This paper discusses the inclusion of race, both as a construct and as an issue, in the introductory level of the college social science curriculum. First, a review of the literature concerning the general higher education curriculum indicates that a general education should prepare students for citizenship. Next, the paper presents evidence that race remains a significant civil issue within American society. Finally, a sample of what currently constitutes the text-based content of the introductory social science curriculum of race within anthropology, psychology, and sociology in the context of current biological thought is discussed. The sample review of these textbooks, shows that the textbooks may be legitimately organized into four categories based on how race is handled: (1) ignores the issue of race as a construct; (2) presents a confused or inconsistent interpretation of race; (3) supports a biological construction for race; and (4) supports a sociological interpretation, while denying the validity of the biological construction. It is suggested that the implications of these results extend beyond how textbooks are written and, depending on how academia constructs race, implies a corresponding impact on how colleges and universities operate. Contains 60 references. (GLR)