Discussion prepared by Detroit Public Schools Staff of social and educational inadequacies found in texts as well as a description of the method of study and its impact. A series of textbook evaluations is included. (NI)

Discussion of the current status of minority group treatment in textbooks, and a plea for more reliable textbook evaluation. Annotated reference list is included. (NI)

The president of Clark College in Atlanta declares that the time is ripe for broadcasters, commercial and educational, to build bridges of communications with blacks particularly those who swell the inner-city ghettoes." (Author/AA)

Racial identity was examined in 200 Black and White older Americans with structured personal interviews. Black respondents reported higher racial identity than did Whites. Also, higher racial identity was associated with a greater sense of subjective well-being among Blacks, and a reduced sense of well-being among Whites. (Author)

Examines how the unfolding events in one classroom lesson brought to the fore the extent to which schools and educators explicitly draw connections between the social and historical relationship of African Americans and foreign-born blacks. A personal accounting of journeys to Africa captures how the author arrived at using a sociopolitical lens…

Discusses how Langston Hughes poem, "The Negro Speaks of Rivers," vividly describes the connectivity between Black people and home and the world. Notes how it subconsciously validated the author's feeling and supported her need to know that it was all right and wonderful to write words that celebrated Black families and the neighborhoods and…

Examines the relation of the Minnesota Multiphasic Personality Inventory (MMPI) to the Racial Identity Attitude Scale-Black, Short Form (RIAS-B) was examined among 50 African American male college students Results indicated RIAS-B scale scores functioned as predictors of MMPI scale scores. Implications of these findings for MMPI-2 research with…

Analyzes the representation of race and ethnicity in two films, "Dangerous Minds" and "Suture." Examines how Whiteness must be theorized and discussed as an historical, cultural, and political construction. (SK)

Questions the current use of the "acting white" framework for African American students. Reviews a 1986 article by Fordham and Ogbu (which claims a cultural devaluation of educational attainment within the black community), suggesting that they misinterpreted the meaning of "acting white" and reframing the issue from a…

As a result of recent psychometric analyses, the conceptual model of White racial consciousness has been revised. A summary of the new conceptualization is presented along with a brief description of the Oklahoma Racial Attitudes Scale, which will replace the Oklahoma Racial Attitudes-Preliminary Form. (Contains 11 references.) (Author)

Surveyed African American high school students regarding whether strategies they used to cope with perceived discrimination related to their racial identity and racial socialization. The degree to which race was central to self-concept and identity was unrelated to both approach and avoidance strategies. Frequency of receiving socialization…

This critique of social sciences, education, and adult education literature examines the historically changing nature of Whiteness and white privilege. The author calls on adult educators to develop concrete ways to challenge and transform invisible norms and seek a more progressive racial identity. (Contains 65 references.) (SK)

Explores how ethnicity, a discrete variable, and the continuous variables of a person's ethnic identity and self-construal contribute to the use of particular coping strategies. Results supported the hypothesis that ethnicity as a discrete variable is not associated with coping, but that ethnic identity and self-construal are. (Contains 48…

Part-time graduate students (n=97) completed the White Racial Identity Attitude Scale (WRIAS) and Reactions to Interracial Situations at Work Questionnaire. Those with high levels of Autonomy on the WRIAS had more positive reactions. Those with high levels of Disintegration and Reintegration had more negative reactions. (SK)