A study examined the literature to determine the veracity of the criticism of some educators who say that family literacy programs in the United States fail to take into account important cultural issues when dealing with certain target groups. Issues invoked included the need to take traditional cultural values and practices into account in family literacy and a need to define family literacy broadly enough to take advantage of the different ways in which literacy learning may be transmitted from one family member to another. The main argument was illustrated by two case studies: the first described family literacy among Southeast Asian immigrants in the United States, and the second described family literacy in four villages in rural Mali. The case studies showed ways in which using mainstream assumptions in family literacy might not be appropriate in all communities. Three recommendations were made: (1) a more flexible approach to the vision of family literacy; (2) better understanding of effects of particular types of literacy programs on communities; and (3) more research components built into family literacy programs for ongoing evaluation. (Contains 21 references.) (YLB)