本研究目的是從多元文化教育的觀點探討教師是如何解讀及知覺異文化學生，並採取敘事分析以傾聽兩位國小教師的聲音。其研究發現兩位國小老師受到本身的「歷程」及「脈絡」影響下對異文化學生產生「非我族類」及「他們是混血兒」的解讀，而她們在忽視「差異」的情況下似乎剝奪學生認識不同文化的學習機會；再者，她們亦未能以「文化回應教學」的教學協助異文化學生克服學習困難。

The purpose of this study is to explore the attitudes of two elementary teachers toward students from different cultures. The findings are as follows: 1) the teachers with different backgrounds interpret students' identities differently; 2) both teachers tend to ignore the cultural differences and therefore cannot help students to overcome learning difficulties with cultural responsive teaching; 3) the teachers' ignoring cultural differences also deprive students of opportunities to learning different cultures.