THE TEACHER AND THE SCHOOL SYSTEM SERVE AS THE KEY MEDIATORS IN THE ACCULTURATION OF STUDENTS FROM DEVIANT SUBCULTURES. HOWEVER, THE TEACHER'S COMMITMENT TO THE ETHICS OF WORK AND COMPETITION, HER FUTURE-ORIENTED VALUE SYSTEM, AND HER CONCEPT OF A FATHER-DOMINATED NUCLEAR FAMILY STRUCTURE TEND TO ALIENATE HER FROM HER STUDENTS. AS A RESULT, MANY INDIAN AND EAST HARLEM CHILDREN, WHOSE CULTURE IS DIFFERENT FROM HERS, MAY NEVER ACQUIRE THE TOOLS FOR FULL ACCULTURATION. ALIENATION BETWEEN STUDENT AND TEACHER IS FURTHER REINFORCED BY THE CHILD'S CONCEPT OF THE TEACHER AS A SUCCESS IN A HOSTILE CULTURE AND BY THE TEACHER'S MATERIALISTIC MOTIVATION FOR CHOOSING HER PROFESSION. MOREOVER, THE EDUCATOR'S OPPORTUNITY FOR PERSONAL, INDIVIDUAL EVALUATION OF STUDENTS IS OFTEN LIMITED BY ADMINISTRATIVE PROSCRIPTIONS. SEVERAL IMPORTANT STEPS IN TEACHER EDUCATION CAN ASSURE A MORE SUCCESSFUL CULTURAL BRIDGE BETWEEN STUDENT AND SCHOOL PERSONNEL. THE STAFF SHOULD UNDERSTAND AND ACCEPT THE PRESENCE OF ALIEN SUBCULTURES IN THEIR SCHOOL AND INITIATE MEASURES FOR PARENT COOPERATION AND STUDENT PARTICIPATION IN PROGRAMS FOR DEVELOPING SKILLS AND RAISING THE ASPIRATION LEVEL. TEACHERS SHOULD ALSO EXHIBIT FLEXIBILITY IN RECOGNIZING AND REWARDING EVIDENCES OF NONVERBAL ACHIEVEMENT. (NC)