This paper explores historical, behavioral, and cultural aspects of cross-cultural assessment as background to a discussion of alternative approaches to I.Q. testing as a way of identifying gifted minority children. Chapter I, "Cross Cultural Assessment in Historical Perspective," is a historical look at cross-racial attitudes on intelligence and innate ability. Chapter II, "Classical Failure and Success in the Assessment of People of Color," historically reviews accounts of black intelligence. Chapter III, "Fundamental Considerations for Cross Cultural Assessment," discusses the underlying assumptions and styles of assessment, and their effects on assessment results. Chapter IV, "Perspectives on Style: A Basic Foundation for an Alternative Approach to Assessment," covers differences in behavioral and assessment approaches. The Atomistic-Objective behavioral style is contrasted with the Synthetic-Personal style; and two assessment approaches, one that asks "Do you know what I know?" and another that asks "What do you know?" are compared. Chapter V, "Basic Behavioral Styles Illustrated," explores the expression of behavioral style in religion, music, and language. Chapter VI, "The 'Who' and the 'O': Contextually Situated Vehicles for the Assessment of Pupil Potential," and Chapter VII, "The Gifted Child and the School's Implications of Behavioral Styles," complete the volume. (SB)