An interesting change occurs as educators develop cultural proficiency. After about a year of participating in ongoing professional development, they begin to develop a pluralistic or social justice lens. Ethnocentrism — the idea that one’s own culture is superior — is replaced by an understanding that an individual viewpoint is one of multiple perspectives. Each perspective is neither right nor wrong, but different. They begin to see inequities they hadn’t noticed earlier. As their lens widens, educators identify systemic inequities in practice and policies that favor some student groups over others. For example, they can recognize culturally irrelevant instruction and curriculum, culturally biased assessment procedures, and exclusive parent involvement programs. Educators with this newly acquired social justice lens are eager to address the inequities they