The 50th Anniversary of Brown v. Board of Education

In 2004, we celebrate the 50th anniversary of Brown v. Board of Education, yet issues of racial and ethnic integration in schools and colleges remain. The articles in this Issue explore both the processes and implications of interethnic contact in educational settings from elementary schools through universities, and suggest courses of action for educational institutions in the 21st century.

• outlines strategies schools and colleges can use to foster better interethnic relationships on campus
• examines what predominantly White schools and colleges can do in faculty hiring and training and student programs to better address the needs of their students of color
• explores links between peer relationships at school and achievement motivation for students of color
• studies the implications of "English only" policies on the education of immigrant populations
• investigates the struggles of faculty of color at predominantly White institutions.

50 years after Brown vs. Board of Education: the promise and challenge of multicultural education / Sabrina Zirkel and Nancy Cantor

The benefits of diversity in education for democratic citizenship / Patricia Gurin, Biren (Ratnesh) A. Nagda, and Gretchen E. Lopez

Developing a more inclusive social identity : an elementary school intervention / Melissa A. Houlette, et al What will you think of me?: racial integration, peer relationships, and achievement among white students and students of color / Sabrina Zirkel

Interethnic contact, curriculum, and attitudes in the first year of college / Gretchen E. Lopez

Is there an inherent mismatch between how black and white students expect to succeed in college and what their colleges expect from them? / Aaron M. Brower and Annemarie Ketterhagen

Family life and school experience: factors in the racial identity development of black youth in white communities / Beverly Daniel Tatum

Shift happens: Spanish and English transmission between parents and their children / Aída Hurtado and Luis A. Vega Students' of color and European American students' stigma-relevant perceptions of university instructors / Lisa M. Brown and Heather Dobbins

Color-lines as fault-line: teaching interethnic relations in California in the 21st century / Stanley O. Gaines, Jr Learning about difference, learning with others, learning to transgress / Biren (Ratnesh) A. Nagda, Chan-woo Kim, and Yaffa Truelove

Science and social action: an introduction of Professor Daphne B. Bugental, recipient of SPSSI's 2003 Levin Award / Marilynn B. Brewer

Thriving in the face of early adversity / Daphne Blunt Bugental

Sabrina Zirkel, Ph.D. is Associate Professor and Director of the Social Transformation Program at Saybrook Graduate School and Research Center. Her primary research interests are in identity development and change, and especially on how identity is shaped by social structure. Of particular interest in this area is the development of academic and professional identities among women and students of color in adolescence and adulthood. She completed her Ph.D. at the University of Michigan.

Gretchen E. Lopez, Ph.D. is Research Director of the Syracuse University Violence Prevention Project, in the School of Education. Her research interests include intergroup relations; race, ethnicity, and education; prosocial behavior and the effectiveness of school and community based programs. She completed her Ph.D. in Social Psychology at the University of Michigan, and previously held faculty positions in Psychology and Africana and Latin American Studies at Colgate University, and in Psychology at Syracuse University.

Lisa M. Brown, Ph.D. is Research Assistant Professor at the NIMH Center for the Study of Emotion and Attention in the Department of Clinical and Health Psychology in the College of Health Professions at the University of Florida. Her research interests include stigma, intergroup relations, and physiological correlates of intergroup processes. She did her undergraduate work at Harvard and Radcliffe Colleges, and her graduate work at the University of Michigan, Ann Arbor, Michigan.

In 2004, we celebrate the fiftieth anniversary of Brown v. Board of Education, yet issues of racial and ethnic integration in schools and colleges remain. The articles in this Issue explore both the processes and implications of interethnic contact in educational settings from elementary schools through universities. Specific articles examine: (1) strategies schools and colleges can use to foster better interethnic relationships on campus and how these efforts will improve student outcomes, (2) what predominantly White schools and colleges can do in faculty hiring and training and student programs to better address the needs of their students of color, (3) links between peer relationships at school and achievement motivation for students of color, (4) the implications of "English only" policies on the education of immigrant populations, and (5) the struggles of faculty of color at predominantly White institutions. These articles suggest courses of action for educational institutions in the 21st century.