Racism remains a distinct factor in problems faced by black teachers and teacher educators. The number of black teachers in the public schools is diminishing, especially in the southern states, where the black student population is the highest. The higher education environment has been undergoing drastic changes in faculty and student body populations. Complex and interrelated factors which impinge upon opportunities for entry into teaching and survival on the job for African-American teachers include: (1) insufficient knowledge of black history for use as background for data interpretation; (2) racism in the regulation of teacher selection and evaluation processes; (3) invalidity of standardized testing; (4) insufficient descriptive data on black employment trends and patterns; (5) inadequate concept of a "quality education;" (6) educational neglect in the public schools for black children; (7) the neglect of student learning as a competency criterion; (8) culturally limited curricula of teacher education programs; (9) narrow range of undergraduate majors among prospective black teachers; (10) white seniority in education employment in black communities; (11) disorganization of black teachers; (12) limited black research agenda; (13) the lack of documentation of successful black teachers; (14) invalidity of required pedagogy; and (15) need for a specialized knowledge base for information on black teachers and learners. (JD)