Describes the origins in New York City of the compensatory higher education program SEEK and the circumstances surrounding its adoption at the State Univerity College at Buffalo. Argues that the project's history is an informative lesson in the interaction of educational planning and political power. (CMG)

A study of Black high school graduates found that school desegregation influences expectations of individuals entering the highest level occupational categories; however, when other occupational socialization factors are considered, the relative effect of desegregation on expectations of entering a nontraditionally Black occupation is significant…

Argues that the continued existence of predominantly Black institutions is educationally and sociologically justified, fiscally and politically feasible, and legally permissible. (Author/GC)

Examined the effects of student characteristics such as family background, precollege experiences, student-college congruence, and subsequent commitments on dropout propensity among southern Black college students. Found that Black students at traditionally Black colleges behave in different ways from Black students at traditionally White…

Surveyed black and white student teachers from programs with varying requirements about teaching culturally diverse students. Results indicated that both groups had lower scores on the Cultural Sensitivity toward Teaching African American Students subscale than on the Willingness to Teach African American Students subscale. Black student teachers…

The responses of 109 Black and 201 White urban college students to a questionnaire were examined for connections between social background, self-concept, and social and academic experiences. Findings indicate that ethnic identity has no effect on performance. (FMW)

Analyzes African-American and white females' plans for education for 4,573 high school seniors in 1980 from the High School and Beyond Survey. When other factors are controlled, African-American females have plans for higher levels of education, as do females from high-income families and those with mothers with more education. (SLD)

Studies attitudes and perceptions of 122 incoming African-American first-year college students at a predominantly white university in 1989. Comparison of their attrition rates with those of their counterparts in 1984 shows only a marginal decline. Despite initial favorable attitudes, many students did not have a positive first year. (SLD)

Examined the perceptions of 70 urban and suburban African-American students regarding the influences on their decision making to participate or not participate in higher education. Findings show the importance of racial and cultural considerations and highlight the need for studying students' perceptions. (SLD)

Presents the narratives of several African American students to illustrate the impact on students of having or not having African American teachers. Students' descriptions of their interactions with and praise for African American teachers illuminate why recruiting more teachers of color is important not only to the profession but also to the…

Examined the effects of representative literature on one black female graduate student as she focused her attention on the possibility of becoming a superintendent. Used the narratives of a black female superintendent to expand the understanding of issues facing black female aspirants to the superintendency. (SLD)

Illuminates the dynamics of race, gender, and systemic violence in an urban after-school club, noting linkages among relationships that undermined black children's educational achievement. Data from observations, e-mails, and interviews with club members highlighted mechanisms of systemic violence in ways that revealed possibilities for fostering…

Provides historical and contemporary views of black colleges, discussing the development of historically black colleges and universities (HBCUs), the historic roles of HBCUs, differences between HBCUs and predominantly black colleges and universities (PBCUs), segregation and desegregation, the continuing value of HBCUs in the desegregated United…

Highlights the misalignment between the Carnegie Classification and historically black colleges and universities (HBCUs), explaining that the Carnegie classes are too broadly defined and thus overlook the distinctive aspects of HBCUs. Notes early attempts to classify HBCUs. Recommends a separate classification that focuses solely on HBCUs and…

Assessed the impact of LeMoyne-Owen College (LOC), a historically black college, on students' adjustment to college, adjustment to faculty, study habits, social adjustment, and management of college life. Student surveys indicated that LOC positively affected students in all areas. Seniors scored higher than freshmen in all areas. Vocational…