Differences between black and white students' college performance were examined, along with the effects of institutional characteristics and relationships with faculty. A sample of 2,218 black and 1,876 white students from 30 universities in 10 southern and southern border states were studied. The faculty sample consisted of 280 black and 426 white faculty. White students were found to have both faster progression rates and higher grade point averages (GPA) than did black students. Significant predictors of progression rates for black students included: age, distance of residence from the college, faculty teaching style, high school GPA, whether the student was in a predominantly black or white college, marital status, and academic motivation. Significant predictors of college GPA included: academic motivation, high school GPA, academic integration at the institution, commitment to the institution, faculty contact with students outside the classroom, and Scholastic Aptitude Test scores. Comparisons are made of black and white students on all the student characteristics. Attitudinal/behavioral characteristics of the faculty of black students are also compared to the characteristics of faculty of white students. (SW)