The author of the paper examines the experience of black women at predominantly white universities who are confronted with problems emanating from sexism and racism in classroom and non-classroom situations and which acquire complexity because of their subtlety and socially reinforced attitudinal origins. The author points to the black females who have grown increasingly dissatisfied with the service professions to which they have historically been admitted and who at the same time have begun to examine seriously the mores which have labelled them intellectually inferior because of their sex. Perceptions of her own ability and professional potential create under tensions when they conflict with the self-image imposed upon her by a white, male dominated society. The author feels that educators, counselors, and others can make significant strides in reducing and eliminating special problems of black women by setting new priorities and goals and by being aware of biases which do exist. (Author/SES)