For several years have taught an undergraduate course on ethnic minority in the U.S,. consider the purpose of my course on ethnic minority to be moral, because believe that racial/ethnic arrogance and intolerance are morally wrong. My agenda in the course is to help students care about diverse others. To care, students must be sensitive to the suffering, desires, and needs of diverse others; students must survive to protect diverse people from harm and promote their welfare (Noddings, 1984). Care should go beyond those in our everyday lives for whom we have affection; it must extend to those whom we do not know and who may be very different from ourselves (Tronto, 1987). To understand families, family practitioners must address the larger landscape of culturally diverse families (Dilworth-Anderson, Burton, & Turner, 1993, p. 238). Arcus (1992) argues that family life educators must recognize that ethnocentrism, discrimination, and racism are concerns for both and the broader society. She concludes that programs in family life education have both the opportunity and the responsibility to help people learn to live together with good (p. 392). In this article, focus on how to help students care about ethnic minority families. The material, however, has broader application. The article is for all teachers who care about race/ethnicity, social class, gender, sexual orientation, age, ability, or any difference that is linked with neglect, exclusion, and disadvantage. These sources of oppression are distinct, but connected (Allen & Baber, 1992). The activities consider below encourage students to care about all diverse others, regardless of the source of difference and disadvantage. London and Devore (1988) suggest there are of required of practitioners who work with ethnic minority families. Care has three essential activities that acknowledge these complex layers of understanding--attentiveness, empathy, and responsiveness. We must focus our attention on ethnic minority before we can understand their reality, and we must understand their reality before we can actively respond to their needs in appropriate ways. ATTENTIVENESS To be attentive is to listen, watch, and notice. We suspend preoccupation with the self, focus the heart and mind on others, and monitor how others are faring (Noddings, 1984). Often, in dominant society, ethnic minorities, prejudice, discrimination, and racism are invisible. To care about ethnic minority families, students first must pay attention to them. Pedagogical Challenges and Strategies Amost all of my students are White, middle-class, European Americans. Most are not in the habit of focusing their attention on the welfare of diverse people and their families. Even the Hmong and African American communities of the city in which the students live are invisible to them. My aim is to get students to notice and attend to the welfare of ethnic minority families. accomplish this aim with a variety of materials and assignments--readings, videos, lectures, and journals. For example, after students read Kotlowitz's (1991) There Are No Children Here (about African American brothers and their family and community in inner-city Chicago), many will say, I didn't know there were children who lived in such conditions. The greater challenge is to help students pay attention to diversity when they are outside of class. Walker (1993) starts each class in the beginning of the semester with a relevant article from the campus or local paper. She reports that, very quickly, students bring in their own articles, events, experiences, and observations. Students can also keep journals structured to encourage them to listen, watch, and notice the diversity around them. Teachers can enhance students' multicultural understanding by encouraging them to participate in the community activities of culturally diverse groups (Locke, 1992). …