In the urban Clark County, Nevada school district, the vision statement might be expected to reflect cultural competence objectives, but again, it does not. The vision merely states, "All students have the knowledge, skills, attitudes, and values necessary to achieve academically, prosper economically, and participate in democracy" ("E-1: Vision Statement," 2008). In the rural Lincoln County School District, however, the picture is better. This school's vision of "Educational success for ALL students!" is little improved over those previously discussed, but its accompanying goals include "improved relationships" and the establishment of a culture that values self, all students ("especially the disenfranchised"), school teams, and parents ("Areas of Focus/Goals," 2007). A charter school, the Insight School of Nevada, has a mission statement that, once again, offers no mention of cultural competence, "to provide an opportunity for high-school-age students to achieve their individual potential and graduate from high school with concrete p

. To actively promote acceptance of all individuals

Areas of focus/goals. (2007). 2007-2008 School Year. Lincoln County School District. Retrieved February 25, 2009, from http://www.lincoln.k12.nv.us/5yr%20Goals/Goals%202007_2008.htm

Providing an environment that communicates acceptance of all individuals and extends acceptance to them regardless of their views, background, or demographic characteristics, as well as creating a culture marked by emotional intelligence and an enjoyment and celebration of diversity.

Cultural competence in educational institutions is paramount. Most children's first exposure to handling diversity comes at school, and the way they are taught to deal with it there will in some measure determine their success in a diverse world from that point on. We do children a disservice by segregating them from diverse others; their lives are fuller and richer if they learn to accept and interact positively with all other individuals so that their social skills are not crippled by prejudice or simply the lack of interpersonal skills related to diversity. Each succeeding generation of children is exposed to more diversity than the last, and unless children are taught to regard diversity as a normal part of life, they will at some point become overwhelmed by the proliferation of diverse individuals and find it difficult to function successfully in their world. The home and the sch