This paper prescribes methods by which educators may move multicultural education from its primary "product" stage (emphasizing learning materials and similar artifacts) to a more sophisticated "process" stage (demonstrating a more authentic approach consistent with the purposes of democratic public education). Part I discusses the rationale of multicultural education in the 1980's and the product and process phases of multicultural education. The process phase is described as consisting of five stages: (1) awareness (of the historical perspective); (2) analysis (of the school, curriculum, one's purpose in the school, and the multicultural philosophy); (3) acceptance (of redefined roles of teacher, school, and curriculum); (4) adoption (of the multicultural model); and (5) actualization/implementation (of multicultural concepts that put the educator in the role of leader and advocate). Part II includes several definitions of multicultural education, summarizes them, and puts multiculturalism into a historical perspective. Competencies necessary for the multicultural staff are discussed in part III. Administrator responsibilities are outlined as well as the critical elements of cross-racial/cross-ethnic teaching and learning. A model for a multicultural staff development program is presented that includes needs assessment, projecting/planning, sequencing/organizing, and operationalizing and monitoring phases. The elimination of victimization, as part of this model, addresses the problems of racial, sex, age, and class prejudice, as well as prejudice against the handicapped. Finally, guidelines are given for enhancing curriculum and staff development. (ML)