Investigated black-white differences in beliefs about affirmative action, examining conversations among small groups of friendly acquaintances (either all black, all white, or mixed). Cultural belief in the person as an individual transcended race. Most of the black groups and half of the white groups believed society fell far short of true equal…

Describes W.E.B. DuBois' Talented Tenth concept in regard to race relations and role models for black youth, examining: controversies over affirmative action in higher education, opportunities for black officers in the U.S. armed forces, racial barriers to admission to military institutions, African Americans who became military officers, and…

Reviews the College Board's report, "Reaching the Top," which addresses educational underrepresentation of high-achieving minority students, discussing the debate over race-based affirmative action and concluding that the integrity of American education is best served by programs and teachers eager to assist promising or disadvantaged…

Critiques the College Board's report, "Reaching the Top," suggesting that it is well-intentioned but wrong to those committed to public policies that are not based on race or ethnicity. Calls the report's ethnic categories stereotypical and imprecise, suggesting that it is rooted in an erroneous faith that schools are the solution to…

Critiques the College Board's report, "Reaching the Top," asserting that it illustrates collective fraud in the social sciences, which sustains an egalitarian fiction that intelligence is clustered equally across all human populations. Suggests that while the report omits certain popular falsehoods, it also omits crucial truths about…

Reviews the College Board's report, "Reaching the Top," which addresses educational underrepresentation of high-achieving minority students, examining how social sciences, psychology, and education research contribute to an understanding of the feasibility of the report's recommendations and noting implications of these recommendations…

The result of affirmative action policies and programs is a neglected topic in social science research. This lack of inquiry may itself be an indicator of prejudice against preferential treatment. Empirical studies are needed to question the effects of the policies and to suggest future directions in equal rights. (VM)

Asserts that affirmative action is so contentious because it is not a true regime of group rights, discussing: when a group is not a group; black Americans and interest group pluralism; black Americans and corporatism; the prescience of black nationalists; the Mexican American Legal Defense and Educational Fund; when an organization is not an…

Reviews the College Board's report, "Reaching the Top," which addresses educational underrepresentation of high-achieving minority students, suggesting that race-based programs are usually just a quick fix and asserting that until minorities are seen as equals, they will not be viewed as individuals, and until color takes a back seat to…

Presents some observations on what the recent attacks on affirmative action, the O. J. Simpson trial, and the Million Man March say about racism in America. In particular, the author assesses the Million Man March in terms of black leadership and its influence in helping black men to become more involved in constructive community service. (GR)

Investigated black South Africans' perceptions about affirmative action, focusing on the assertion that racial preferences for blacks result in collective and individual demoralization. Data from students within a graduate Associate in Management program that supported disadvantaged students showed enhanced self-confidence for ostensible…

Presents a brief historical summary of affirmative action, examines its practices, and explores its future prospects. The article argues that the way out of the racial isolation brought about by the success of middle-class racial integration is to practice affirmative action on the basis of class rather than race, that is, equality of opportunity.…

Suggests that a refusal to test for competency because of so-called cultural biases is highly political and deprives one of any tool to determine who has appropriate skills. Criteria for excellence cannot be dropped for an extended periot of time without serious social and economic repercussions. (Author/AM)

Concludes that removing research support as a punishment for alleged non-compliance with statutes that are at times not even marginally related to scientific objectives is an irrelevant and undeservedly harmful punishment. (Author/AM)

Suggests that key question is not whether quotas are right or wrong but at what level particular quotas should be set, what the rate of change to achieve a particular goal should be, when to increase or eliminate them, and the establishment of procedures and personnel used for executing them. (Author/AM)