About 40% of Blacks and 50% of Hispanics entering college will earn a degree. However, many of these successfully matriculating students may experience a sense of intellectual phoniness known as the impostor phenomenon (IP). Few studies have explored the development of the IP in minority students. To address this gap in the literature, the present…

Using data from 1984 through 1992 (approximately 185 institutions each year), this study finds that relatively small subsets of institutions produced about half of all the doctoral degree recipients of color. The study lists the 25 institutions with the greatest number of doctorates awarded to students of color. (SLD)

Addresses the problem of child abuse, domestic violence, and interpersonal/community violence as leading causes of injury and death to young ethnic minority children, particularly males. It reviews some of the interdisciplinary collaborative strategies that have been offered by leaders in medicine and education and presents evaluative commentary…

Describes similarities and differences which existed in the urban environment and in the schools which affected the education of the European immigrant child of 1890-1920 and that of Blacks of that time living in different areas of America from 1940 to 1966. (Author/AM)

Results suggest that SES is a greater determinant of participation in private and semi-private out-of-school educational opportunities than is ethnicity. For public area activities use was fairly similar except for the Asian American's reported greater use than the black Americans. Neither propinquity nor parental attitude is related to use.…

Ethnicity has played a postive role in Nigerian education in that it has helped to generate noncolonial reforms and to stimulate the need for expanded higher education. However, regional and tribal loyalties and differing ethnic value systems have also contributed to inequality with regard to educational opportunity. (Author/GC)

Describes the progress made to improve the educational experience of Latinos incident to Brown v Board of Education as well as the legal history of Latino desegregation. It focuses on bilingual education as a remedy for educational inequity and on the rise of multicultural education, the latest instructional approach to emerge in the evolution of…

Describes three models of ethnic identity development, with particular focus on their significance for understanding the socialization and self-concepts of Black children. Considers implications for educational reform and suggests the models provide useful frameworks for making better decisions about when educators should introduce materials about…

Traces the history of Euro-American resistance to the realities of an ethnically plural society. Reforms to teacher education and public education are needed to respond to requirements of a nation of increasing pluralism. Cultural scholarship and the active political participation of people of color are essential. (SLD)

Examines questions arising from concern for Africentric and multicultural education, including the nature of diversity and the relationships among cultural hegemony, cultural diversity, and cultural pluralism. Changing conceptions of intelligence, knowledge, and education are considered in relation to the treatment of cultural and ethnic…

Reports findings and conclusions from taped discussions with third- and sixth-grade African-American, inner-city students concerning their response to violent events in their communities. By using the triangulated methodology of ethnographers, it reveals how these experiences affected children's school performance, behaviors, and aspirations. (GR)

Examines policy issues relative to making equal educational opportunities equally available to people of color in higher education 40 years after Brown v Board of Education. Specifically, it explores the relevance of issues of educational inequality and legal opinions to public elementary and secondary schools as well as higher education. (GR)

Describes the Baltimore (Maryland) School-Family-Community Partnership Program and the ways in which it provides urban school youth with greater support for avoiding maladaptive behaviors, supplies them with safe havens after school, and ensures that they travel to and from school without harm. Three schools that have successfully implemented this…

Suggests ways to desegregate education programs for the gifted and to redress inequities in gifted education. The usefulness of contemporary definitions of giftedness, theories of intelligence, and assessment practices in identifying gifted students are discussed. Retaining African Americans in gifted programs is also considered. (SLD)