This paper first explores the problem of increased cultural diversity in public education and then offers suggestions and guidelines for educators in the creation of an anti-biased classroom and curriculum. Case studies of two Hispanic students illustrate the role of acculturation and the middle school classroom setting and curriculum on academic achievement and future educational and employment aspirations. A review of related literature looks at: acculturation models, ethnic identity, educating diverse cultural groups, non-biased educational environment, and diversity as an agent for change. Generalizations from the case studies suggested that: (1) the curriculum was not meeting the two students' educational needs; (2) Hispanic culture was not included across the curriculum; and (3) the middle school classrooms did not provide a secure environment for Hispanic cultural expression. Among 12 suggestions and guidelines for educators are the following: teachers must be sensitive to the diverse cultures of their students; curriculums should allow students of all cultures to share their culture with classmates; and the study of cultural diversity and common culture should be part of every curriculum and classroom. Appendices include letters and forms used in the study, the parent and student questionnaires, and academic data. (Contains 38 references.) (JB)