A review of 24 representative studies conducted on minorities and mathematics between 1975 and 1982 is presented. A number of variables, categorized by parent, school, and student, are identified as having an influence on minority students' learning of and participation in mathematics. Trends and patterns identified in race-related differences in mathematics performance and mathematics enrollment are discussed. Questions are raised to guide future research, and several prevention and intervention strategies are suggested. (MNS)