M ULTICULTURALISM AND CULTURAL literacy are contemporary concerns in undergraduate sociology education (Adelman 1992; Brayfield, Adler, and Zablotsky 1990; Collins, Fischer, and MacMurray 1990; Downey and Torrecilha 1994; Dumont Jr. 1995). Collins et al. (1990:495) note that students need exposure to other perspectives to develop their awareness of social diversity. Brayfield et al. (1990:370) encourage teachers to facilitate effective learning by including the cultural referents of minorities. Downey and Torrecilha (1994:246) argue that instituting a multicultural requirement is only an initial step, that strategies are also needed to fulfill the multicultural mission. One strategy is to include research by black scholars in more courses. During the 1970s, black sociologists challenged the discipline to recognize the accomplishments of blacks, past and present (Hare 1976; Ladner 1973; Staples 1976; Watson 1976; Wilson 1976). More recently, Young and Taylor Greene (1995) use the term pedagogical reconstruction to describe a process of identifying, analyzing, and integrating research by black scholars into criminology and criminal justice curriculum. Reconstruction provides an opportunity for students to become aware of what Collins et al. (1990) describe as the many ways a given problem or situation can be approached. Clearly, research by black scholars is already included in courses, especially those that focus on blacks or minorities in general (for example, sociology of black/minority families, race and ethnic relations, sociology of minority groups). A truly multicultural sociology should include black (and other minority) perspectives in the more traditional courses as well. In this paper, I review