The purposes of this study were to: (1) explore and interpret sociologically and historically the factors that gave rise to the Chinese language schools; (2) compare and analyze sociologically the responses of two opposing groups of Chinese leaders to the justification of the language schools; (3) shed light for a better understanding of the Chinese language school and other minority language schools and cultural study groups in general; and, (4) research for insights into the racial educational relationship in the United States. Sources of data in this study come from: (1) personal observation and (2) review and critical analysis of available data in English and in Chinese, related to the Chinese language schools in the San Francisco Bay area, including socio-historical origins and functions of these schools; goals, plans, programs, and administrative relations these schools maintain within the Chinese community and with the larger society; justifications of these schools in the process of integration by different groups; and implications for the continuance of these schools were assessed. It was found that the development of the Chinese language schools more nearly reflected a need than a choice. The decline of these schools reflected national and international developments, which indicated a decreasing need for these schools due to a gradual improvement in race relations. (Author/JM)