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This review examines African American students' access to science and mathematics education, their status and achievement in these fields, factors influencing achievement, and strategies to address the current situation. African Americans are highly underrepresented in the scientific and technical fields. This situation should be corrected because the nation will need increasing numbers of citizens in these areas, because it is in the interest of the African American community to have their community represented in these important fields, and because greater representation will address social inequity. Statistics on black students' performance in mathematics indicate that they are the poorest performers of any group. This situation may be influenced by historical, psychosocial, institutional, behavioral, cognitive, and cultural factors. Proposed solutions to the problems of minority underrepresentation in science and engineering include structural reform of the public school system; Afrocentric education; intervention programs; increased roles for black colleges and universities; black self-help and community programs; and collaborative models involving the government, business, education, and community. Seven graphs are included. (Contains 36 references.) (JB)

We develop a multisector, open economy, New Keynesian framework to evaluate how potentially binding capacity constraints, and shocks to them, shape inflation. We show that binding constraints for domestic and foreign producers shift domestic and import price Phillips Curves up, similar to reduced-form markup shocks. Further, data on prices and quantities together identify whether constraints bind due to increased demand or reductions in capacity. Applying the model to interpret recent US data, we find that binding constraints explain half of the increase in inflation during 2021-2022. In particular, tight capacity served to amplify the impact of loose monetary policy in 2021, fueling the inflation takeoff. [ABSTRACT FROM AUTHOR]

The findings are presented of a study designed to identify and examine factors and variables related to mathematics learning among blacks, both those with a quantitative orientation and those without such an orientation. Four sample populations were studied: junior high school students, senior high school students, college students, and adult professionals. This report considers: (1) project activities; (2) sampling; (3) data collection; (4) research instrumentation; (5) coding and computer programming; (6) the analysis of the adult professional sample in terms of sample characteristics; family background; extracurricular activities; academic factors; persons influencing selection of high school mathematical courses; math-related activities; self-assessment of math abilities; attitudes toward math class and math teachers; favorite and least favorite subjects; factors and persons influential in selecting occupations, college majors and math courses; math and society; and personal and psychological variables; and (7) model building. Recommendations are offered in three areas where additional effort is required to overcome the larger problem of black underrepresentation in scientific and technical occupations: (1) black family and community life; (2) school and curricular issues; and (3) personal factors. Attachments to the report present data analyzed from the high school and the junior high school sample populations and are entitled: "The Quantitative Orientation of Black High School Students" (Donna Jean Blackwell, 1983 doctoral dissertation) and "Psychosocial Influences on the Math Attitudes and Interests of Black Junior High School Students" (Robert C. Johnson, 1981). A bibliography is also appended: "A Partial Bibliography on Blacks in Science, Technology, and Related Areas" (Robert C. Johnson, Comp., 1980). (RDN)

This report describes activities serving the deaf population carried on by the Gallaudet Research Institute and the Office of Sponsored Programs. Introductory comments note the establishment of two new research units, the tenth anniversary of the institute, and administrative changes. The main text describes the following major institute components (the number of activities reported for each follow the component name where relevant): Center for Assessment and Demographic Studies (14); Culture and Communications Studies Program (3); Center for Studies in Education and Human Development (11); Technology Assessment Program (5); Center for Auditory and Speech Sciences (3); Genetic Services Center (3); Mental Health Research Program (7); the Scientific Communications Program; and Visiting Scholars. The concluding section consists of a report on the Office of Sponsored Programs noting the number and dollar amounts of sponsored projects. The grants and contracts awarded during the year are briefly listed by principal investigator. Information is also provided on grants and contracts awarded by Gallaudet unit/department as well as preliminary and final proposals submitted during the academic year. Appendixes contain lists of 1987-88 publications (about 110); presentations (about 120) of institute personnel; and institute personnel and affiliated researchers. Numerous black and white photographs illustrate the text. (DB)

The paper reviews research trends and findings on the development of personality in deaf individuals. The first section, "Adolescent and Adult Deaf Personalities," focuses on studies in the psychological literature that tend to promulgate stereotypical views of deaf people by reflecting researcher bias rather than researcher findings. The second section, "Personality Development in Deaf Children," examines in depth the consistent finding that deaf children who grow up in deaf families generally have better social, emotional, and cognitive development than do deaf children from hearing families. In the final section, "Implications for Parents of Deaf Children," a planned intervention called a "Sensory Integration Program for Deaf Infants" is recommended. Hearing parents of deaf children are encouraged to learn from deaf parents their ways of touching, communicating, and playing with young deaf children. Contains 85 references. (DB)

Explores how notions of community and collaboration can be applied in program to enhance appreciation/use of and interest in science, mathematics, and computers among women and people of color. Describes Minority Studies Program at St. Cloud State University which has hosted summer program to provide minority and women students with intensive, positive experience with mathematics, science, and computers. (NB)

Over a seven-year period, students enrolled in Washington University's Black Studies program primarily to learn about the Black experience and secondarily because of interest in the courses. Student evaluations of the program generally were positive, with no significant differences between the evaluations of Black and White students. (CMG)

A Nusselt-Reynolds number relation for cylindrical thermocouple wires in crossflow was obtained from the experimental determination of time constants. Tests were conducted in exhaust gas over a temperature range of 2000 to 3400 R, a Mach number range of 0.3 to 0.8, and a static-pressure range from 2/3 to 1-1/3 atmospheres, yielding a Reynolds number range of 450 to 3000. The correlation obtained is Nu=(0.428 plus or minus 0.003) times the square root of Re* with average deviations of a single observation of 8.5 percent. This relation is the same as one previously reported for room-temperature conditions.