While a great deal of sociological and psychological research has been done on black-white interracial couples and the challenges they have faced in past eras, the communication between the partners remains largely under-explored and under-theorized. The purpose of this dissertation is two-fold. First, this dissertation seeks to understand what challenges interracial couples face today. Second, this dissertation also explores the communication surrounding these challenges, communication both within the couple and communication between the couple and their social networks. To explore these challenges and the resulting communication, 14 black-white interracial couples were interviewed in depth. Results showed that interracial couples often still face messages of disapproval from their families. Black families and white families sometimes disapproved for similar reasons; however, black families and white families had several concerns that were markedly different from each other and were tied to the history of race relations in the US. Further, results showed that partners in interracial relationship underwent identity transformations as they learned to navigate an intimate relationship with a “racial other.” Whites reported learning the most. Because of their privileged position in society, whites life situations had never had necessitated that they learn about the black co-culture. The black partners also reported seeing the white community differently by understanding the nuances of racism at a deeper level because of their “outsider within” position in white families. Finally, results suggested that couples grapple with balancing the dialectic between embracing race in the relationship and rejecting race in the relationship. Couples reject race, arguing that other differences are more important to their relationship. Couples embrace race when they talk about issues of identity such as their individual identities, their identity as a couple, and—when they had children-- their identity as a family. Further analysis demonstrate two different strategies couples use to manage the embracing race-rejecting race dialectic.

The influence of authoritarianism, social dominance, and ingroup identification on ingroup favoritism and outgroup discrimination in a minimal group paradigm were investigated in this study. Possible effects of majority and minority group size interactions with these constructs were also examined. It has been previously shown that right-wing authoritarianism (Altemeyer, 1981) and social dominance orientation (Pratto, Sidanius, Stallworth, & Malle, 1994) influence ingroup favoritism and outgroup discrimination in Tajfel's (1978) minimal group paradigm (McFarland & Ageyev, 1992; Perrault & Bourhis, 1999; Sidanius, Pratto, & Mitchell, 1994). Majority and minority group status also influence behavior in minimal groups (Gerard & Hoyt, 1974; Otten, Mummendey, & Blanz, 1996; Sachdev & Bourhis, 1984; Simon & Brown, 1987). Based on motivational differences between authoritarianism and social dominance, individuals higher in authoritarianism were expected to display greater ingroup favoritism than those lower in authoritarianism, regardless of group size. Social dominance was expected to interact with group size such that individuals higher on this dimension in minority groups would identify less with the ingroup, as opposed to those in majority groups who would identify more, and display less favoritism toward the ingroup than those in majority groups. To create minimal groups, participants completed an estimation task and were told that their scores indicated they were either "overestimators" or "underestimators." Three conditions were established: Neutral (group size was unspecified), majority (one group was identified as being numerically large), and minority (one group was identified as being numerically small). Trait ratings (Thompson & Crocker, 1990) and Tajfel's (1978) resource allocation task were used to measure ingroup favoritism. Participants overall displayed ingroup favoritism on both dependent measures, although parity was used most on the Tajfel (1978) matrices. Neither authoritarianism, social dominance, nor any interaction between these constructs and group size significantly affected trait ratings. On the matrices, authoritarianism led to favoritism on only one of the six pull scores and did not interact with group size. Social dominance led those in the neutral condition to display greater ingroup favoritism. Contrary to predictions, social dominance led those in majority groups to select parity over favoritism, but did not affect those in minority groups. Finally, ingroup identification mediated the relationship between social dominance and ingroup favoritism on the trait ratings for those in neutral and minority groups, though not in the predicted direction. Those in minority groups gave more positive trait ratings to the ingroup rather than to the majority outgroup as their identification with the ingroup increased.

This researcher seeks to examine the characteristics of those minority students, at a Predominantly White Institution (PWI), who frequently use retention program services versus those who do not frequently use retention program services. Frequent use of retention program was considered to be every other week or more. Infrequent user of retention program was considered once a month or less often. Data analysis revealed many similarities between the groups relating to grade point average (GPA), marital status, and housing status. Despite the similarities between the groups, there were some differences, although not significant. The mean age of the frequent users was two years older than the infrequent users. The frequent users also scored higher on the American College Test (ACT) and on the "Desire to Succeed" Scale (t (57) = 2.61,^ < .05) than the infrequent users. However, the GPA's between the groups were commensurate despite one group's frequent use of retention programs. Other differences were noted in circle of friends both in high school and college and level of academic preparedness from high school. Further areas of research and limitations were discussed.

