Teachers need not live in a ghetto to gain knowledge of their students' experiences. All that is needed is an awareness of the general lifestyle experiences of ghetto children and youth and the use of a little imagination in relating these experiences to the teaching process. (Author/EB)

Advocates an intrusive advising stance and proactive teaching approach on the part of selected African-American and white faculty members as part of programs to retain disadvantaged African-American students in college. Meeting the political and organizational challenges of retaining disadvantaged African-American students is discussed. (SLD)