Sociopolitical influences on education and research in the United States, China, and the Soviet Union are contrasted. Discussions with American scholars who have knowledge of educational practice in socialist nations are presented. The major philosophical difference stressed by these scholars is the pervasive influence of dialectical materialism on interpretation of scientific data. Institutional considerations of Soviet higher education include highly selective admission policies, financial aid, and guaranteed employment. Soviet educational research stresses qualitative detail and process complexity, although on smaller scale projects than are generally undertaken in American research. Post-revolutionary China has focused on sacrifice of traditional academic freedoms in favor of collective interests, acceleration towards socialism and communism, and the joining of work and schooling. Investigation of Western scholarly research indicates that philosophical/political influences are present under the cover of neutrality and objectivity. The conclusion is that Western education and research will improve if graduate students study sociopolitical theory; emphasize mutual cooperation, criticism, and self-criticism; and direct their research towards socially defined goals. Financial support, employability, and a planned collective ethic are suggested as improvements in our capitalist orientation towards education and research. (Author/DB)