"Transforming the First Year of College for Students of Color" addresses some of the unique challenges and transition issues for African-American, Latino/a, Asian-Pacific American, American Indian/Alaska Native, and multiracial college students. Chapters address specific strategies for working with these student populations to ensure their success in the first year of college and beyond. Strategies for creating inclusive classroom environments, opportunities for intergroup and intragroup interactions, and enhancing academic and social integration are also addressed. This volume commences with a foreword (Gwendolyn Jordan Dungy) and a preface (Laura I. Rendon, Mildred Garcia, and Dawn Person). It then divides into four sections and 12 chapters, as follows. Section One, "Identifying Students of Color and Their Unique Needs," contains: (1) A Call for Transformation (Laura I. Rendon, Mildred Garcia, and Dawn Person); (2) Pre-Collegiate Experiences, Values, and Goals of First-Year Students of Color (Kevin Kinser and Corlisse D. Thomas); and (3) Moving to a New Culture: The Upside and Downside of the Transition to College (Romero E. Jalomo, Jr. and Laura I. Rendon). Section Two, "Supporting Students of Color in the Classroom and Beyond," contains: (4) Inclusion, Reflection, and the Politics of Knowledge: On Working Toward the Realization of Inclusive Classroom Environments (Nana Osei-Kofi, Sandra L. Richards, and Daryl G. Smith); (5) Fostering Positive Intergroup Relations in the First Year of College (Jesus Trevino and Kris Ewing); and (6) Academic and Social Integration: A Key to First-Year Success for Students of Color (James A. Anderson). Section Three, "Working with Specific Populations," contains: (7) Transforming the First-Year of Experience of African Americans (Wynetta Y. Lee); (8) Transforming the Post-Secondary Experiences of Latinos (Kenneth P. Gonzalez, Louis Olivas, and Mistalene Calleroz); (9) Transforming the First-Year Experience for Asian/Pacific Americans (Xiaoyun Yang and Xiaomei Feng); (10) Transforming the First-Year Experience for American Indians/Alaska Natives (Charles R. Colbert, Joseph J. Saggio, and Dawn Tato); and (11) Transforming the First-Year Experience for Multiracial/Bicultural Students (Raechele L. Pope, Timothy R. Ecklund, Teresa A. Miklitsch, and Radhika Suresh). Section Four, "Moving Toward the Future," concludes with: (12) Transforming the First-Year Experience for Students of Color: Where Do We Begin? (Laura I. Rendon).