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Surveyed African American high school students regarding whether strategies they used to cope with perceived discrimination related to their racial identity and racial socialization. The degree to which race was central to self-concept and identity was unrelated to both approach and avoidance strategies. Frequency of receiving socialization messages concerning racism from parents/guardians related to the use of approach coping strategies but not avoidance coping strategies. (SM)

Explores the extent to which limited institutional support in law school environments cripples the chances of faculty of color in their efforts to succeed, noting mechanisms that scholars of color in law schools have used in an effort to combat racial and gender discrimination (e.g., the creation of parallel institutions in the form of minority run conferences as an antidote to feelings of isolation). (SM)

Examines literature on the power of race to demonstrate how some universities use tenure and promotion committees to show that private universities are more susceptible to the interests of alumni and thus are sometimes less interested in safeguarding the interests of faculty of color involved in controversial research on racial issues. This suggests that institutions vary in willingness or ability to facilitate incorporation among faculty of color. (SM)

Uses research from interviews with African American, American Indian, Asian, and Latino faculty members of junior status in predominantly white colleges and universities to argue that language of diversity and efforts to implement diversity are bound to fail in the absence of an institutional commitment to incorporating strategies for diversity into research, teaching, and service missions. (SM)

Discusses three questions concerning the relationship between ethnic studies programs and incorporating faculty of color in the academy. Questions whether African American studies departments signify that faculty and students of color are incorporated; direct and indirect ways that minority faculty are their own stumbling blocks in the quest for incorporation; and whether racial/ethnic characteristics should be primary measures of interest and commitment to racial/ethnic studies programs. (SM)

Examines the change in status of African Americans in the American collective identity before and after the civil rights movement in the 1960s in terms of exclusion and inclusion. From the 1970s and onward, a gradual process of inclusion in terms of symbolic indicators (textbooks, history books, stamps, holidays) can be observed. (MMU)

Presents a model for studying the relationship between immigration and racial stratification. It must be recognized that racial stratification is a dichotomous hierarchy and that race and ethnicity are neither identical nor interchangeable. The racial assimilation of immigrants of various ethnic groups is central to the construction of the U.S. racial hierarchy. (SLD)

Uses a review of historical relations and an analysis of the current status of African Americans to critically examine educational opportunity for African Americans in the United States. In particular, the role that educational tracking plays in the relation of employment and educational achievement in the African-American population is detailed. (JB)

Reviews the ideas of C. G. Woodson (1875-1950) about the inappropriate education received by African Americans. Although Woodson's book, "The Mis-Education of the Negro," was written in 1933, his diagnosis of the state of the African-American community appears to hold up well today. (SLD)

Examines trends in the educational achievement of African Americans at secondary and postsecondary levels using data from various national surveys. Barriers to educational achievement are described, and intervention strategies for improving African-American success in higher education are reviewed. Increasing minority participation will require serious commitments by institutions of higher education. (SLD)

Using data from the High School and Beyond survey, describes similarities and differences between African-American and white schools with regard to ethnic segregation, facilities, teacher quality, curriculum, school discipline, and educational achievement. An African-American school is defined as a high school with 70 percent or more African-American enrollment. (SLD)

Examines barriers faced by African-American students at predominantly white colleges, suggests a typology of discrimination, and presents a tentative theory of cumulative discrimination. Data from interviews with 24 college students, administrators, and faculty members from a sample of 180 middle-class urban African Americans indicate that the college culture is white normed. (SLD)

Research into the supposed "natural physical superiority of Blacks" indicates that Blacks may have some physical advantages over Whites but that these advantages are insignificant unless fully developed in a nurturing and competitive environment. Social and psychological factors seem to be the most influential in Black athletes' success in certain sports. (CJS)

Racism surfaced in the 1980s at the very time Americans believed that equality and justice had prevailed. Yuppie racism refers to post-1960s born, post-Vietnam educated young people being led to believe that racial intolerance was over, shielding them from the need to examine their own attitudes and position in society. (CJS)

Describes residential segregation and housing discrimination in Houston (Texas) between 1975 and 1982 based on complaints filed with the City of Houston Fair Housing Division. Most complaints of racial discrimination originated in districts with majority white populations, but complaints of sex discrimination occurred in all neighborhoods. (FMW)

Presents findings of a study on the impact of the Black movement on the attitudes and behavior of 122 African American and European American undergraduates. Reports that the African American respondents had limited awareness of the conditions that precipitated Black social activism and seem to lack the knowledge and skills necessary to challenge present-day racism. (KH)

Investigates White Americans' responses toward Joe Louis, the Black champion. Focuses on the Louis-Schmeling heavyweight title fight of 1938 as exemplifying Louis' role as a key functionary for the American system. Argues that Louis's achieved status as the American representative fighting against Nazism did not negate Whites' negative perception of him as Black. (KH)

Examines participation and nonparticipation of Black youths in the labor force from a social and psychological perspective. Includes a discussion of the impact of minimum wage, cultural differences, job training programs, and discrimination at the workplace on Black youth unemployment. The problem requires racial and institutional cooperation. (ETS)

