This report describes the results of a seminar whose purpose was to examine sociological theory as an aid in understanding the sources of equity and inequity in American education, the conditions under which inequalities ircrease and decrease, and the outcomes of policies and strategies designed to enhance educational equity. Educational equity is defined on three levels: equality, justified inequality, and fair process. Classical and contemporary social theories are discussed as well as alternative theoretical perspectives on race and gender equity. Implications for educational policy and practice are set forth. Appendices include bibliographic information, a description of the seminar, and an example of seminar proceedings. (Author/MK)