There is a widespread consensus among advocates for multicultural education about the need to increase the number of ethnically diverse teachers. Beyond their value as role models for their students, a range of other characteristics associated with the implementation of an education that is multicultural have been linked to ethnically diverse teachers' practices. It has been suggested that the presence of ethnically diverse teachers can enhance the academic and social experiences of students of color because they are likely to communicate in styles compatible with their students' styles (Dilworth, 1990), serve as cultural mediators (Irvine, 1989), and employ culturally relevant instructional approaches which are positively related to academic achievement. These ethnically diverse teachers are expected to be able to create accepting classroom environments, use cooperative learning strategies, stress critical thinking and personal responsibility, affirm students' identities, and encourage students' voices (Darder, 1995; Irvine, 1989; Ladson-Billings, 1992).