In this article we discuss the importance of the cultural tailoring (CT) of classroom-based prevention curricula to ensure their relevance to, and increase their receptivity by, racial and ethnic minority adolescent populations. Following a review of the pertinent literature, we develop an integrated model of CT that conceptualizes such adaptations into “superficial/peripheral,” “deep structure/sociocultural,” and “evidential,” and subclassifies the first of these into “language” and “images.” We then describe the results of the application of this model post hoc to the adaptation of a specific alcohol use prevention curriculum, “Protecting You/Protecting Me,” to enhance its suitability for youth in three American Indian tribes in Nebraska. We conclude with a discussion of the adequacy of the model of CT we developed and the potential challenges and benefits of subjecting other curricula to this process.
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