Educators' responsibility to cultural diversity among students is discussed. It is suggested that the presence of cultural diversity in the classroom seriously threatens the educative process when student and teacher are not connecting due to words and language. The educator's training tends to consist of jargon, stereotypic assessments, and American values; the application of such training does nothing to ease pupils who feel isolated into active classroom participation. Professors must have knowledge of what to convey and how to impart this wisdom to learners who represent more than one culture or social condition. It is the educator's responsibility to maintain teaching goals; to communicate in harmony with traditional and worldly patterns found in cultures; and to stimulate trust and enthusiasm in learners. Educators should also be conversant in the specific culture of their students. The way members of each culture view relationships with authority figures and how they respond to opportunities for betterment is also essential information for educators. Methods employed by faculty need to be connected to each culture's learning patterns. Suitable learning is evaluated by universal cultural standards. Faculty can capitalize on this by taking the position that they are simply one culture sharing with another culture. (SW)