The school, often inadvertently and unconsciously, subordinates ethnic and racial minorities. School mechanisms have developed which tend to support ethnic isolation, perpetuate stereotyping and other myths, and in manifold ways differentially treat minorities. School segregation, ability grouping, student fees, and curricular or extracurricular offerings with middle-class-based grade, academic, or behavioral requirements for participation are examples of such mechanisms. The majority of Southwesterners rationalize the Mexican American subordinate social situation in simplistic and false terms. By stereotyping the Mexican American or by omitting his history, discrimination is perpetuated. Any school practice which discourages or impedes vertical mobility perpetuates low social status of the poor. Such practices damage the life chances of the many poor of Mexican descent. To maintain minority groups in subordinate social and economic positions is detrimental to the national welfare. Economic poverty and powerlessness go hand in hand, each affecting the other and influencing the individual's world view, personality, and behavior. Educators can compensate for powerlessness by becoming advocates for the poor or by encouraging equal status interaction and participation and by sharing decision-making powers. (JH)