In today’s multicultural society, groups and individuals identify themselves and live within the context of their ethnicity, ‘race’, class, culture and gender. A thorough understanding concerning the components of culture and how they are usually interlinked, also the importance of culture within this framework, can assist schools to encourage acceptance and tolerance of a society consisting of diversity of people both in the curriculum and also within their foundations. A person can identify himself on several levels: a social sense, personal sense, on spiritual, cultural, on an ethnic and by the way of moral values. As a result, identities may be viewed as not rigid and/or conflicting (Bhavnani 1994). This is without one person’s having the same identity as another and every person having generally their own special mixture of cultures (Richardson & Wood 2000). So as for any person to feel at least valued, all the separate themes require to be appreciated. Hence, proposing a common understanding of the dimensions of students is crucial for their individual identity approval. In addition, the negotiation of a person’s identity has effects which are far much touching for their specific sense of self and also for both social and personal aspirations.