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Some advocates talk about expected outcomes, while others consider the major determining factor to be the group being studied; the arena of school action is the primary focus for one set of advocates, and still others are most concerned with distinctions between theory and practice. Some people are selective about where to begin and what to emphasize in cultural pluralism. Others are more inclusive and want its impact to be felt in all dimensions and on every level. Regardless of these variations, all conceptions of multicultural education share four characteristics: (1) they are based upon a common set of assumptions, (2) they evolve out of common concerns, (3) they contain common guidelines for action, (4) they share a desire to make cultural pluralism and ethnic diversity integral parts of the educational process.