The cultural crisis in the United States poses a challenge for educators to educate for diversity. According to T. Cross (1988), there are six stages of cultural competence that allow effective cross-cultural functioning. Educators must encourage the movement from the first stage of seeking to destroy another culture to the final advanced cultural competence that values differences throughout society. The most common educational approaches to diversity education correspond roughly to the stages of cultural competence. A deficit/assimilation approach attempts to alter those presumed to be deficient due to differences. The multicultural perspective represents more advanced steps on the continuum of precompetence and basic cultural competence, and the empowerment/anti-bias approach uses the forms and processes of education to reconstruct rather than reproduce relationships of domination. The following implications for educational practice are highlighted: (1) aligning process and practice with purpose; (2) modeling critical thinking; (3) encouraging dialog and exploration of alternatives; (4) discovering self and others; (5) challenging assumptions and beliefs through critical discourse and self-reflection; and (6) building skills and knowledge. Workplace education has a central role in educating for diversity, which is the most pivotal and crucial undertaking of the educational system. (SLD)