Chicanos are underrepresented in U.S. institutions of higher education. Attrition and completion rates indicate that a significant number of Chicanos who do choose to enroll in institutions fail to complete their degrees at each successively higher level, and are subject to high dropout rates. The percentage of Chicano students completing the associate, bachelor's, master's, and doctoral degrees for the year 1975-76 is 4.6%, 2.86%, 1.96%, and 1.22%, respectively. While Hispanic students are increasingly enrolling in two-year institutions, their completion rate is only 7.6%. Affirmative action programs, by the federal government and by institutions, have helped to increase the Chicanos' access to institutions of higher education. However, given the current social climate, these programs cannot be relied upon as the sole instrument which Chicanos might use to increase their access to higher education. The sociocultural elements within the traditional community which may act as barriers to participation in higher education (e.g., alienation, acculturation and the Chicano family, sociocultural psychology, cultural tradition, and the social message) must also be examined. Because Hispanics are the fastest growing minority within the U.S., access to higher education is critical if Hispanics are to participate in decision-making forums and enjoy higher employment status and higher paying positions. (NQA)