The level of emotional distress and the impact of stress and personal resources on distress were examined among 149 youths aged 14-23 who tested seropositive for the human immunodeficiency virus (HIV+). These HIV+ females and males (the males were predominantly gay and bisexual) were relatively healthy (M T cells=516; 17% T cells >200; 3.8 physical symptoms in the previous three months) and reported levels of emotional distress and self-esteem similar to uninfected adolescents. Youths experienced about three stressful life events in the previous three months, primarily death/illness of friends and violent crimes. Youths were less likely to utilize self destructive, avoidant, and depressed coping styles in contrast to taking positive actions. Social support from parents, friends, and romantic partners was high, but these support persons often engaged in sexual and substance use risk acts. Controlling for youths' physical health status, increased emotional distress was associated with significantly lower self-esteem, higher stress, and negative coping styles. Social support did not mediate emotional distress among HIV+ youths.

This article traces developments that followed warnings in the 1980s that tests used for admission to teacher education or for licensure may prevent or discourage capable African Americans from entering into teaching. With this alleged detrimental effect of teacher testing still an issue, the reported study used the evaluations of a group of elementary student teachers by their university supervisors and the student teachers' scores on the Pre-Professional Skills Test (PPST) to examine the impact on the teaching effectiveness of newly licensed teachers that might be predicted to result if a PPST cutoff score is raised by one point. The findings of the study are placed in a context of possible tradeoffs in raising basic skills cutoffs for teacher licensure, especially certain negative tradeoffs related to participation of African Americans in teaching.

No abstract

In a study designed to examine the relationship between acculturation and achievement scores of African American college students ( N = 170), an unexpected phenomenon emerged. Twenty percent of the sample provided false information on the release of information forms (e.g., false names and false identification numbers), blocking access to their SAT scores and educational records. We labeled this unexpected phenomenon False Information Behavior (FIB). The FIB group reported higher SAT scores, included significantly more men than women, and differed significantly by major ( p = .034), with more majors in business (46%). FIB and its implications are discussed in relation to its historical and social antecedents from achievement and intelligence research fraught with negative portrayals of African Americans.

No abstract