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The effectiveness of work groups can be strongly affected by their “cohesiveness”. This study examined stereotypes held by African‐American college students regarding African‐American, Euro‐American, and Hispanic persons. The 92‐items in Schein’s Descriptive Questionnaire were rated by subjects (graduating African‐American undergraduate business students) as either positive (e.g. intelligent, persistent, ambitious, etc.) or negative (e.g. uncertain, passive, nervous, etc.). A total of 55 items were characterized as positive while 11 were considered negative. African‐American students perceived African‐Americans in general in a favorable light when compared to Euro‐Americans and Hispanic persons. The potential effects of such perceptions on African‐Americans’ integration into business organizations and mixed working groups are discussed.

Analyses how HIV/AIDS has affected African Americans, who are acknowledged as a vulnerable racialized group, along with Puerto Ricans. Defines the term of racialized social system as a society where part of the stratification system is designed to reank people based on their racial classification. Sheds light on AIDS and ethnicity through copious use of figures and tables. Summarizes that there is little control over tehir own community economics for African Americans, legitimately, as HIV runs riot. Urges a race‐conscious approach to the HIV/AIDS epidemic.

States that there has been a recent explosion in the publication of reference works in the field of African American studies which indicates the mature field of scholarship being achieved in this area. Provides a bibliographic guide for those wishing to identify and use research tools for studying African American literature.

The intent of this article is to explore whether there is a difference between African Americans and non African‐Americans in the use of word‐of‐mouth and brand loyalty in response to the purchase of durable goods (automobiles). Additionally, this article looks to explore preference for “black‐owned” goods and services and feelings about purchasing goods from firms that once had ties to slavery.

This article utilizes survey data obtained from over 800 respondents with analysis performed using regression analysis.

This study shows no significant difference in brand loyalty and word‐of‐mouth between African Americans and non African‐Americans and no significant preference for black owned goods and services. Additionally it was found that while a majority of African American consumers believe that most American firms have ties to slavery, this does not act as a factor in the purchase decision.

This article can help firms plan their marketing strategy in terms of how they will utilize word of mouth where African American consumers comprise a significant part of their target market. Additionally, this research can help firms to understand the context of brand loyalty in terms of looking at different ethnic groups within the USA.

The majority of literature regarding African American consumption patterns is extremely outdated, with most written over 20 years ago. The socio‐economic status of many African Americans has improved considerably, thereby making a fresh look at this group a necessity. This article redresses this deficit

The monograph argues that American racism has two colours (white and black), not one; and that each racism dresses itself not in one clothing, but in four: (1) “Minimal” negative, when one race considers another race inferior to itself in degree, but not in nature; (2) “Maximal” negative, when one race regards another as inherently inferior; (3) “Minimal” positive, when one race elevates another race to a superior status in degree, but not in nature; and (4) “Maximal” positive, when one race believes that the other race is genetically superior. The monograph maintains that the needs of capitalism created black slavery; that black slavery produced white racism as a justification for black slavery; and that black racism is a backlash of white racism. The monograph concludes that the abolition of black slavery and the civil rights movement destroyed the social and political ground for white and black racism, while the modern development of capitalism is demolishing their economic and intellectual ground.

African American men and women suffer from health problems such as hypertension, cardiovascular disease, diabetes, AIDS, sickle cell anemia, and various forms of cancer, often at a higher rate than the rest of the population. There is a need for information about these and other health problems affecting this particular community. This annotated bibliography includes recent articles, books, Internet resources, and Web sites. The audience for this essay includes the layperson, health‐care professionals, and information specialists who wish to provide information to patrons on these important health issues.

African-Americans historically report greater exposure to discrimination and also experience unfavorable outcomes associated with physical health, poverty concentration, residential segregation, and poorer education. The effects of discrimination are particularly harmful on mental health as discriminatory experiences contribute significantly to diminished mental health status and psychological distress. African-Americans pursuing graduate education may experience additional stressors, increasing the risk for poorer mental health. The purpose of this paper is to examine the association of psychological health and discrimination experiences among black and white graduate students at a southeastern university.

Participants were 505 graduate students at a predominantly white southeastern institution. Researchers collected data via self-administered online and paper questionnaires during the spring 2010 semester. Graduate students were asked questions pertaining to individual demographics, discrimination, and psychosocial concerns.

Approximately 15 percent of the graduate students reported psychological distress. Additionally, black graduate students reported significantly higher levels of day-to-day and lifetime discrimination when compared to white graduate students. In addition to the proportions of psychological distress differing by race, African-American graduate students reported better psychological well-being when exposed to both day-to-day and lifetime discrimination than whites with similar exposure.