Argues that the negative aspects of popular culture and organized sports in American society contribute to the economic, psychological, and social destruction of the Black male. The media nurtures unrealistic fantasies in young Black males, preventing them from acquiring the education and skills necessary to participate in the mainstream. (ETS)

Interpretations of empirical findings on the current trend of economic deterioration among blacks lay blame on the victims instead of on racism and the economics of capitalism. This special issue presents findings of the Center on Budget and Policy Priorities, with articles interpreting the data along the lines of theories developed by black scholars. (PS)

The Center on Budget and Policy Priorities' findings are used to support the theory that the interplay between technology, economics, race relations, and power has always guided white treatment of blacks, and that blacks are being forced into ghetto reservations to suffer "conditional genocide" and be exterminated if they cause trouble. (PS)

"Falling Apart," a report by the Center on Budget and Policy Priorities, indicates that America practices internal colonialism and continues to subject Blacks to "semislavery." The North American slavery system is traced from 1650, and it is shown how characteristics of that system have continued to the present. (PS)

The number of Black faculty, administrators, and students at predominantly White colleges and universities has been declining because of White elitism, ethnocentrism, and racism. Affirmative action policies do little to undermine the status quo. Strategies for coping with racism-induced stress must be developed. (BJV)

Twenty Black arts majors at a White university were interviewed to ascertain their specific artistic goals, their motivation to become artists, their relationships with professors and peers, and their perceptions regarding obstacles to achievement. The results illuminate why Black Americans must continually address the problem of legitimacy within the United States' eurocentric society. (KH)

Attempts to explain why despite declines in survey-reported racial prejudice and overt discrimination Blacks still experience racially motivated restrictions. Presents an overview of theories suggesting that prejudice itself is not a primary cause of racial discrimination and that racism has the capacity to change, adjust, and manifest itself in different forms. (KH)

The crisis of the Black family is actually the crisis of the Black male and his inability to carry out the normative responsibilities of husband and father in the nuclear family. The family's disintegration is a symptom of the institutional decimation of Black males, the legacy of institutional racism. (LHW)

Discusses the inadequacy of two positions used to explain the high rates of social problems among Blacks: genetic inferiority and the culture of poverty. Offers an alternative perspective based on the effects of racism and patterns of racial oppression. Asserts that Black institutions must foster an Afrocentric world view among Black males. (MW)

Draws on an Afrocentric paradigm to identify conceptual models for describing the response of Blacks to racial oppression. Argues that Black people's stylistic patterns of behaving play a role in the maintenance of their oppression, or efforts toward collective liberation. (MW)

Examines the potential relationships between physiological responses to anxiety and stress, and reactions to oppression among Black males. Explores the relevance of quantitative methods for increasing understanding of human behavior from Afrocentric as well as Eurocentric perspectives. (MW)

The research reported here provides recent information on racial animosity towards Whites among Blacks. Neighborhood contact with Whites was the only factor found to have any influence on racial tolerance. The author concludes that racial tolerance would increase if better housing and job opportunities were provided for Blacks. (RLV)

Factors involved in the determination of White attitudes toward busing are discussed. The term White flight is considered a euphemism for the process in which the responsibility for housing discrimination is shifted from the structure of the capitalist system to White community residents. (RLV)

This article summarizes college and precollege explanations of alienation and indicates how they intertwine in the case of Black college students. A multivariate analysis of Black students is then used to control for precollege experiences and isolate the independent impact of college life on Black students at a predominantly White university. (Author/EB)

Eighty-five Black high school students were studied to explore the extent to which perceived racial discrimination affects the vocational and social aspirations of young Black adults living in the urban North. (Author/GC)

Black women college administrators are few in number, occupy peripheral positions, have little power, receive little support from peers, are underpaid and overworked, and are disillusioned about the prospects for improvement in their status. (Author/BE)

Reports on a study conducted to determine the effect of the connotations of the color black on White university students' interracial behavior. Addresses the question of whether the differences in attitudes toward Black and Negro carries over into a difference in behavior with a person labeled Black and another labeled Negro. (MK)

Reports on a study designed to identify differences between Black and White university students on the variables (1) socioeconomic status, (2) attitudes toward school and community, (3) perception of university administration authority patterns, (4) individual efficacy, (5) evaluation of campus racial relations and interracial experiences, and (6) expectations of future success. (MK)

Examines similarities between the Black Power Movement of the 1960s and the Women's Liberation Movement of the 1970s. Proposes that the Black Liberation Movement provided the groundwork and rhetoric to fuel the later emerging Women's Movement. (MK)

Discusses issues arising from school desegregation, such as (1) inequality in discipline administered to minority students; (2) disparities in placement and tracking of minority students; (3) displacement of teachers and administrators during desegregation; and (4) loss of jobs among minorities due to enrollment declines and loss of financial support. (Author/MJL)