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Many human resources managers and others have dealt with changing worker motivations and declining productivity amidst change. However, when dramatic socio‐political events occur in a culture or globally, they often bring on new hopes and expectations for workers which may or may not be fully understood by ‘Mr. Company’, a patriarchal moniker South African workers often use when talking about the management of their employing company. South Africa's blue‐collar workers before and after apartheid are an example of the need to more frequently examine the impact of change on worker attitudes and of the perception of that change by management. This study revisits South Africa after apartheid to survey a sample of black workers and their white supervisors from three mining operations for changes in their attitudes since a baseline study performed by Harari & Beaty in the mid 1980's. The implications, to Mr. ‘Company's’ human resource managers and managers of other multinational enterprises, of these dramatic changes and resultant rise in workers' expectations are examined in light of the new, Nelson Mandela and African National Congress led, South African government's recommendations for enhancing black quality of life, involvement, and development.

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.

The concomitance of black-skinned student-populated colleges and universities on the African continent has created a quiescence regarding whiteness, racism, and disparity in African higher education. Resultantly, scant attention has been paid to the role and possibilities for Black populated colleges across the African continent to transform the political, social, and economic realities of African nation-states. In fact, the confluence of Western imperialism, slavery, genocide, and the contemporary frame of terrorism is highly correlated with the seeming permanence of war, oppression, and poverty across the African diaspora in general and on the African continent in specific.

The purpose of this paper is to examine the effect of race, gender, and region of birth by assessing the earnings of blacks and whites from Africa, blacks from the Americas, whites from Europe and Asians from Asia.

Using data from the 2000 Census of Population and Housing, different income levels were used to see if there were any variations in earnings. Logistic regression analyses were used to estimate the odds of earnings at the various percentiles of the income of white African men, controlling for the human capital resources and other demographic variables.

The paper finds an unambiguous race effect among male workers. White males from both Africa and Europe have significant advantage over non‐white male workers from Africa, the Americas, and Asia. However, the earnings attainment is more favorable to white African males regardless of income levels. Further, a gender effect is also found in that relative to the earnings of white African‐born males, all the female workers in our study had lower odds at all the earning percentiles regardless of race and region of origin.

This paper helps clarify the issue of gender and stratification as it relates to immigrants in the USA.

Three case studies demonstrate areas in which management development programmes are successfully carried out. Management development of Kenyan building contractors through seminars and practical remedial assignments; management development of Ethiopian consultant‐managers involving all group levels in the firm or factory; and development of black entrepreneurs in South Africa by hands‐on training in regional and vernacular languages. Thirteen postulated attributes of success have been distilled from this research, and from an examination of the cultural and environmental factors affecting black managers as trainees, consultants, and businessmen. They include a discussion, of concern for immediate improvement, of in‐house supportive groups, integrating experienced managers into the programme, a system of rewards and penalties, learning‐by‐doing, total commitment and enthusiasm, an expanded range of visual aids, follow‐up coaching on the job, team work, outside evaluation, etc.

Since the independence of many African states, their tourism marketers have had difficulty formulating a dynamic strategy for marketing themselves as a tourist destination in the United States. At times, some African nations promoted wildlife tourism; at other times they promoted the benefits of the affluence acquired in more recent days. Very often they advertise outdoor recreation tourism, whereas other times they seek business tourism. These conflicting approaches depict a state of confusion in the selection of an appropriate national direction from the standpoint of the strengths and weaknesses of their tourism resources.

The educational experiences of Black immigrant women in P-16 education are often understudied in critical scholarship about race, ethnicity, and gender. The existing literature on Black students in US higher education tends to overlook within-group diversity, oftentimes highlighting the experience of domestically born African Americans and neglecting the experiences of Black people born outside of the country. To address this gap in the education discourse, we examined the experiences of Black, African immigrant girls and women who have experienced all or part of their P-16 education in the United States. Using a combination of Critical Race Feminism (CRF) and transnationalism as our theoretical frameworks, we sought to answer two research questions: (1) How do Black immigrant women in the film describe their process of racial, ethnic, and gender identity formation? and (2) What are the literacy practices and educational experiences of Black African girls and women? Methodologically, we drew from Saldaña's (2009) model of film-based qualitative inquiry to analyze the documentary Am I: Too African to be American or Too American to be African? (directed by Dr Nadia Sasso). In our analysis, we foreground the lived experiences of eight women from three African countries: Nigeria, Sierra Leone, and Senegal. Major findings from this qualitative analysis include: (1) the importance of cultural negotiation for immigrant girls and women, (2) the presence of dualities in language and ways of speaking in education, (3) a tumultuous racial identity formation process, and (4) the linked perceptions of students' gender identity and beauty. Finally, we present implications for immigration policy, inclusive research, and equitable practice across P-16 education.

This chapter traces the origin of racism and reviews the historical and contemporary debates around race and racialisation in western thought. There are persistent disagreements surrounding the origin and nature of racism. Because of the evolution of racist ideas, behaviours and institutional practices and policies, there are various views about the meaning and analytical application of racism. This chapter explores how ideas of race – understood as innate and immutable human differences that can be classified and ranked hierarchically based on race – has emerged in western history and evolved over time. It examines how this has influenced social and political practices and associated policies across the evolution of modernity. The chapter specifically discusses the Atlantic slave trade and how it shaped the historical development of race and racism within the context of colonialism. It concludes with a discussion and critical review of some of the racist systems and policies which have been enforced across different multiracial countries.