·       Part I:  Part I provides a foundation for understanding the roots and key concepts of multi­culturalism, the cognitive processes involved in child development, and the principles as­sociated with the early acquisition of a worldview. This part also addresses the methodo­logical challenges relevant to the study of multicultural issues.  The chapters in the first part of the volume provide the prerequisite theoretical context for critically reading the chapters in the following three parts of the volume. 

·       Part II:  Part II focuses on the traditional institutional influences that contribute towards the socialization of children and their view of self and others (home and family, commu­nity and socio-political context, school, religion, and peers).  The authors who contribute to this part of the handbook are both researchers and practitioners, therefore, offer not only an overview of the scholarly literature on how these agents of socialization may contribute to the development of a multicultural worldview, but provide suggestions for how these in­stitutions may promote the development of this perspective.

·       Part III:  Part III concentrates on one of the most influential agents of socialization among children—television and other electronic and print media forms.  Given the powerful influ­ence on children, these media forms help shape the multicultural worldview of children.  The chapters in this part of the handbook discuss the various media forms in relation to the development of multicultural awareness as well as attitudes toward self and others. 

·       Part IV:  Part IV offers chapters relevant to promoting a multicultural perspective among children by various constituencies such as educators, public broadcasters, the government, advocacy groups, and parents and caregivers.  The authors who contribute to this part of the volume are scholars whose research contribute to the development of policy and serve to advocate for the multicultural worldview development of children.