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A crisis of immense magnitude persists in higher education in the United States. For this third edition of "The Racial Crisis in American Higher Education," Kofi Lomotey and William A. Smith have gathered outstanding scholars in the field to address this dilemma on several levels. In thirteen original essays, contributors establish a framework for understanding the current crisis, provide historical perspective on the present, offer a stark overview of the day-to-day realities on campuses, and illustrate the role and impact of university leadership. With a foreword by Donald B. Pope-Davis and an afterword by Valerie Kinloch, as well as an introduction by the editors, the volume is provocative, up-to-date, and solution-driven, giving readers both a comprehensive analysis of the racial crisis in American higher education and ideas for addressing it.

In "Justice for Black Students: Black Principals Matter," Kofi Lomotey begins with a two-pronged premise: (1) Black students do not receive a quality education in US public (or private) schools, and (2) Black principals, like Black teachers, can make a positive impact on the academic and overall success of Black students. Through the chronicling of his own work over 50 years--as a practitioner and an academic--Lomotey puts forth this argument with a focus on Black principals. In this book, he positions his 1993 coining of the term "ethno-humanism"--a role identity which he attributes to successful Black principals--as a fundamental/critical component of the leadership of these principals. In reprinting three of his earlier articles and sharing new information (including a review of the literature on Black male principals), he provides a broad-based description of this role identity and then links it to the more recent concepts of culturally responsive/culturally relevant teaching/pedagogy and culturally responsive/culturally relevant school leadership, before describing the implications for Black students of his own work and of other research that has been conducted on Black principals. This volume is essential reading for all educators interested in seeing a significant improvement in the academic and overall success of Black students. Preservice teachers, practitioners, and administrators will find enormous value in the book's message. [Forward written by Sonya Douglass. Afterward written by Linda C. Tillman.]

This collection offer a much-needed and critical focus on African Americans and women in the United States. The politics of race, gender, and power influence education at every level as these chapters, written primarily from the perspectives of students, demonstrate. The following are included: (1) "What Does It Mean? Exploring the Myths of Multiculturalism" (Natalie G. Adams); (2) "Race, Gender, and Class Oppression: The Role of Multicultural Education" (Harriet Walker); (3) "Understanding Persons with Disabilities" (Annette Jackson-Lowery); (4) "Lisa's Quiet Fight: School Structure and African American Adolescent Females" (Jill Harrison); (5) "Nonsynchrony at the Secondary Level: Impediments to the Pursuit of Higher Education" (Janie Simmons); (6) "The Miseducation of African Americans in Public High Schools" (Debbie Maddux); (7) "Cultural/Racial Diversity in the School: A Case Study in a High School English Class" (Jeff Gagne); (8) "The Voices behind the Faces: What Listening to Students Can Teach Teachers" (Amy M. Zganjar); (9) "Women in Higher Education?" (Laura Davis); (10) "Sailing against the Wind: African American Women, Higher Education, and Power" (Gwendolyn E. Snearl); (11) "I Am Woman. Hear Me Roar...After Class...in the Hall: Institutional Satisfaction among Older Women Students: The Conflict between Research and Reality" (Diane Sistrunk); (12) "Black Students on White Campuses: Overcoming the Isolation" (Sandy E. Aubert); (13) "African American Athletes at Predominantly White Universities" (Janis Simms); (14) "Ethnic/Cultural Centers on Predominantly White Campuses: Are They Necessary?" (Stuart Johnson); and (15) "Black and White Athletes at Universities: Living in Two Different Worlds" (Michael Garrett). (Contains 120 references.) (SLD)

