The impact of college admissions policies designed to expand educational opportunity for minority groups is considered. It is suggested that since the Supreme Court decision in the Bakke Case permitted race as a criteria for admission, institutions must articulate their goals in terms of the degree and nature of diversity they hope to achieve. Admissions policies at the undergraduate level are set by the mission of the college, with an interest in the survival of the institution, and by the educational impact brought about by a given admissions policy. With the exception of racial barriers, the courts have backed the right of institutions to make value judgments of the sort that permit continued diversity in admission standards as these standards correspond to diversity of educational mission. A sensitive issue linked to institutional survival is maintaining alumnae loyalty by admitting alumnae children. Some research evidence has suggested that the characteristics of the student body are critical in the learning process that takes place in an institution. It is claimed that it is not possible to train the leaders needed for the future or grope toward answers to racial communications in all white educational communities. There is a need for educational communities to provide an arena for the understanding of different cultures and values and help eliminate stereotypes. In regard to graduate programs, it is suggested that medicine, social work, public health, and education, the people-caring, culturally-sensitive professions, must be particularly sensitive to the mix of their student bodies. Such professionals must be able to listen and hear the person needing assistance, and have respect, knowledge of life styles, and the ability to see each person as an individual. It is proposed that affirmative action principles are essential to the education process itself. (SW)