The relationship between Board of Education policy designed to promote cultural, ethnic, and racial understanding, and the instructional materials most widely available and used in the Chicago (Illinois) Public Schools was studied. Teachers, district administrators, and principals were surveyed to understand the process of selecting and evaluating instructional materials for racial, social, ethnic, and cultural bias. More specifically, 53 teachers served on instructional materials evaluation committees from October 1984 to May 1985 and were surveyed concerning their views regarding judging materials on bias factors. Surveys were administered to 15 district offices and questionnaires were mailed and received from 370 elementary and 52 high school principals and teachers. Both of these surveys focused on the structure developed by each school district to evaluate and select materials, the level of staff involvement, and information needs. Teachers were often unfamiliar with guidelines and criteria for selection. Time constraints limited review of materials before selection. Adequate training must be provided teachers serving on selection and evaluation committees. Specific guidelines and procedures are needed by all involved in the selection process. Follow-ups will be necessary to monitor progress in improving materials. Appendices contain teacher and administrator survey results and questionnaires. (SLD)