines for Identifying