Multicultural educational research, perspectives, and pedagogical practices emerged in response to assimilationist models for addressing cultural diversity. As a field of study, it incorporates an array of concepts, principles, theories, and content aimed at increasing educational equity and achievement for all students. Though working toward progressive goals, this article argues that multicultural education in the United States mainly operates within racial categories that are defined and sustained by ideological, social, political, and economic forces and practices of white supremacy and, therefore, is constrained--if not subverted--in its important work. Collaterally, this article makes the case that its delineation of a concept of "micro-cultures" can help to productively expand multicultural conceptualizations and practices by deconstructing static, reductive categories of race to reveal more nuanced and complex personal/cultural positioning and affinities that are often (though not always) enabled and enacted digitally.