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This conference paper identifies two factors in contemporary educational programs which may have a detrimental effect on disadvantaged youth. First, it is felt that from a historical as well as a contemporary perspective, it is clear that the public schools are designed to meet the needs of the middle class. Thus, even if the same educational program is offered to all students regardless of class, educational inequalities might persist. This middle-class bias also results in rejection of disadvantaged children by personnel who perceive themselves as members of this class. Secondly, school activities and attitudes are more suitable for girls than boys. This disregard for inter-sex difference among students operates to the disadvantage of boys from the lower socioeconomic class, especially since they in particular lack contact with any consistent and desirable male models or male behavioral patterns. The disadvantaged child must be considered an "exceptional" child who requires the services of a highly trained teacher to carry out a specifically relevant educational program. Reactions to this conference paper are included. (DK)