The current work presents exploratory research findings concerning African American students’ attitudes toward online learning. The Online Tutoring Attitudes Scale (OTAS; Graff, 2003) was administered to 124 African American students in a positive youth development program. Findings suggest that African American students’ attitudes toward computers are inconsistent with their attitudes toward online learning. African American students reported positive attitudes toward computers; however, their attitudes reflected anxiety, lack of confidence, and little use for online learning experiences. Implications of this research are relevant to educational interventions, academic achievement, and technological advancement with respect to underrepresented populations.

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The current project describes themes emerging from a set of focus groups with 20 Latina mothers (aged 25 to over 45) who reflected on the transition to adulthood for their daughters. As community stakeholders residing in a large city in the Southern USA, these mothers shared their perspectives and advice on supporting adolescent girls during the transition to adulthood. Qualitative coding revealed four key aspects of the transition that were important to these mothers: ethnic identity, involvement of others, communication with daughters, and individual personality characteristics. We discuss their reflections with regard to the development of more culturally relevant programs for Latina girls coming of age within the USA context.