There is little question that the primary element regarding school desegregation is the latent and overt racism pervading American society. Perhaps it is unrealistic to suggest that the school, the transmission belt of American mores from one generation to the next, is likely to intervene in the already existing pattern. Moreover, statements and actions of the national administration do not always serve the cause of equality of educational opportunity. However when there is no commitment at the local level, it is unreasonable to expect that something will happen at the national level. Another deterrent to racial integration is a growing resistance from many white ethnic groups to recent social and educational gains by blacks and other socially visible minorities. While it may not be an exact parallel, the reactions of the more militant and dissatisfied elements of minority communities may also be serving as a deterrent to desegregation. One of the more covert deterrents is the developing pattern of teacher organization and teacher militancy. The equating of compensatory education with desegregation of schools exemplifies a critical kind of racism prevalent in our society. The process of integration, moreover, has failed to receive full attention once black and white children are together in the classroom. (Author/JM)