The South African educational system and race relations were studied in the context of effects on cross-cultural relations in the classroom. An examination of South African faculty perspectives was compared and contrasted witht U.S. faculty perspectives and was interpreted in relation to the cross-cultural relations that exist in the two countries. Faculty attitudes were compared through the use of a written survey. Based on the responses received, South African faculty (N=112) were found to be more consistent than U.S. faculty (N=97) and clearly indicated a preference for faculty dominance in the classroom (compared to U.S. preference for diversity and permissiveness). It was maintained that the reason for this was that South African faculty members, having less interaction with culturally different people, do not recognize that there are cultural perspectives other than those held by their own cultural group. It is noted that as long as this condition exists in the South African classroom, the communicative climate in the classroom will result in negative cross-cultural relations and the hampering of social change. The South African and the U.S. faculty survey instruments are attached. Contains 11 references. (GLR)