Noting that the feminization of the typical public relations classroom has increased interest in how educators can meet the needs of their female and minority students, this paper discusses an approach to teaching that integrates concerns for diversity in what is taught, how it is taught, and who is being taught. The paper begins with an explanation of factors that contribute to reluctance to teaching new material with anything but a time-honored method. The paper then argues that the way an individual learns affects what is learned. It concludes that the interactive, seminar process offers the greatest potential for helping students and faculty co-construct their knowledge of complex, multifaceted material. The paper also concludes that this, in turn, should lead to a generation of mangers who will reject any asymmetrical practice that does not value the diversity, the equity, the cooperation and the responsibility that have characterized their education. Forty-three references are attached. (SR)