It has been known for years now that education for Blacks has been substandard. Environmental problems; historical poverty; prejudice and discrimination; the residual effects of slavery; coupled with transiency and defeatism among students, teachers, and parents have all conspired to give the black student a dysfunctional predisposition toward learning and authority in general. By the time the typical black youth reaches high school, he has gotten the message through poor grades, frequent disciplinary actions, low test scores, and teacher and counselor indifference to his problems that he is not a top candidate for college.1 Since he cannot see himself as having a realistic chance of holding professional jobs which require higher education, this student does not see the purpose of being proficient. What he has seen, however, is that the so-called proficient (qualified) Black as well as the deficient ones are locked into the same low status-community with substandard housing, inferior schools, menial jobs, and low incomes. Few persons ever tell him that he should master mathematics, physics, or the basic sciences so that he can navigate ships, build highways, pilot jetlines, or even design sky-scrapers. Hence, it becomes difficult, if not impossible, for him to accept these possibilities as being real because of the lack of empirical evidence. This causes many black students to consciously resist the academic training necessary for a professional career. As a result, there is a drastic disproportion in the number of black engineers and re-