This review of journal literature proposes that ethnic/race-specific research on cognitive/learning styles provides models for cross-cultural and multicultural classrooms that will maximize learning through building self-esteem and devoloping a reason for learning. The intent of the review was to discover patterns and themes developing across cultures and across studies. Highlights of journal articles are provided in table format; an index to citations follows the table. The aspects and findings are categorized to develop a taxonomy of aspects and learner orientations. The taxonomy provides topical groupings that facilitate further identification of cross-cultural aspects and implications for maximizing learning for all students. The focus is on how the background factors that students bring to school can be matched by school policies suitable for a variety of students. (JD)