The black and brown minorities which constitute about 16 percent of the total U.S. population today are demanding equal opportunities and quality education. The fact that more and more of these students are attending high schools and colleges will accelerate these demands. The demands are not only to reinforce their own ethnic heritage, but also to educate the dominant majority in the realities of a true history; that is, through economic development and land expansion, the United States inherited a diverse citizenry whose potentials and contributions still require recognition. All institutions, particularly institutions of higher education, can either re-examine traditional white elitist beliefs and create real and equal opportunity, or risk that violence which increasingly has become the dominant instrument of social change. In meeting the instructional needs of Chicanos, both in the public schools and institutions of higher learning, standards must be reassessed regarding achievement and IQ test, admission and academic requirements, and teaching competencies for both pre- and in-service teachers. What is needed is not fewer standards but better standards. Teachers--particularly culturally deficient teachers--need training to work with linguistically and culturally distinct students. (Author/JM)