Reviews the development of the laundry and other ethnic businesses among the Chinese not only as a consequence of cultural factors, but also reviews it in the larger historical context of institutional racism. (Author/AM)

Among the questions that are asked are the following: who will assess Black Studies at white universities; how will the assessment and evaluation be handled; and what criteria for assessment will be used. (Author/AM)

In the national discussion of mental health problems, in the literature on the subject, minorities seem to have been almost deliberately omitted. The reasons for such omission of blacks, Spanish-speaking people and Indians from literature and mental health practice are discussed. (Author/RK)

Describes a preventive and supportive program, providing services to children in their own homes, which uses groupwork techniques to promote the social adjustment and development of children and youth from a black ghetto, while also providing intensive supportive services to the children's families. (JH)

The authors explore the nature of racism and sexism and discuss their similarities and differences. Some definitions of racism and sexism are proposed. (Author)

Concludes that the black enlisted now is subject to inequality, which is not the result of failure to meet universalistic criteria (civilian education, armed Forces qualification test and occupation type) but, rather as a result of racism. (Author/AM)

This address (to a joint session of the annual conventions of the NAWDAC and the ACPA in Cleveland, 1973) discusses the author's concerns about contemporary America. He discusses his opinions about racism, the fight for black equality, abortion, and other social issues in our country. The emphasis is on the position of blacks in our society. (EK)

Argues that, overall, the black change agent must be concerned with the purpose and goal of behavior; he must be interested in reinforcing correct goals rather than correcting deficiencies: the psychology of use is a powerful force to support the direction of self-determination and positive change with Blacks. (Author/JM)

Second part of a two-part series which began in the Winter 1972 issue of The Rican.'' The issue of identity as it relates to race and color in Puerto Rican life is very important. The myth that Puerto Rico is a kind of human relations paradise where racism is nonexistent has to be exploded. (Author/RJ)

From blue-collar precincts to Harvard Square, everyone seems to have given up on busing and school desegregation; the author holds that much of this reassessment is based on error--both intellectual and moral. (Author/RJ)

The experience of Asians in America had as its reality exclusion, oppression, survival, and racism. (DM)

The concept of the moral failure of the poor which was rooted in pre-colonial European assumptions, and modern American racism had become intimately entwined. Attitudes toward the poor in the 1960's simply reflected the knowledge, concerns, problems, and prejudices of the day. (Author)

A critique arguing: (1) that the assumptions underlying the use of intelligence tests are invalid; (2) that findings regarding individual differences can not be generalized to differences between populations; and, (3) that the studies cited as evidence were both incorrectly designed and improperly executed. (JM)