If one accepts the premises that the school is obliged to develop respect for the right of choice regarding ethnic behavior and attitude, and that the individual has a right to be judged on his/her own merits, then it is appropriate to use a counter-stereotypic curriculum in multi-ethnic education. This approach may be defined as: (1) devotion of curricular time to an ethnic/racial entity in proportion to the pervasiveness of the stereotypy directed against it; and (2) selection in the curriculum of elements of history and culture of a given group which refute the stereotypes attached to it. This sort of educational model will enhance ethnic diversity and solidarity while changing stereotypic misconceptions. To promote effectiveness, the counter-stereotypy approach should be supplemented by incorporation of ethnic history within the framework of American History, introduction of events and personalities of ethnic significance into a variety of topics studied (not just the specific study of ethnicity) and, finally, inclusion of measures for affective education within the context of a socio-psychological analysis of ethnicity. This approach to multicultural education will encourage students to make the sort of "reflective decisions" regarding ethnicity required of them as citizens of a society aspiring to interethnic harmony and respect. (Author/WI)