Examines several activities that directly influence the future of special educational programs in higher education and presents problems that must be resolved if significant expansion of special educational programs is to be achieved. Funding, staffing, and accountability are discussed in detail and other crucial areas are reviewed. (Author)

The University of Arkansas at Pine Bluff has designed and developed programs to enhance the status of minority students, maximize the performance of Black students and teachers on standardized tests, increase the number of Black teachers in Arkansas, and revitalize the image of teacher education at UAPB. (MT)

Summarizes the findings of a symposium on identifying and developing programs for gifted minority children. The school is the major agency for preparing the gifted minority for productive citizenship, and the key element is the teacher's ability to recognize and support the student's potential. (KH)

Presents first phase of Project REACH (Risk Behavior Is Adolescence: Prediction and Prevention), school-based project aimed at identifying factors associated with risk and resiliency in urban African American youth, and evaluating role of school-based adolescent health centers for this population. Identifies methodological challenges and discusses…

Careful observation of African-American male students and the information they provide about Black male culture can provide student-affairs administrators with new theories and valuable information about how to better serve them. Provides a summary of the journal issue, including four annotated references. (EMK)

While American higher education institutions are trying to provide increased educational opportunities for Black South Africans, Black South African leaders are concerned that some educational and financial aid programs are being hastily planned and ill-conceived. (MSE)

African American college presidents consider how they would spend a hypothetical $30 million grant for higher education for blacks in the United States. Suggestions range from individual grants for programs and institutions to establishment of particular institutes and centers to overall support for teacher education for African Americans. (SLD)

Educational policymakers have a responsibility to initiate programs that will address the diverse needs of Black girls and help them overcome the damaging effects of race and sex role stereotyping. (Author/KH)

Addresses difficulties in the mentoring relationship, especially of African-American youth. Suggests ways to avoid the risks of "drive-by" mentoring, notes the problem of social distance between mentors and students being mentored, identifies characteristics of ideal mentors, offers guidelines for providing necessary program structure…

After many years of focusing on providing black students with access to postsecondary education, attention is being refocused on retaining students through graduation. Critics say that enrollment rates, not commitment, dictate retention efforts and that such programs are isolated, not institutionwide efforts. Some institutions are sharing dropout…

Discussion of mentorship between students with emotional/behavioral disorders (EBD) considers justifications for such mentoring relationships, guidelines for establishing a mentorship program, and an account of implementation of a mentorship project involving African American males with EBD (four mentors (ages 13-15) and five proteges (ages…

Describes the development of a mentoring program that paired faculty and graduate students and changed the institutional environment for minority students, examining one black graduate students' reflections on the change and her struggle to adjust to the new, predominantly white environment. Discusses several issues that must be confronted when…

The New Jersey Institute of Technology's experience with encouraging Black participation in engineering and science illustrates the value of four precepts: (1) academic preparation begins early; (2) a comprehensive, multifaceted approach is essential; (3) lots of money is needed; and (4) universities must be ready to experiment and keep learning.…

This discussion of issues in the mentoring of African-American youth defines mentoring, identifies elements of successful mentoring, stresses the importance of recognizing existing family and community assets, and urges parental involvement and a program philosophy which affirms the value of resiliency in children surviving in difficult…

A survey of 21 special education administrators in Ohio revealed that they perceived that special education teachers should be involved in multicultural educational training programs with special emphasis on African-American students and their families. Results also revealed that personnel responsible for conducting such in-service programs may…