The adaptations of black and of white students to each other and to their teachers and administrators in institutions of higher education are compared. Complementarity is the basic theme. Examples demonstrate the principle that the majority population that is educated in a setting that excludes the minority receives a deficient education, and vice versa. Part I, "Philosophy of Education: Goal, Purpose, Method," discusses inclusiveness, desegregation, and whites as a minority. Part II, "Recruitment, Admissions, and Retention," examines recruitment of black students, standardized testing for admissions, selection of a diversified student body, and enrollment and retention of black students. In Part III, "Black Students and White Students," focus is on black students in black colleges and in white colleges, and white students in black colleges. Part IV, "Black Colleges and White Colleges," examines characteristics of faculties in predominantly black and predominantly white colleges and the function and future of black colleges and universities. Black studies and group names, labels, and stereotypes in educational materials are discussed in Part V, "The Curriculum and Educational Materials. Part VI, "Administrative Issues and Actions: Internal and External Concerns," examines the student personnel administration, ethical and moral responsibility of the schools, and offers a tribute to teacher/administrator Benjamin Elijah Mays. The final section discusses the future of desegregated higher education, including the conclusion that postsecondary institutions will not be able to hold their current ideal of exclusivity. Tables include: uncertainties of whites on black campuses; positive experiences of white on black campuses; characteristics of predominately black and predominately white institutions; types of institutions from which faculty members received degrees; highest degree level of faculty members at predominately black colleges and predominately white colleges; and highest degree level of faculty members by city. (LC)