THE HISTORY OF DISCRIMINATION IN EDUCATION, PARTICULARLY HIGHER EDUCATION AND PROFESSIONAL TRAINING, IS TRACED. THE HISTORICAL EFFECTS OF DISCRIMINATION ARE DESCRIBED, INCLUDING THE UNDERREPRESENTATION OF MINORITIES IN THE LEGAL AND MEDICAL PROFESSIONS. ATTENTION IS ALSO GIVEN TO NUMERICAL, OBJECTIVE, OR QUANTITATIVE STANDARDS EMPLOYED IN THE TRADITIONAL ADMISSION PROCESS AT LAW AND MEDICAL SCHOOLS AND TO SUBJECTIVE OR NONQUANTITATIVE CRITERIA. OPERATIONAL AFFIRMATIVE ADMISSION PROGRAMS ARE DISCUSSED AND ANALYZED IN RELATION TO DISCRIMINATION AND TRADITIONAL ADMISSION PROGRAMS. THE MONOGRAPH DOES NOT ADDRESS ISSUES OF STUDENT RECRUITMENT AND RETENTION OR SEX DISCRIMINATION. MOST MINORITY STUDENTS MUST OVERCOME PROBLEMS RELATED TO INCOME, LANGUAGE, INFERIOR EDUCATIONAL RESOURCES, AND DISCRIMINATION. MINORITIES BASIC NEEDS IN THE LEGAL AND MEDICAL FIELDS HAVE RECEIVED INADEQUATE ATTENTION. BENEFITS OF AFFIRMATIVE ADMISSION PROGRAMS ARE EXAMINED IN RELATION TO NEEDS OF AND OPPORTUNITIES FOR MINORITIES. QUESTIONS HAVE ARISEN OVER THE VALUE OR RELIABILITY OF ENTRANCE TESTS AND HAVE RESULTED, IN SOME CASES, IN MORE ATTENTION TO WORK BACKGROUND, ETHICS, COMMITMENT, AND MOTIVATION. WITH AFFIRMATIVE ADMISSION PROGRAMS, MINORITIES CAN GAIN IMPORTANT ROLE MODELS THAT WILL ENHANCE SELF-RESPECT AND GREATER REPRESENTATION IN THE INFLUENTIAL UPPER INCOME AND OCCUPATIONAL LEVELS. NOTES ARE INCLUDED AT THE END OF EACH CHAPTER. APPENDIXES CONTAIN INFORMATION ON AFFIRMATIVE ACTION AS REFLECTED IN A STATEMENT OF THE U.S. COMMISSION ON CIVIL RIGHTS AND A STATEMENT BY THE CARNEGIE COUNCIL ON POLICY STUDIES IN HIGHER EDUCATION ON THE RELEVANCE OF RACE IN ADMISSIONS. (DP)