This article suggests that in Moultrie, Georgia, as well as in many other southern towns, racial discrimination is a reality. Blacks are still poor, undereducated, and socially isolated from the majority community. (Author/AM)

Ethnic minority feminism is relevant to the majority. Ethnic majority feminism is relevant to the minorities. The ethnic minority conflict over feminism differs from the majority conflict. Survival in the fact of racism is an ethnic minority's main concern, and sexism is a secondary and yet sometimes major concern. (Author)

Presents new data on correlates of symbolic racism, develops a theoretical framework for the concept, and speculates about its emergence at this time. Attitudinally, symbolic racism is a set of abstract moral assertions about blacks behavior as a group; behaviorally, it is a set of acts that are justified on a non-racial basis but that which…

Institutional racism is destructive psychologically to both oppressors and victims. The authors discuss the potential counseling psychologists have for taking a leadership role as change agents in preventing institutional racism. A sample program of prevention is described. The implications for training counseling psychologists as change agents…

Suggests that teachers employ dialogue rather than censorship in dealing with the moral dilemma provoked by racist or sexist fiction. (DD)

Special admissions and affirmative action are certainly worth defending, but the effectiveness and value of these reforms depends on the existence of a powerful movement for social change. The struggle against racism is the key to the struggle for a new social order in the U.S. (Author/AM)

The Daniels Test of Interracial Apperception and Ideology (DTIAI) was administered to 2,070 student and staff members. Analyses indicated significant differences between the scores of (a) members of desegregated and all-white residence halls (b) administrators and students, (c) new students and returning students, and (d) males and females.…

Teachers need to fuse creative thinking with multi-ethnic education, so students do not see cultures as monolithic groups but learn to see beyond the generalizations to the individuality of minority group people. (JH)

The author maintains that counselors must devote an adequate amount of their time to dealing with racism itself, if they are going to be helpful to blacks. A discussion of racism in American society is presented. (HMV)

The black immigrant as a subject has hitherto escaped the concerns of the large majority of mainstream social scientists and historians. (DM)

Blacks should strive to adopt sound and collectively progressive practices which are in direct opposition to the blatant and neo-colonialist academic brainwashing of black minds by white educational imposters. (DM)

A narrative of the author's experiences in attempting to bring a white racist speaker before his integrated class on black-white conflict at the University of North Florida at Jacksonville. (JM)

Teachers can assist students in gaining insight into racism by introducing concepts, but they should be complemented by allowing the student to freely value, thereby examining many alternatives when making value choices. (Author/RK)

Staff development efforts can be instrumental in sensitizing staff to racism and developing strategies to halt its transmission. (DM)