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ixed to mirror those of the students being interviewed. This will be done to ascertain whether there are common themes in regards to perspective of race and students achievement amongst the teachers in terms of their ethnic background. The teachers will be selected based on the test score of their students from previous years; teachers with high results for student achievement will be selected.

Data will be collected through interviews and observations. The interviews will be open-ended. They will focus on biographical information, what populations they have the most experience teaching, what they felt contributed to their success and trends in academic achievement they notice among the students they have worked with. They will also be asked general questions about how they prepare themselves to be culturally aware, how they address diversity or multiculturalism in the classroom and how they communicate expectations to their students.

A sample of interview questions for the teachers that will be used:

Tell me about yourself? (Where are you from, upbringing, culture, why you chose to be a teacher…)
Have you been to any professional development workshop about diversity in the classroom?
How do you think your background and/or teacher training influence how you interact with students? (Your rapport with the students, communication style, your ethnic background in comparison to your students...)
Do you set high expectations in your classroom? Why? Why not?
Do your expectations change depending on the demographics of your class?
A sample of interview questions for the students that will be used:

Do you spend time with kids who are different from you in school? How are they different?
What is it like to go to school with these kids?
Do you have friends that attend another school? What is it like for them?
Does your teacher set high expectations for you?
Is school difficult for you? Why or why not?
Do you ever feel that you are different from your classmates or teachers? How?
The teachers will be observed and video taped for ten hours in the span of three months. During the observations the researchers will take specific notes in regards to the teachers' behavior and interaction with students. Potential codes that may arise include: expectations, communication, empathy and rapport.

The researchers will look at the data identify overarching themes that speak to the effects of the shift to re-segregation of public schools. The data will be studied to see how the experiences of students in racially diverse school settings differ from those in segregated school settings and how this experience may translate to differences in academic achievement and components of the social capital theory, specifically, obligations and expectations among a network of individuals, information channels, and social norms. The committee will also seek to see if there are common themes in regards to the teacher's ethnicity and professional development in regard to their cultural sensitivity. They will look at how the perspectives and identity of the teachers reflects how they approach diversity in the classroom and how they transmit information about a variety of topics, and how they set expectations for their students depending on students' race.

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