THE JUNIOR COLLEGE MUST DEVELOP A CURRICULUM DESIGNED TO MEET THE IDENTIFIABLE EDUCATIONAL NEEDS OF THE DISADVANTAGED STUDENT, WITH SPECIFIC REFERENCE TO THE EFFECTS OF DEPRIVATION ON ASPIRATIONS, VALUES, MOTIVATION, AND SELF-CONCEPT AND TO THE INFLUENCE OF CLASS OR CASTE ON ACADEMIC PROGRESS. THIS STUDENT NEEDS TO DEVELOP (1) POSITIVE FEELINGS OF PERSONAL WORTH, (2) VALUES COMPATIBLE WITH SOCIETY IN GENERAL, AND (3) THE CONCEPTUAL, SOCIAL, AND MANIPULATIVE SKILLS NECESSARY TO FULFILL HIS GOALS. A GOOD PROGRAM WILL PROVOKE THE CHANGES NEEDED FOR THIS DEVELOPMENT BY CONCENTRATING ON WHAT IT CAN DO WITHIN THE CONTEXT OF THE STUDENT'S OWN NATURE AND THE PRESSURES UPON HIM. THE PRESSURES PRODUCING HIS BEHAVIOR PATTERN INCLUDE (1) A LACK OF EDUCATIONAL TRADITION, (2) POOR LANGUAGE AND READING SKILL, (3) LOW MOTIVATION AND SELF-ESTEEM, (4) ANTAGONISM TOWARD SCHOOL AND ALL AUTHORITY, (5) POOR HEALTH AND DIET, AND (6) AN UNSTABLE HOME LIFE. TO IMPROVE HIS SELF-IMAGE AND TO REINFORCE HIS MOTIVATION, THE PROGRAM MUST GIVE HIM A CHANCE TO EXPERIENCE SOME DEGREE OF SUCCESS IN HIS LEARNING. THE TASK, HOWEVER, MUST BE CHALLENGING ENOUGH TO RAISE HIS LEVEL OF ADAPTATION TO A BEHAVIOR PATTERN MORE GENERALLY ACCEPTABLE. SEVERAL CURRENT PROGRAMS ARE REVIEWED AND TOPICS FOR FURTHER RESEARCH ARE SUGGESTED. THIS DISSERTATION IS AVAILABLE AS DOCUMENT NO. 66-11,111 FOR $3.00 (MICROFILM) OR $7.40 (XEROGRAPHIC COPY), FROM UNIVERSITY MICROFILMS, INC., 313 NORTH FIRST STREET, ANN ARBOR, MICHIGAN, 48107. (HH)