The equalization of educational opportunity, the achievement of a greater degree of equity, is a central concern of educators today. The way in which this concern is conceptualized can have a great influence on the extent to which the concern is translated into programs, and on the way programs ultimately address the problem that gave rise to the concern in the first place. The national problem posed by a concern with equity is that of making educational and social development as well as participation in society and survival, independent of the backgrounds from which differential status group members come. Educators must rise to the challenge by manning a two-pronged effort: to insure equality in the distribution of educational resources, and to insure equal protection in the distribution of resources in relation to social group characteristics. This would also be in relation to functional group characteristics as may be determined by mental, physical, and social conditions and as may be reflected in the processes by which learning behaviors and developmental choices are mediated. A concept such as equal opportunity may not be sufficient to make educational and other achievements independent of ethnic groups, race, or sex, and a concept such as human diversity with social justice is preferred. (Author/AM)