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This study measures the use of media for sports information among African American student athletes. Television was indicated as the primary source of sports information by about one third of the target group, whereas newspapers were used much less as a source. About one fourth got their information from multiple sources. A somewhat unexpected finding was the limited use of sports radio as a source. Female respondents used media less frequently for sports information compared to male athletes.

In the public school systems of America, what gets attention is that which is trending at any given time. However, one trend that seems to be maintained (while piles of money are made off fads and mostly worthless professional developments) is that Black children are at the bottom of all of the tiers that are measured. Although Afrocentric education has received largely negative press from the mainstream, no argument can be defended against the notion of designing an education that is centered on the needs of those children who come from communities that have been intentionally disorganized by America (and Europe) for many years. Much is known about the problems that have come from the aforementioned historical happening, yet little is known about solutions such as Afrocentric education. This article presents a profile of an Afrocentric teacher who is dedicated to educating the children in his community. Findings include the need to focus on teacher transformation as opposed to students simply learning the Three Rs.

This article aims to contribute to the debate about Black-White educational achievement and engagement by investigating how the academic ethic is configured for White and Black students and which variables are significantly related to GPA. Students at a medium-size state university in the Southeast were surveyed concerning their attitudes and behaviors about learning. A variety of factors were assessed for their influence on GPA, and students who possessed an "academic ethic" were more likely to have higher GPAs. A higher percentage of Blacks had an academic ethic than Whites, but Blacks also had lower GPAs than Whites. Regression models with GPA as the dependent variable were different for Blacks and Whites. Implications for future research will be discussed.

The Critical Black Studies Reader is a ground-breaking volume whose aim is to criticalize and reenvision Black Studies through a critical lens. The book not only stretches the boundaries of knowledge and understanding of issues critical to the Black experience, it creates a theoretical grounding that is intersectional in its approach. Our notion of Black Studies is neither singularly grounded in African American Studies nor on traditional notions of the Black experience. Though situated work in this field has historically grappled with the question of «where are we?» in Black Studies, this volume offers the reader a type of criticalization that has not occurred to this point. While the volume includes seminal works by authors in the field, as a critical endeavor, the editors have also included pieces that address the political issues that intersect with – among others – power, race, class, gender, sexuality, religion, place, and economics.