Considers Black Studies as a vital social science, and recommends Afrocentrism as the guiding principle for Black Studies. Identifies the mission of Afrocentrism discipline as a solution to the cultural problems of the African diaspora. (DA)

Discusses the aims of and need for an African-centered pedagogy. A curriculum that legitimizes African stores of knowledge, builds upon the indigenous language, and imparts a positive, self-sufficient outlook would strengthen the identity and capabilities of Black children. (DM)

The Afrocentric theories of Molefi Kete Asante are examined as they relate to drama. It is argued that the fundamental principle in understanding African-American drama rests on viewing it as a means of total creation deriving power from the interaction of the self, the community, and the cosmos. (SLD)

Responds to two opening articles by Parham ("Cycles of Psychological Nigrescence") and Helms ("Considering Some Methodological Issues in Racial Identity Counseling Research"). The epistemological foundations of the (Non-African-based) source model of Black identity are examined from an Afrocentric perspective. (TE)

This paper reports on the development of a school-based Afrocentric intervention for middle school male adolescents who are at risk for academic failure or underachievement. The intervention combined the principles of the rites of passage movement within African American communities and current thinking on the process of second culture acquisition…

Looks at the current plight of the African-American male, exploring the role of the dominant culture, mass media, and low self-esteem. Describes a possible cure, citing five areas for action, calling for year-round school in some urban areas, exploring Afrocentric curricula, and considering rites of passage programs. (JB)