Multicultural education is still a relatively new trend in the American system of higher education. As with any new pedagogy, there is a tendency to reduce the genuine possibility of educational reform to mere superficiality--good intentions lacking substance. Behind the "camouflage" of politically correct language and actions, individuals need not admit their attitudes of racism, sexism, and classism. In contrast, multiculturalism seeks to acknowledge such attitudes by providing a space where open dialogue and learning can occur. Assuming that multiculturalism is a worthwhile goal, then the role of teacher takes on a new meaning--teachers are called to become cultural reformers. As educators become aware of various learning styles and possible tendencies among specific cultures or groups, they can make adjustments to accommodate a variety of learners. Changes can be made within a dramatic literature course for undergraduate theater majors and minors. Areas of concern in discovering an individual teaching style that conforms to the needs of multicultural education are: including variety in the classroom, which recognizes different learning styles; developing a classroom democracy; and posing questions concerning culture and human relationships. Some possibilities for teaching dramatic literature are: student-led discussions of play texts; student presentations on culture represented in the texts; in-class readings of dramatic texts; student panel discussions concerning issues within the text; and student journals to be shared periodically with the class. (Contains 11 references.) (CR)