AN ANALYSIS OF THE LIVES OF THE POOR IN AMERICA WILL SHOW DIFFERENCES BETWEEN THE IMMIGRANT (AND REFUGEE) POOR AND THE RESIDUAL POOR (NEGROES, PUERTO RICANS, LATIN AMERICANS, INDIANS, AND OTHERS). THE IMMIGRANT POOR WERE ACCULTURATED AND ABSORBED INTO THE MAINSTREAM OF AMERICAN LIFE WITHIN THREE GENERATIONS, WHEREAS THE RESIDUAL POOR HAVE BEEN DETERRED FROM DOING SO BY POLITICAL AND SOCIOECONOMIC CONDITIONS. THE TWO GROUPS HAVE DIFFERENT FAMILY STRUCTURES, EMPLOYMENT PATTERNS, ATTITUDES TOWARD THE COMMUNITY, AND SELF-CONCEPTS, AND RELIGION PLAYS A DIFFERENT ROLE IN THEIR LIVES. THEY HAVE DIFFERENT VALUES ABOUT MONEY, CREDIT, AND TIME, AND ALSO REFLECT THEIR DIFFERENCES IN THEIR CHOICE OF HOUSING AND CLOTHING. BECAUSE IMMIGRANTS SOUGHT AND VALUED EDUCATION, THEIR CHILDREN CAME TO SCHOOL WITH READINESS ABILITIES. THE RESIDUAL POOR HAVE DEVALUED EDUCATION. THUS, THEIR CHILDREN HAVE INADEQUATE SCHOOL PREPARATION. IN EACH CASE, EDUCATION IS A SELF-FULFILLING PROPHECY--ONE GROUP HAS ACHIEVED WELL WHILE THE OTHER CONTINUES TO FAIL. THE ALIENATION OF CERTAIN ELEMENTS OF THE POOR CAN BE UNDERSTOOD WITHIN THE FRAMEWORK OF PARSON'S "ACTOR-ACTED UPON" CONCEPT-- THE IMMIGRANT WAS AN "ACTOR" AND THE RESIDUAL IS PASSIVELY "ACTED UPON." MOST OF THE DISCUSSION IS SUMMARIZED IN CHARTS WHICH COMPARE THE TWO GROUPS. THIS PAPER WAS PRESENTED AT THE SOUTHERN SOCIOLOGICAL ASSOCIATION MEETING (APRIL 5, 1966). (NH)