Within the educational research community, social, cultural, and linguistic interpretations of group differences have become increasingly prevalent. Whether one considers infant care, women at work, or IQ scores, there is no shortage of research that describes the various social attributes that "must have" led to such differences. As a number of chapters in this volume have indicated, a cultural explanation seems far more palatable—and allows for more societal intervention—that predecessor biological (read racial) claims. Yet, what do we really know about how societal interventions can take place effectively in a given educational domain or for individuals with different cultural and ethnic experiences? One obvious conclusion from the chapters in this volume is that literacy work across ethnic diversity needs a grounding in both cultural diversity and in-depth cultural understanding. The differences in literacy development within the African-American community, and as contrasted with other ethnic groups in the United States, are becoming increasingly clear.