This synthesis includes various conceptions and definitions of multicultural education and outlines the implications of these definitions for practice. Definitions of multicultural education vary widely, with some relying on the cultural characteristics of diverse groups, and some emphasizing social, political, and economic factors. Most have in common the following: agreement that the content of multicultural programs should include: ethnic identities; cultural pluralism; unequal distribution of resources and opportunities; and recognition of other sociopolitical problems stemming from oppression. Multiculturalists value diversity and agree that content, structures, and practices of multicultural education will vary depending on circumstances. Goal clusters of multicultural education are: (1) ethnic and cultural literacy, (2) personal development, (3) attitude and values clarification, (4) multicultural social competence, (5) basic skills proficiency, (6) educational equity and excellence, and (7) empowerment for social reform. Although the theoretical conceptualization of multicultural education is progressing, school practice and establishing the effects of multicultural education are areas where much research remains to be done. (Contains 55 references.) (SLD)