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Generally speaking, multicultural education is predicated on the principle of educational equity for all students, regardless of culture, and it strives to remove barriers to educational opportunities that will give success for students from different cultural backgrounds. In practice, educators may modify or eliminate educational policies, programs, materials, lessons, and instructional practices that are either discriminatory toward or insufficiently inclusive of diverse cultural perspectives. Multicultural education also assumes that how students learn and think are deeply influenced by their cultural identity and heritage, and that to teach culturally diverse students effectively requires educational approaches that value and recognize their cultural backgrounds. In this way, multicultural education aims to improve the learning and success of all students, particularly students from cultural groups that have been historically underrepresented or that suffer from lower educational achievement and attainment. At the center of many debates about multicultural education is the question of whether such approaches might serve to divide rather than unite Americans, and whether certain strategies are fundamentally fair to all students. While the debates about multicultural education are both numerous and nuanced, many have centered on differing interpretations of equity on what is fair, what is just, what is applied, allocated, or distributed equally. Others, who don’t perceive America to be a true meritocracy may argue that the unequal distribution of educational resources are the only fair way to level the playing field and ensure that every a student has equal opportunities.