To provide documentation for the argument that Mexican-American (or Chicano) children in the United States tend to have a cognitive style differing from that of their Anglo-American classmates, the relevant literature is selectively reviewed. The review is organized in three sections, focusing respectively on the definition of cognitive styles, the measurement of cognitive styles, and ethnic/cultural variations in cognitive styles. It is concluded that "cognitive style" is a general term referring to a conglomerate classification of many psychosocial behavioral domains in which two polar dimensions, differentiated and integrated styles, can be identified. It is further concluded that there is adequate research to support the notion that different ethnic groups have differing tendencies in cognitive style, but caution is suggested in applying these general findings in educational contexts. (RH)