Cultural therapy is defined as the process of bringing one's own culture, in its manifold forms and communicative modes, to a level of awareness that enables one to perceive it as a potential bias in social interaction and in the acquisition or transmission of skills and knowledge. Cultural therapy can be used to increase the awareness of teachers or of students, for whom it is essentially a consciousness raising. The following chapters discuss cultural therapy: (1) "What Is Cultural Therapy?" (George Spindler and Louise Spindler); (2) "Looking across Borders: Students' Investigations of Family, Peer, and School Worlds as Cultural Therapy" (Patricia Phelan and Ann Locke Davidson); (3) "Players along the Margin: Diversity and Adaptation in a Lower Track Classroom" (Tom Schram); (4) "Studying an Accelerated School: Schoolwide Cultural Therapy" (Christine Robinson Finnan); (5) "Students' Situated Selves: Ethnographic Interviewing as Cultural Therapy" (Ann Locke Davidson); (6) "Working with School Staff: 'Reflective Cultural Analysis' in Groups" (Mary E. Hauser); (7) "Training Hmong Refugee Students: Chicano Anthropologist as Cultural Therapist" (Juan Garcia-Castanon); (8) "Working on Cultural Issues with Students: A Counseling Psychologist's Perspective" (Peggy Wilson); (9) "Crossing Borders Electronically: Mentoring Students via E-Mail" (Shelley Goldman, and others); and (10) "Youths in an Intensive At-Risk Program: A Critical Look at Cultural Therapy" (Frank H. Logan). George and Louise Spindler present "Conclusion: Reflecting on Applications of Cultural Therapy." (SLD)