This study examines the racial attitudes of Black, White, and Hispanic students in a Boston middle school. Group and individual interviews were conducted with two Black (both female), two White (1 male, 1 female), and two Puerto Rican (1 male, 1 female), students who are enrolled in a new middle school with a multicultural curriculum where…

One approach to test bias has focused on identifying the potential variables or factors that may be responsible for bias in a particular test for a particular subgroup. This approach was employed in this study to determine variables which may relate to differential test performance by Anglo and Hispanic students. The test materials used in this…

Testwiseness (TW) and its effect on the reading comprehension scores in four ethnic populations (Black, Hispanic, Native American, and Anglo) from the Tucson Unified School District were investigated. Inservice-trained teachers presented seven classroom TW teaching and practicing sessions of 15 minutes each to students in grades 3, 5, and 7.…

Generalizations about rural youth can be misleading as they are heterogeneous in their backgrounds, cultural heritage, values, and aspirations. This diversity is especially apparent when ethnic subgroups are examined. Black and Hispanic rural youth tend to have lower levels of achievement than white rural youth. This should be kept in mind when…

This report examines the changing nature of segregation and integration in a society that has now become far more profoundly multiracial than it was in the past and explores some of the connections between segregation by race, segregation by poverty, and unequal opportunity. It has several basic goals--to help people understand some of the…

This study was designed to answer two key questions about the fixed portions of the fourth, eighth, and tenth grade spring 2003 Idaho Standards Achievement Tests (ISAT) in Reading, Language Usage and Mathematics: (1) To what extent do test items exhibit substantive differences in functioning across student groups formed based on ethnicity and…

The authors examine racial and ethnic differences in computer ownership and Internet usage using data from a survey conducted by the Nomura Research Institute in 2000. They focus on on-line shopping because few studies have examined racial and ethnic differences in e-commerce. The results indicate that blacks and Hispanics are less likely to own…

This paper examines whether Hispanic Americans are more likely than Anglo Americans to view college education as a major component in job attainment. The study reviewed data from the U.S. Bureau of Labor Statistics and surveyed 86 undergraduate students at Texas A&M University. The college sample was fairly representative of the student…

Racially different economic outcomes stem from multiple causes, including various "mismatches" between minority employees and available jobs. A skill mismatch occurs when individuals' education and job skills do not qualify them for existing jobs. A spatial mismatch means that people live far from the work for which they qualify. A…

This digest examines the extent and nature of Hispanic college enrollment in comparison to that of other racial and ethnic groups. Patterns of college entry and participation are analyzed by nativity, ethnicity, and age. College completion data show that while roughly 10 percent of Hispanic high school completers finish their schooling with an…

This book focuses on ways teachers can modify their teaching in order to increase the academic achievement of students from the racial and ethnic groups that are experiencing massive failure in U.S. schools, and consequently in society. Modifying instruction to improve the academic achievement of African American and Latino students will benefit…

The College Board launched the National Task Force on Minority High Achievement in 1997. The primary mission of this Task Force has been to develop recommendations for how segments of U.S. society can work to increase the number of under-represented minority students who achieve at high levels academically. This report contains Task Force…

Analyzes national data to trace the development of gender differences in learning opportunities, achievement, and choices in mathematics among white, black, and Hispanic students. Finds that the major barriers to mathematics achievement for for minority student of both sexes are limited learning opportunities and low achievement levels. (CFR)

Compares the culture, sociology, politics, and economics of African Americans, Hispanic Americans, and Asian Americans in the United States. Describes increased racial-ethnic national pluralism, the increased possibility of conflict between groups, and the need for dialogue and work toward coalition among these groups. (JB)

A survey of 1,140 eighth grade students showed that regular class students had higher levels of self-concept than did students who were educationally marginal or learning handicapped. African-American students had higher self-concept ratings than did white and Hispanic students. Males had higher ratings than did females on five of seven scales.…