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Show -21- he had for several years been aware of Inequities in the school's admissions policy. Why, he had asked himself, were there so few Blacks and Mexican Americans in a student body that came xxma predominantly from lower class homes? There wereschildren from Italian? Amaenian, Chinese, and Japanese fiamiiies.1 These students had graduated in the upper ten percent of their high school classes, so had become eligible for admission? The Blacks and Chicanos had not? The problem had been brought home to the Professor at the beginning of his third year if teaching at the institution, when he had attempted to enroll a bright Negro student whom he had met at a summer conference in another state? The boy's record at a&Cfcteaar university had not been good? but this was because he had enrolled for courses, then left the university without bothering formally to withdraw; At still another university, whia* he had attended for one year, his record had been acceptable? The Professor had been certain that with his knowledge of the student and his recommendation he would be admitted?' However? at a meeting with the chief admissions officer, he was infiormed that there was something even more questionable on the student's record than the mere fact of his failing to withdraw'? There was a notation that suggested that the boy might have a prison record? and California law prohibited the admission of anyone who had been convicted of a crime. When the Professor asked the boy about this, he readily |