Statistical evaluation of the number of Hispanics in the United States in a given year varies. However, all data suggest that the Hispanic population will become the largest ethnic minority in the United States in the new millennium. This research illuminates for health care providers and interpreters cultural factors to consider in the delivery of patient-centered and efficacious care for the ethnic patient, specifically the Latino. The research project answered the question What culture-related factors impact effective communication between Mexican patients and American medical nurses in the Daviess County, Kentucky area? The project focused on the interpersonal aspects of culture and communication that occurred during the communication process of sharing ideas, information, and feelings. Previous studies focused on health care communication cast in the traditions of medicine, psychology and sociology. This project adds research results to a communication process described by clinically based medical journals that only anecdotally refer to communication patterns and concepts. Cultural background may give insight into why and how patients and their family make decisions related to care. By recognizing personal philosophy, values, biases, attitudes and religious beliefs, which are based on culture, a person can facilitate effective communication. This data provides medical practitioners and interpreters insight into the cultural, medical, and communication concepts and characteristics that exist among the Latino patients, the interpreter and themselves. Through this understanding the health care professionals may gain practical application to provide better care and service to Latino patients, enhanced patient compliance, and possibly awareness about themselves and their own worldview. The research provides additional support to Edward Hall's theory that states that the way people act and react during communication is based on past experiences and cultural beliefs. This study, conducted at a local health department, utilized a questionnaire and participant observation based on a new cultural paradigm. The paradigm combines parts of the frameworks established by Harris and Moran (1996) and Kielich and Miller (1996): orientation (ethnic identity), religion, time orientation, relationships (gender, age, status...), language (verbal and nonverbal), education, values and norms, and beliefs and attitudes (especially toward health). The questions also added another component, acculturation. The design involved a written questionnaire for the nurses who provided care through the Green River District Health Department, a written questionnaire in the native language of the Latino patient, a written questionnaire for the interpreter, and participant observation of the medical examination. The research methodology controlled for variability by including only native-born Mexican patients. The project focused on one particular ethnicity with three interpreters and five Mexican patients. This study indicates that several cultural factors impact communication among Latino patients and American medical practitioners. Overcoming the language barrier should be the first step in diminishing the communication gap. However, cultural aspects of communication outlined in the research need addressing to achieve intercultural communication success. The data reveals new ideas for intercultural communication research in the areas of medicine. By combining the disciplines perhaps a better product will be developed—a synergistic approach to health care communication.

Using an existential perspective, the researcher investigated the world views of 155 people divided first by ethnic group and then (n = 144) by generation. African Americans and White Americans, Baby Boomers and Generation Xers completed the Scale to Assess World Views (Ibrahim & Owen, 1994) at a grocery store in the Midwest. Results indicate significant differences between African Americans and White Americans on the Pessimistic, Traditional, and Here and Now world views but no difference in rank order. Coefficient alphas for the subscales ranged from (.42) to (.67) with an overall value of (.82) for the scale. A confirmatory factor analysis was also calculated for the scale. The potential applications for therapeutic relationships are discussed.

In this study I examine the perceptions and attitudes of black students attending a predominantly white institution (PWI) concerning student support services designed to assist them in achieving social and academic success. PWIs have established minority retention programs with an overall mission of recruiting and retaining black students; however, program use is minimal and black students continue to depart college prematurely. This research seeks to assess the perceptions and attitudes of black students to determine if program ambiguity, lack of faculty involvement or available mentoring, campus affiliation, racism, or time taken away from academic pursuits has a role in whether or not students will utilize minority retention programs. The data analysis revealed that students felt there was a need for better marketing of minority retention programs. A large number of students were working 20 or more hours per week limiting the amount of time for academic activities. Perceptions of the racial climate indicate the existence of discrimination, but it was not viewed as adversely affecting black students' educational experience. However, black students perceived the university as not fulfilling its social and cultural needs as the majority of respondents tended to socialize among themselves. Perceptions about faculty involvement indicate that most of the respondents had limited contact and interactions with minority faculty, and the majority indicated the need for more accessibility to minority faculty.

Although sexual harassment has received a considerable amount of publicity since the Clarence Thomas confirmation hearings, current literature lacks an abundance of studies examining the outcome of sexual harassment cases. The researcher sought to examine the effect of an extralegal (legally irrelevant) factor and the amount of evidence on jury decision making. Specifically, the race of the defendant served as the extralegal factor, while the amount of evidence presented was determined in relation to how many variables (0, 2, or 4 sources of evidence) were included in a particular sexual harassment scenario. (The four variables used were: the presence of an eyewitness, the victim's reaction, the use of coercion, and the type/form of sexual harassment.) Accordingly, a 2 x 3 design was used: race of defendant (black or white) and number of variables (0 variables or 2 variables or 4 variables). The sample consisted of 475 college students, and results showed that the amount of evidence played a crucial role in jury decision-making. Specifically, as the amount of evidence increased, the tendency of the juror to find the defendant guilty increased as well. Contrary to what the author proposed, it was also found that the white defendant received significantly more guilty verdicts than the black defendant when less evidence was presented. Basis for the findings are discussed, and practical implications and future research directions are offered.

