This paper examines research on multicultural education and multiculturalism and two forces, prevailing social and political dimensions, that impinge upon the full implementation of multiculturalism in higher education curriculum. Multicultural education is defined as one that incorporates the concepts of cross-cultural understanding and reflects an underlying principle that different groups learn and benefit from each other. Many educators, however, are inadequately prepared to incorporate multiculturalism, and because curriculum affects all students, faculty, and departments on campus, discussions surrounding multiculturalizing the college curriculum generally become a matter of political discourse rather than an act of intellectual and educational integrity. Various approaches to incorporating multiculturalism in the college curriculum are explored, and 15 social conditions and problems that hinder the development of multiculturalism, including racism, are delineated. These social problems, it is argued, must be addressed in the context of political problems such as the lack of strong legislative backing, how and when subject matter is determined, teaching from a politically correct position, better training for faculty especially with exposure to different ethnic groups, concepts of ethnic and women's studies, academic power structures and the traditional curriculum, and the legitimacy of diversity- or culturally-related courses. Finally, the paper lists a number of strategies organizations can follow to avoid pitfalls in multiculturalizing curriculum, as well as suggestions for individuals on reshaping their approaches to multiculturalism. (Contains 71 references.) (ND)