The Student Problem Areas Survey was administered to 237 black and white students attending a predominantly white university and 55 black students attending a predominantly black university. Data from a two-way randomized block design were analyzed by way of the multivariate analysis of variance and a series of analyses of variance. The pattern of results showed several significant differences on specific problem areas but none between blacks attending universities with different racial make-ups nor between the groups on variables that typically suggest counseling needs. There was one Group X Class interaction; the ranking of the problem areas was the same for the three groups. The results were discussed as to their implications for counseling needs of black students in university settings.The numbers of black students on major university campuses have increased markedly over the last 10 years (Astin, King, Light, & Richardson, 1975; Sedlacek & Pelham, Note 1) and their academic, social, and personal lives have been fraught with many problems (Altman & Snyder, 1970;Green, 1969;Williams, 1969). Through her clinical observations, Gibbs (1973) characterized the problem areas of black students on a major, primarily white campus as (a) establishing a meaningful personal identity, (b) academic performance, (c) interpersonal relations, (d) autonomy, (e) sexual and aggressive feelings, (f) long-range career plans, and (g) multiple problems. If black students on previously all-white campuses suffer from these problems to the extent of Gibbs's report, one wonders what the causes might be. Is the university environment the precipitant of the problems or is the sample an unusual one? In any event, the students in the sample appear to be in need of counseling resources.The computer time for this project was supported in full through the facilities of the Computer Science Center of the University of Maryland. The authors are indebted to Charles J. Gelso for his helpful suggestions and comments.Requests for reprints should be sent to Franklin D.

The University of Maryland System designed a data‐driven program review process to reallocate resources systemwide.

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