This paper addresses the continuing failure of racial and ethnic minorities, specifically Mexican Americans and American Indians, to gain full representation in doctoral graduating classes and college faculties. The demographics of minorities in doctoral programs is reviewed with particular emphasis on the Southwestern United States and the two minority groups under consideration. The qualitative data for the study consist of 139 responses to a free-response question presented at the end of a lengthy questionnaire completed by 176 Mexican American and 38 American Indian doctoral students. The broad themes for discussion are financial obstacles and institutional barriers; the departmental environment, including academic and social integration and alienation and discrimination; and faculty and student interaction, which includes ethnic role models, relationships with mentors and advisors, and academic self-concept. Representative verbatim statements are given in each category. Mentor relationships were highly significant in the satisfaction of doctoral students, and same-gender and same-ethnicity pairing of doctoral mentors and students significantly affected the academic satisfaction of these minority doctoral students. Contains 52 references. (RAH)