An overview of the historical roots of racism is presented, and the role of higher education within the institutional structure of American society is analyzed. Two case studies are reviewed in detail, along with the relevant political issues and change strategies to help remedy racism in America. A key dimension of racism involves education, which has been viewed as a means for social progress in the United States. Higher education institutions have in the past systematically excluded women, blacks, Chicanos, and other unfavored groups from entry as students and in the professional labor market. American universities are distinguished from most of those of Western Europe by bureaucratic, lay control over university policies, the dependence of universities on business and government funds, and a lack of a strong professional and ethical tradition among academics. Originally, American university curricula were expected to reflect aristocratic values and culture and have consequently emphasized a classical curriculum geared to the perceived needs of upper class and upper-middle class students. In addition, unlike Europe, no tradition of academic freedom for students developed in the United States. A neutral model of teaching resulted in American academics spending their classroom time on contemporary liberal-conservative debate rather than proposing social alternatives and criticism. The specific situation in the political science department and the cases of Carlos Munoz at the University of Washington, Seattle, and Lawrence Mosqueda at the University of Denver are examined. A bibliography is appended. (SW)