Based on extensive interviews with Latino and Latina students and faculty, this book introduces a theory of "multicontextuality" that proposes that many people learn better when teachers emphasize whole systems of knowledge and that education can create its greatest successes by offering and accepting many approaches to teaching and learning. The chapters are: (1) Critical Junctures for Change; (2) The Latino Study: Reconceptualizing Culture and Changing the Dynamics of Ethnicity; (3) Multicontexuality: "A Hidden Dimension in Higher Education"; (4) The Graduate School Experience: Ethnicity in Transformation; (5) 'They Really Forget Who They Are': "Latinos and Academic Organizational Culture"; (6) Latinos and Latinas Encountering the Professoriate; (7) Teaching, Testing, and Measuring Intelligence: "Uncovering the Evidence That Cultural Context Is Important"; and (8) Reframing the Cultural Context of the Academy: "A New Infrastructure for Teaching, Learning, and Institutional Change." Three appendixes list institutions attended by interview subjects, a chart of graduate enrollment, and a list of Latino faculty issues. (Contains 11 tables and 422 references.) (SLD)