Resilience factors and coping strategies should be examined further among African-American graduate students for greater understanding. Moreover, it is important to develop applications to improve mental health outcomes for all graduate students.

This is one of the few studies to focus on the mental health and discrimination experiences among a graduate student population. The sample is drawn from the southeastern USA where there are long vestiges of discrimination and a sizable sampling of African-Americans who live in the USA.

Although a significant number of employment fields and categories have followed the trend of increasing the number of minority employees in their profession, professional selling remains a profession dominated by the presence of Caucasian males. Racial minorities and their performance in a professional selling environment have yet to be examined in depth. Understanding why there are so few African‐Americans in professional selling is important. However, analyzing and comprehending what these salespeople accomplish once they obtain professional sales positions should also be of considerable interest, which this paper seeks to examine.

Utilizing a sample of 294 African‐American and Caucasian salespeople, the present manuscript empirically examines a variety of important work‐related perceptions and behaviors, and the performance levels of separate races of salespeople, to determine whether differences exist based on the race of the salesperson.

Results indicate that African‐American and Caucasian salespeople do not exhibit significant differences in terms of their psychological climate perceptions, customer relationship effort, and overall performance. Additionally, the results indicate that racial similarity between the sales manager and the sales representative significantly influences the aforementioned perceptions and performance of salespeople.

Managerial implications suggest that managerial‐level training should be utilized to create sales atmospheres that create equal opportunities for all salespeople. Sales executives will also be able to utilize the results from the present study as evidence that separate races of salespeople appear to be equally qualified to perform the job.

While every instance of race‐based employment discrimination is important, this study finds that managers need to devote extra attention to the discharge of male, African American employees. During the past three decades, efforts to create fair procedures and promote perceptions of fair treatment have focused on hiring activities, the “front door”. However, this study of actualemployment discrimination claims finds that discrimination against African American menmay be particularly acute in the realm of employee discharge, the “back door”. In addition, this study suggests that the employees’ immediate supervisors should be trained and monitored in order to reduce this form of racial discrimination.

The purpose of this paper is to share my personal memories and emotions of my experience as an African American, a Woman of Color, teacher-peer, teacher-researcher, student and a colonized standard American English speaker, situated in English classrooms as white teachers teach African American literature from a white gaze. I concur with previous researchers on this topic, but from a fresh perspective that traditional educational spaces support racial-socio and linguistic hierarchies by avoiding authentic racial, social and cultural ways of knowing, thus allowing reproduction and perpetuating academic and social inequities targeted toward multilingual learners. Furthermore, I suggest that teachers must acquaint themselves with communities of color to become affective and effective to specifically facilitate multilingual classrooms.

This is an autoethnographic inquiry. It examines instances of culturally inexperienced white teachers teaching African American literature to middle school and high school multilingual learners. In adjacent, I share my personal memories and emotions of my experience as an African American, a woman of color, teacher-peer, teacher-researcher, student and a colonized standard American English speaker, situated in English classrooms as white teachers teach African American literature from a white gaze.

Undoubtedly, the white gaze influences marginalized persons. It does not merely attack who we be. It counter forms (e.g. influences) the views and ideas of the world around us. Gonzales (2015), shares in her autoethnography how educational practices are unjustly resistant to diversity. The racial-socio hierarchy uses every means necessary to deprive ethnicity (language, practices and beliefs). I did not verbally resist discrimination. Subsequently, some people of color may be guilty of having a slave gaze. I am very cautious and reluctant to use the term slave gaze. Nevertheless, I describe this as the opposite of having a white gaze. Slave gaze is someone who is colonized, dominated, submissive and feels unequal to whites and describes persons of color who have been conditioned to believe that whites are privileged and there is not much that we can do about it. I think this one way that Gonzales’ (2015); definition of double colonization can be extended, the racial-socio hierarchy in education forces marginalized persons to “redefine their identities within the dictates of yet another racial ideology” (p. 50). Undoubtedly, in re-identifying self-inflicts a counter-response to developing a substandard identity. Yet, I am certainly not the only person of color that is wary of challenging whiteness. Dismantling the master’s house will take more time. As white supremacist’s perceptions are embedded deep in the heart of education. Banishing false linguistic, cultural and racial ideologies equate to a mere few bricks of the master’s house. However, with non-traditional methods (e.g. getting to know the community in which the students live), renewed hearts and minds educators (together as a human race) can deconstruct and rebuild an education system fit for all learners.

This piece is an autoethnography of my experiences as a teacher teaching in multilingual classrooms. These are my original experiences and opinions.