Our research on stereotype threat began with a practical question: Do social psychological processes play a significant role in the academic underperformance of certain minority groups, and if so, what is the nature of those processes? In our search for answers, we soon came upon an intriguing finding: Women at the University of Michigan seemed to perform lower than their tested skills would predict in difficult math classes yet at their predicted levels in other classes that we examined such as English or, as we later found, in entry-level math classes. By that time we had been long aware of what is known in the standardized testing literature as the \"underperformance phenomenon\": At each level of academic skill as measured by prior tests, such as the Scholastic Assessment Test (SAT), and grades, a group of students sharing a given social identity gets lower subsequent grades than other students. Underperformance such as this characterizes the school and college performance of a number of American minority groups--African Americans, Native Americans, and many Latino groups (e.g., Bowen & Bok, 1998; Jensen, 1980; Ramist, Lewis, & McCamley-Jenkins, 1994). And this fact has a rather startling implication: Their poorer performance in school is not due entirely to their lack of skills or preparation. The underperformance phenomenon documents lower performance by these groups at each level of skill that is, when skill and preparation as measured by tests are essentially held constant. Clearly, then, something beyond weaker skills and preparation undermines the school performance of these groups.

Contending with group image: The psychology of stereotype and social identity threat

Iwas an elementary school student in the Arkansas delta in the 1950s. One of my most powerful memories is the images of the happy and loyal slaves in my social studies textbooks. I also remember that there were three other Blacks'in my textbooks: Booker T. Washington, the educatofTcJeoTge Washington Carver, the scientist; and Marian Anderson,\"the contralto. I had several persistent questions throughout my school-days: Why were the slaves pictured as happy? Were there other Blacks in history beside the two Washingtons and Anderson? Who created this image of slaves? Why? The image of the happy slaves was inconsistent with everything I knew about the African American descendants of enslaved people in my segregated community. We had to drink water from fountains labeled \"colored,\" and we could not use the city's public library. But we were not happy about either of these legal requirements. In fact, we resisted these laws in powerful but subtle ways each day. As children, we savored the taste of \"White water\" when the authorities were preoccupied with more serious infractions against the racial caste system.

The Lives and Values of Researchers: Implications for Educating Citizens in a Multicultural Society

Cross-cultural research is rife with ethical and methodological challenges but, despite the increased demand for such research, discussions on 'culturally sensitive methodologies' are still largely neglected. Consequently, researchers often find themselves faced with difficulties but lack information on how to deal with them. This text provides an in-depth discussion on how to perform qualitative research in cross-cultural contexts with an emphasis on a more ethical, sensible and responsible approach. Pranee Liamputtong suggests culturally sensitive and appropriate research methods that would work well with cultural groups. She offers thought-provoking perspectives and diverse cultural examples which will be of value to both novice and experienced cross-cultural researchers. Throughout the volume there are references to the excellent work of many cross-cultural researchers who have paved the way in different social and cultural settings.

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Performing Qualitative Cross-Cultural Research

This article examines young adults’ educational and occupational trajectories over a ten-year period using panel data from the Children of Immigrants Longitudinal Study (CILS) in California. While many of the young men and women in the study are on straightforward paths to socioeconomic success, others are falling well short of their goals and imagined futures. Males begin with lower educational and occupational expectations than females in junior high school, and are also less likely to translate high expectations into realities in early adulthood. While some occupational choices remain traditionally gendered, females are more likely than males to aspire to and to attain the highest status occupations, even those that are male-dominated. Early educational expectations are important predictors of subsequent success for both males and females. But determinants of outcomes differ significantly for men and women, showing how paths are segmented not only by class and ethnicity, but also by gender.

Gendered Paths: Educational and Occupational Expectations and Outcomes Among Adult Children of Immigrants

Success in counseling African American men is discussed in terms of an invisibility syndrome and the role played by their racial identity development. Invisibility is considered a psychological experience wherein the person feels that his or her personal identity and ability are undermined by racism in a myriad of interpersonal circumstances. A therapy case is used to explain how this experience helps determine Black men’s perspective on cross-racial interpersonal encounters and supports racial identity development as fundamental to their personal identity and as a buffer against racism. Awareness of the dynamic interface between racism, invisibility, and racial identity development can help the counseling process and effectiveness of our interventions with African American men. Discussion of a therapeutic support group is used as an example.

Invisibility Syndrome and Racial Identity Development in Psychotherapy and Counseling African American Men

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The collected poems of Langston Hughes

The Life of Langston Hughes

The Art and Imagination of W.E.B. DuBois

Ralph Ellison: A Biography

Seven noted scholars examine slave narratives and the topic of slavery in American literature, from Frederick Douglass's Narrative (1845)-- treated in chapters by James Olney and William L. Andrews-- to Sheley Anne William's "Dessa Rose" (1984). Among the contributors, Arnold Rampersad reads W.E.B. DuBois's classic work "The Souls of Black Folk" (1903) as a response to Booker T. Washington's "Up from Slavery" (1901). Hazel V. Carby examines novels of slavery and novels of sharecropping and questions the critical tendency to conflate the two, thereby also conflating the nineteenth century with the twentieth, the rural with the urban. Although works by Afro-American writers are the primary focus, the authors also examine antislavery novels by white women. Hortense J. Spillers gives extensive attention to Harriet Beecher Stowe's "Uncle Tom's Cabin", in juxtaposition with Ishmael Reed's "Flight to Canada"; Carolyn L. Karcher reads Lydia Maria Child's "A Romance of the Republic" as an abolitionist vision of America's racial destiny. In a concluding chapter, Deborah E. McDowell's reading of "Desa Rose" reveals how slavery and freedom-- dominant themes in nineteenth-century black literature-- continue to command the attention of contemporary authors.

Arnold Rampersad

Papers

The collected poems of Langston Hughes

The Life of Langston Hughes

The Art and Imagination of W.E.B. DuBois

Ralph Ellison: A Biography

Slavery and the literary imagination