The central thesis of the paper is that students in American schools come from diverse cultures and backgrounds and that appropriate instructional strategies, teaching styles, administrative behaviors and overall school climate must reflect a sensitivity to those realities. The first part of the paper examines the historical, philosophical and psychological factors which have contributed to the discipline problem in American schools, especially for low income blacks. Specific factors discussed include: (1) dehumanizing school practices, (2) television influences, (3) increased availability of drugs and guns, (4) civil rights and women's rights movements, (5) economic problems, (6) culture conflict, (7) increase in single parent families, (8) increase in maternal employment, and (9) history of racial discrimination. The second part of the paper deals with positive approaches to discipline issues. Among topics examined are societal attitudes toward education, culture conflict, community involvement, administrative leadership, parent support, and teacher-student relations. Specific suggestions are offered for principals on how to ameliorate school-community problems and for teachers on their role in working with inner city children. (JMB)