A research model to aid community college educators in taking a positive approach to affirmative action is proposed. The input-output model identifies appropriate data elements according to their status as influents on institutional performance in the area of affirmative action. The primary components are political variables (regulations of federal, state, and local agencies), demographic variables (features of the college and community), social psychological variables (features of the individuals in the college and community), and institutional variables (policies and procedures of the college). Each variable can be categorized into one of three classes--input factors, intervening factors, or output factors. Input factors represent the full range of political, demographic, social psychological, and institutional variables that shape college policy in the area of affirmative action. An "expected output" can be determined through analysis of the impact of these variables on institutional policy and procedures (intervening factors) that are used to regulate college performance in minority hiring. This output can be measured through a number of factors (output factors) that define the relationship between the college and the community in terms of prevailing demographic trends. (DB)