This collection explores diversity in American schools by opening the discussion to the unprecedented diversity of children in American schools. Sections on rethinking familiar minorities, newcomers to the country, and other, often unrecognized minorities, deal with the common themes of minority status, marginality, and resistance. The following…

This report reviews trends in the production of minority doctorates over the past 10 years, comparing the number of minority doctoral recipients and the areas in which they earned their degrees among racial/ethnic groups. Data are reported for U.S. citizens only. The report found that the number of U.S. doctoral recipients increased from 24,391 in…

Cites recent educational research to illustrate that policy analysts have failed to address the problems of racial and ethnic minority students in an increasingly diverse society. Reviews the four papers that comprise the theme issue which employ group-specific and comparative approaches to racial/ethnic issues in higher education. (FMW)

Describes Boston College's successful six-week summer program, "Options Through Education--Transitional Summer Program" (OTE) and its academic year follow-up program, which assists AHANA (African American, Hispanic, Asian, and Native American) students to successfully negotiate the university. Although the program's target students enter…

In spring 1994, William Rainey Harper College, in Illinois, conducted a survey of random samples of 250 each of currently enrolled Asian, Black, Hispanic, and Caucasian students to determine their experiences, perceptions, and attitudes regarding the college's multicultural environment. Completed responses were received from 339 students,…

This report provides an overview of the available racial and ethnic data on high school completion rates, college participation and enrollment trends, and degrees conferred for the period 1972-1992. Major data sources are reports of the U.S. Bureau of the Census and the National Center for Education Statistics. The report also includes a special…

Describes the Graduate and Professional Opportunities Program (G*POP), which authorizes federal grants to universities to increase access to graduate programs for minorities and which may be discontinued by the Reagan administration. Contends that the program is crucial to minorities and should be retained. (CJM)

A study of 78 Asian American and 66 African American students in a predominantly white research university found that while most believed in the importance of a role model, many did not have one. Many also did not feel their role models had to be from their own race. No evidence was found of role model effect on academic performance. (Author/MSE)

Lists institutions of higher education that confer the most postsecondary degrees to students of color. Tables are provided for associate degrees (all minorities); baccalaureate degrees (all minorities); baccalaureate degrees for African Americans, American Indian, Asian American, and Hispanic; and baccalaureate degrees by subject area and…

This report provides an overview of the available racial and ethnic data on high school completion rates, college participation, college enrollment, degrees conferred, and employment in higher education for the period 1973-1993. Major data sources were reports of the U.S. Bureau of the Census and the National Center for Education Statistics. The…

This report provides an overview of the available racial and ethnic data on high school completion rates, college participation, college enrollment, degrees conferred, and employment in higher education for the period 1974-1994. Major data sources are reports of the U.S. Bureau of the Census and the National Center for Education Statistics. The…

A longitudinal study was conducted at William Rainey Harper College (Illinois) to observe the performance and achievement of all credit students entering the college from fall 1983 through fall 1993. Study findings included the following: (1) 77% of full-time students returned to school at a later date for 1 year or more; (2) the 77% retention…

This study analyzes the 1984-1985 Cleveland, Ohio, School District student reading data. The average Cleveland student maintained but did not significantly improve his/her reading achievement position relative to comparable students in a national sample. Average reading comprehension scores of the adversely affected students remained below the…

This study examined the extent to which racial and ethnic preferences are used in the admissions policies of a cross-section of Minnesota's public universities. It submits admissions data supplied by these universities to a rigorous statistical analysis. Findings show that there is substantial evidence that the University of Minnesota at Twin…

Using an adjusted cumulative grade point average (GPA), the item response theory-based GPA improved the predictability of college performance for ethnic minorities according to some statistical criteria but was found equivalent to cumulative GPA for others. The population was 1,462 college freshmen from 4 ethnic groups. (SLD)