▲ 閱讀下文，回答第 16−20 題
         Multiculturalism in U.S. schools and society is taking on new dimensions of complexity andpracticality. In the 21st century, people from different ethnic, racial, and cultural groups live in closephysical proximity. But coexistence does not necessarily mean that people create genuinecommunities. These unfamiliar cultures and languages can produce anxieties, hostilities, prejudices,and racist behaviors among those who do not understand the newcomers or who perceive them asthreats to their safety and security.
         The lack of a genuine community of diversity is particularly evident in school curriculums thatstill do not regularly and systematically include important information about a wide range of diverseethnic groups. As disparities in educational opportunities and outcomes among ethnic groupscontinue to grow, the resulting achievement gap has reached crisis proportions. Multiculturaleducation is integral to improving the academic success of students of color and preparing all youthsfor democratic citizenship in a pluralistic society. People coming from Asia, the Middle East, LatinAmerica, Eastern Europe, and Africa differ greatly from earlier generations of immigrants who cameprimarily from western and northern Europe. Students need to understand how multicultural issuesshape the social, political, economic, and cultural fabric of the United States as well as how suchissues fundamentally influence their personal lives.
         Even though some theorists argued that multicultural education is a necessary ingredient ofquality education, in actual practice, educators most often perceive it either as an addition promptedby some crisis or as a luxury. Multicultural education has not become a central part of the curriculumregularly offered to all students； instead, educators have downgraded it primarily to social studies,language arts, and fine arts, and they have generally targeted instruction for students of color.
         Another obstacle to implementing multicultural education lies with teachers themselves. Manyare unconvinced of its worth or its value in developing academic skills and building a unified nationalcommunity. Even those teachers who are more accepting of multicultural education are neverthelessskeptical about the feasibility of its implementation. They tend to perceive multicultural educationas separate content that educators must add to existing curriculums as separate lessons, units, orcourses. Quite the contrary is true. Multicultural education is more than content； it must be a part ofeverything that happens in the education enterprise. Making explicit connections betweenmulticultural education and subject- and skill-based curriculum is imperative.
【題組】16. Which of the following is the best title for this passage?
(A) The Shifts of Multicultural Education
(B) The History of Multicultural Education
(C) The Importance of Multicultural Education
(D) The Pros and Cons of Multicultural Education