Data were gathered from 221 middle and junior high school teachers in 4 states (Alabama, Georgia, Michigan, Pennsylvania) and in schools located in 4 socioeconomic categories (urban, urban/inner city, suburban, rural). The teachers were surveyed to determine their attitudes about changing demographics of their pupils, knowledge of cultural differences, and processes used to foster an understanding of cultural differences and nurture a school family. Conclusions drawn from the data include: (1) families rather than pupils, have a strong influence on the success of pupils in classes; (2) teachers disagree that pupils seem to have more problems in school if both parents are employed outside the home; (3) it is important to develop a family climate in the classroom and to maintain positive relationships with families of students; (4) information on cultural diversity found in textbooks needs to be expanded, but teachers may not always do this; and (5) teachers indicate that they understand the cultural uniqueness of ethnic groups in the United States. The survey questionnaire, "Survey of Emerging Family Patterns in Junior High/Middle Schools," is included. (IAH)