Two studies reporting the results of surveys of minority student perceptions of isolation extant in desegregated school settings in Texas and New Mexico are presented. Study I involved Mexican-American students who were given a 25-item questionnaire concerning their perceived educational environment. Students were asked to what extent each condition existed in their school and to what extent it should exist. A discrepancy between the two responses indicated an area of perceived isolation. A factor analysis was conducted on the discrepancy scores to investigate clustering of areas of isolation and to verify the construction of the instrument into social, academic and extracurricular areas. In study II a 26-item instrument for assessing perceived student needs in various areas of cultural specifics was administered to 200 students in grades seven through twelve. The instrument allowed for the identification of perceived student needs through a comparison of their responses to each item across the response columns. The first column response indicated how strongly the student agreed with the proposition contained in each item; second column response indicated a perception as to the extent that the proposition contained in each item is presently being taught in the school curriculum. Results are reported on the basis of the total sample analysis, of an ethnicity analysis and of a sex analysis. (RC)