The purpose of this thesis is to study the influence of social, economic, occupational, cultural, educational, and demographic factors among African American communication professionals on their career choices. A quantitative research design was chosen for this research. The 300-member Black Caucus of the Speech Communication Association was chosen as the survey population. Each member was mailed a 17-item questionnaire. Of the 141 members who responded, 83 were African American; their responses were used in all data analyses. The major findings of this study are the following: (1) interest in or knowledge of the communication field was a significantly more important influence than job security, prestige, financial benefits, or social interaction with peers; (2) two-parent households increase the likelihood of success in college thereby increasing the likelihood of African American students choosing college teaching as a career; (3) African American role models and mentors have a strong influence on African American students and their career choices.

According to Alphonso Pinkney, religion has been important to black people. He writes: Religion has traditionally played an important role in the life of black Americans. The character of their religion is a reflection of their uncertain status in the larger society. Denied the opportunity to participate as equals in the religious life and other institutions of the larger society, black people organized their own religious denominations as a means of coping with the social isolation which they encountered. As the opportunities for social, economic, and educational advancement became feasible for the black however, he became less satisfied with his religion and began to look in other directions for finding religious satisfaction. It appears that a significant number of blacks who were dissatisfied with their affiliation with the black Protestant denominations turned to Catholicism. For the past quarter of a century, researchers have speculated over the reasons for blacks converting to Catholicism. Except in passing references in larger studies, little research of a sociological nature has been completed on the topic. Daniel F. Collins and Joe R. Feagin provide the two exceptions. Collins studied black converts to Catholicism in Durham, North Carolina; and attempted to understand their conversion through reference to characteristics of the black Protestant churches.2 Feagin traced the historical background of black Catholicism and then presented membership data for the years 19*1-7, 1957, and 196?, indicating dramatic increases in numbers of black Catholics. Lacking attitudinal data, Feagin speculated that four explanations might be employed in understanding black adult conversion: "... the educational, status, ritual, and civil rights attractiveness of the American church ..." Using Feagin1s perspective, the author will attempt to provide a greater understanding of why black conversion to Catholicism occurs. More specifically, the researcher will attempt to determine whether conversion to Catholicism is related to social status strivings, viewing parochial educational systems as being more likely to provide integrated schooling and high quality education, preferring the more formal ritualistic worship service found in the Catholic church, and viewing the Catholic church and clergy as being more helpful in the civil rights cause.

While schools in America are becoming more culturally diverse, the majority of first-year teachers continue to be white females. Although mentoring has proven to be an effective means of supporting first-year teachers, little research has been done that specifically addresses the first-year, white, female teacher’s perceptions of her mentoring needs in teaching students of color. This qualitative research study examined the experiences of eight, first-year, white, female teachers teaching students of color in a large culturally diverse school district in Texas. Data were gathered over a period of 12 weeks. The participants’ responses were collected through individual interviews, focused group interviews, and journal responses to five open-ended sentence stems. This research is an “attempt” to examine these participants’ experiences because although multiple attempts were made to engage the participants in substantial discussion about their mentoring needs specifically related to being white teachers working with students of color, the participants would not participate at depth in conversations about race or culture. They did, though, discuss some of their mentoring needs, which were consistent with the already existing literature on first-year teachers and their mentoring needs. Three themes however, emerged. They were the context of mentoring, evident mentoring needs, and critical unrecognized mentoring needs. In the context of mentoring, the participants’ mentoring experiences were examined. In the second theme, the participants’ recognized mentoring needs were discussed. These included the participants’ need for support in basic teaching skills and in managing their many emotions during this time. The third theme highlighted the critical and unrecognized needs of these first-year teachers to have an understanding of their own racial identity and how this affects their responsiveness to the cultures of their students. Recommendations were made for policy and practice so that pre-service teachers are fully prepared to think and behave in ways that will meet the needs of a diverse population of learners. These recommendations should be considered by all teachers. Here, I specifically made recommendations that would benefit the population that was the focus of this study, that of white first-year teachers who teach in culturally diverse classrooms.