This paper synthesizes the literature in social and multicultural education and classic work in social psychology to examine the philosophical, theoretical and practical issues related to multicultural education for the dominant culture. "Multicultural self-development" is posited as an essential aspect of equity education for dominant culture students. Through the social construction of a more multifaceted "self," students can begin to critically examine personal and historical perspectives and practices underlying the opportunity gap between dominant and dominated sociocultural groups. The developmental process is examined in detail. Implications for practice address student grouping and interaction, the development of an "emotionally safe, yet intellectually sound" classroom environment, and the construction of lessons specifically designed to promote multicultural development. (Contains 46 references.) (Author)