This paper discusses to what extent during the past eight to ten years the student bodies of accredited library schools have changed from the predominantly white demographic characteristic. Its principal focus is upon the financial, educational, psychosocial, and cultural barriers involved in higher education for Black, Mexican, Native, and Asian American minority students. It also briefly discusses concerns specifically related to Canadian library schools and the education of foreign students in American library schools. Even though a number of schools have undertaken effective recruitment programs and there are more non-white librarians, it appears as though the progress made to-date has been the result of one-time efforts supported by dollars outside the regular budget; at present, there is little indication that racial diversity is a priority in graduate library education. The major problems that must be overcome to increase minority enrollments include: (1) the profession's obsession with high education standards, such as GRE scores and grade point averages, as the primary prerequisites for admission to graduate school; (2) ill-defined and unarticulated recruitment and admission policies with respect to minority enrollments; and (3) curriculum content which currently does not emphasize intercultural communication and minority group concerns. A selected bibliography on minority higher education and librarianship is appended. (Author/JPF)