Approaches the categorical construction of "Asian American" through an interdisciplinary examination of its contemporary literary emergence. Investigates the ways with which race, gender, and class are embedded within or absent from an evolving Asian American critical and cultural discourse, and reflects on the interplay among race,…

Two articles debate a recent research report on the status of Blacks in American society that concludes that differences in socioeconomic attainment between Blacks and Whites are the result of racial discrimination. The authors defend their report, although a critic asserts that such differences are the result of individual differences that place…

Criticizes Herrnstein and Murray for their lack of respect for the truth, displayed throughout "The Bell Curve"; their willingness to encourage disharmony between groups they identify as cognitively different and to foment fear and distrust of an alleged underclass portrayed as dangerous and beyond help; and their lack of interest in…

Asa Hilliard, an African-American educator, stresses the following points: (1) the African-American cultural style tends to be more improvised, wholistic, and person-oriented than the European style; (2) teachers can be more democratic and equitable by recognizing cultural differences; (3) intelligence tests tend to hurt African Americans; and (4)…

Responds to previous article (this issue) in which Frisby argues that five basic assumptions underlying Black Cultural Learning Styles hypothesis that widespread failure of black children can be attributed to culturally determined African-based learning styles that clash with Eurocentric configuration of schools are seriously flawed. Disagrees…

Responds to previous article (this issue) in which Frisby argues that five basic assumptions underlying Black Cultural Learning Styles hypothesis that widespread failure of black children can be attributed to culturally determined African-based learning styles that clash with Eurocentric configuration of schools are seriously flawed. Commentary…

Responds to arguments in Hale's and Richardson's rebuttals to "One Giant Step Backward: Myths of Black Cultural Learning Styles" (Frisby, this issue). Contends that neither Hale nor Richardson presents substantive data refuting main evidence discussed in original article. Analyzes their comments within framework of five reasons why Black Cultural…

Argues that race theory must be understood and evaluated in light of the European-defined nature of American society. Because American history is a created reality, it must be examined from an external position to really assess the role of institutional racism in formulating the social structures of American life. (SLD)

Identifies crucial elements of black feminist theory as they surface in the scholarship and activism of black women at the end of the second wave of feminism in the 1970s and the beginnings of the third wave of feminism in the 1980s and 1990s. Socially constructed categories of race and power are emphasized. (SLD)

Mental-health professionals are urged to question the role and usefulness of the term "race." The scientific basis of the concept is examined; current and historical uses of racial categories are reviewed. The interplay between geography and human biology is examined. Implications and recommendations for change are presented. (EMK)

Presents a critical assessment of two major schools of thought in the human sciences relative to the mythology of race: logical positivism and social realism. It argues that the science that supports racist arguments must be questioned. An alternative science that socially empowers the oppressed is proposed. (GR)

Outlines emerging debates on salience of age in the life course. Notes study examining adults' perceptions of the relevance of age for life-course transitions related to family, education and work, or health and death: age was considered most salient in the family sphere; and was more salient for men than for women and for nonwhites than for…

Examines components and the potential impact of President George W. Bush's education proposal. Maintains that proposal would eliminate federal subsidies for more than 1.4 million underprivileged children and would likely not eliminate the racial and ethnic gaps in achievement test scores. Asserts that the White House should closely monitor…

In a previous article, we (Naglieri & Ford, 2003) provided evidence from a large-scale study that similar proportions of White, Black, and Hispanic children would be identified as gifted using the Naglieri Nonverbal Ability Test (NNAT; Naglieri, 1997). Lohman (2005) has taken issue with our conclusions and our methods. We provide several…

George W. Bush did signal his views on diversity during his campaign for the presidency, but what he said inexplicably aroused little notice. Campaigning in Miami on 25 August 2000, in a speech devoted to U.S.-Latin American relations, Bush presented a view of America that one would never have thought to hear from the lips of a U.S. presidential…