In 1972, over 1.3 million white children attended schools in which they were a minority. This document consists of articles addressing this little studied phenomenon. In Gretchen Schafft's article, an anthropological method is employed to study the role of white children in a predominantly black junior high school in Washington, D.C. Jean Le Francois recounts her experiences as the sole white student at a traditionally black college in North Carolina. The racial prejudice of white students, and their apparent unwillingness to change attitudes, are examined by psychologist Peter Kranz. Statistical data on the achievement of whites and non whites in a predominantly black school in Chicago are presented by Geraldine Johnson. It is shown that productive learning is not sacrificed in such an environment. Supporting this idea is the conclusion put forth by Meyer Weinberg that segregation for whites is not any more educationally advantageous for whites than it is for blacks. Research is cited which reinforces this conclusion. In addition, extensive transcripts of hearings conducted in Boston and Louisville by the U.S. Commission on Civil Rights are included in this document. (Author/GC)