The reading difficulty that black children encounter is not a result of language differences but rather a consequence of living in a society where people are socialized to view blacks as inferior and less able. Teachers are not immune to these attitudes. In addition to societal views, teachers are also influenced by social science research which has reinforced the notion that black children are inferior by describing them as disadvantaged, deprived, educationally handicapped, and verbally deficient. Social scientists have generated theories that reject the language and culture of these children, and teachers' attitudes and expectations tend to reflect these views. On the basis of a review of the research, it is suggested that teacher training programs, preservice and inservice, should emphasize helping teachers develop an understanding and an awareness of individual as well as cultural and linguistic differences. (Author/EB)