This study presents a framework for instructional programs based on four assumptions about the sociocultural background of black children: (1) black children share a common cultural heritage, a history of oppression and racial injustice in America; (2) black children grow and develop in a family environment that is historically different in customs and organization from that of the dominant culture; (3) black communities are instrumental in supporting attitudes, beliefs, and values of black people, thus enhancing self-concepts of black children; and (4) black children have unique abilities and strengths that help them to deal effectively with their environment. A questionnaire about these assumptions and about planning programs based on them was sent to 55 black scholars of whom 35 (63 per cent of the sample) responded. There was generally high agreement among the scholars, specifically concerning the importance of cultural heritage, family, and community, and the development of unique black strengths. Items generating low agreement concerned the importance of monthly workshops, familial styles and structures, employment of teachers from the community, and acceptance of black children's language in school. Staff members of eight black participant programs were also interviewed; their responses revealed that most programs made no effort to consider black sociocultural background as a necessary part of educational needs. Findings suggest that educators must become sensitive to cultural differences among children and develop programs responsive to the needs of all. (BJD)