This paper addresses the issue of the equitable participation of minorities in higher education. Evidence of the magnitude of the problem is presented in discussions which address: (1) enrollment trends; (2) the persistence of minority students in academic study; and (3) the time required of minority students to complete their academic studies. It is noted that the reason for lower participation and attainment rates of minority students in higher education is due more to opportunity rather than choice, and that opportunity is dependent on the resources available (socioeconomic status) and the quality of academic preparation in high school. Examples are provided of the relationship between socioeconomic status and college entry. In addition, how the opportunity for higher education is, in large part, determined by an individual's academic preparation in high school is explored. The long-term solution that is suggested for improving minority student participation in postsecondary education involves the elimination of financial barriers to higher education, improving the home learning environment, and better academic preparation at the precollege level. In the interim, it is suggested that colleges should work more vigorously with high schools to increase minority students' understanding of college education requirements and preparation for moving into higher education. Contains 14 references. (GLR)