This collection of essays addresses the need for continued research in race-related issues on college campuses. The book examines the causes and the impact of campus racial tensions by studying some key university case studies and by investigating some of the underlying elements of the crisis. Essays and their authors are as follows: "The Racial Dilemma in American Higher Education" (Philip G. Altbach); "The Changing Demographics: Problems and Opportunities" (Lewis C. Solmon, Tamara L. Wingard); "Racism and the Model Minority: Asian-Americans in Higher Education" (Sucheng Chan, Ling-chi Wang); "Race Relations on Campus: An Administrative Perspective" (Alan Colon); "The Undergraduate Curriculum and the Issues of Race: Opportunities and Obligations" (Leon Botstein); "Student Affirmative Action in Higher Education: Addressing Underrepresentation" (William T. Trent); "Black Faculty in Academia" (Kenneth W. Jackson); "Making the Short List: Black Candidates and the Faculty Recruitment Process" (Roslyn Arlin Mickelson, Melvin L. Oliver); "Practices of the Academy: Barriers to Access for Chicano Academics" (Maria de la Luz Reyes, John J. Halcon); "White Faculty Struggling with the Effects of Racism" (Joseph Katz); "Columbia University: Individual and Institutional Racism" (Eric L. Hirsch); "Beyond Recruitment and Retention: The Stanford Experience" (Sally Cole); "Race Relations and Attitudes at Arizona State University" (Leonard Gordon); "Cornell Twenty Years Later" (William D. Gurowitz); and a conclusion by Kofi Lomotey. An index is included. (GLR)

This volume presents the views of a range of African-American educators on questions related to African-American academic achievement. The concern in this volume is with the persistent, pervasive, and disproportionate underachievement of African-American students. The book is divided into four parts. Part 1, "Problem Identification," comprises the following chapters: (1) "An Interview with Booker Peek" (K. Lomotey); and (2) "The State of African-American Education" (F. C. Jones-Wilson). Part 2, "Factors Affecting Academic Achievement," comprises the following chapters: (3) "Changing an Urban School: Problems of Capacity and Power" (J. R. Bliss and M. C. Carrasco); (4) "Combatting Deculturalization of the African-American Child in the Public School System: A Multicultural Approach" (F. Boateng); (5) "Policy Failure in Urban Schools: How Teachers Respond to Increased Accountability for Students" (M. J. Shujaa); (6) "Helping Black Children Succeed: The Significance of Some Social Factors" (N. M. Haynes and J. Comer); and (7) "Literacy and Schooling in Subordinate Cultures: The Case of Black Americans" (J. U. Ogbu). Part 3, "Limitations of Academic Achievement Measures," comprises the following chapters: (8) "Limitations of Current Academic Achievement Measures" (A. G. Hilliard, III); and (9) "Standardized Test Scores and the Black College Environment" (J. Fleming). Part 4, "Programs that Work," comprises the following chapters: (10) "The Madison Elementary School: A Turnaround Case" (B. A. Sizemore); (11) "Qualities Shared by African-American Principals in Effective Schools: A Preliminary Analysis" (K. Lomotey); (12) "African-American Achievement: A Research Agenda Emphasizing Independent Schools" (J. D. Ratteray); and (13) "Visions for Children: Educating Black Children in the Context of Their Culture" (J. Hale-Benson). A 283-item bibliography is appended. (AF)

The relationship between the leadership of African-American principals and African-American student academic achievement in more successful African-American elementary schools in California is examined within the 11 chapters of this book. The study attempted to determine how the African-American principals (who had been in their positions at least since the 1978-79 academic year) in three elementary schools, which were chosen based on their superior third- and sixth- grade reading and math California Assessment Program test scores from 1980-81 and 1981-82, exhibited the leadership style components of goal development, energy harnessing, communication facilitation, and instructional management. In addition, identification of other leadership facets that may affect students' academic achievement was attempted. To collect data, teachers and principals were interviewed, the principals were observed at work, and teacher questionnaires were distributed. The results indicated that African-American principals held three common qualities: (1) a strong commitment to African-American student education; (2) a deep understanding of, and compassion for, their students; and (3) a sincere confidence in African-American children's ability to learn. The teacher questionnaire, teacher interview questions, conducted on the basis of the findings from four instruments, principal interview questions, consent and personal data forms, and the Kumasi Greater Achievement Program are appended. (142 references) (KM)