Using survey responses and catalogue descriptions from 38 programs, the paper examines the current status of Chicano studies programs in four-year colleges/universities in the Southwest. Findings indicate many programs evolved from the civil rights legislation of the 1960s to address ethnic minority concerns and to offer curriculum in the humanities and social sciences but currently serve as a means for fulfilling Affirmative Action requirements and developing a community of Chicano scholars. Identified as problems affecting Chicano studies programs are low Chicano student enrollment, relatively poor student retention and completion of college degrees, paucity of Chicano faculty, and a negative environment for Affirmative Action. Most problems identified by Chicano respondents appear to revolve around the perception of little support for Affirmative Action. Most Chicano studies programs need and want more Chicano faculty and students on their campuses. With more faculty present, the possibility of attracting (increasing enrollment) and serving (increasing retention) more Chicano students improves. Key components of an ideal program, as identified by the survey, include, in order of importance, better campus Affirmative Action, more trained (Ph.D.) Chicano scholars, greater funding, more "activists" (politically involved Chicano students), good "educational" services, a positive public image, and strong community ties. A two-page list of references concludes the document. (NEC)