Minorities and mathematics have not been the central focus of much published research, but a sizable relevant literature does exist. A review of 24 studies since 1975 is organized according to three types of variables—parent, student, and school—that influence the learning and participation of minority students in school mathematics. Few of the parental variables likely to influence performance or participation have been studied directly. A variety of studenr characteristics have been identified and their influence examined. Several school characteristics that appear tO be influential have not been quantified. The review suggests some directions for future research.