An erroneous assumption is often made that Black men, one of the most stereotyped groups on college and university campuses, all share common experiences and backgrounds. Using Celious and Oyserman's (2001) Heterogeneous Race Model as a conceptual framework, we explored within-group differences among Black male undergraduates at three private institutions. Data collected from 39 participants reveal insights into the origins and characterizations of diversity among Black men, as well as the stereotypes, competition, and social distance associated with racial heterogeneity. Implications for Black male solidarity on campuses where few are enrolled and expanding conceptualizations of interacting "across difference" are offered at the end of this article.

The present research examines how Whites employ strategic colorblindness-the strategic assertion that race should not and/or does not matter-in interracial interactions, and how stereotype threat and concern about non-Whites influence the use of this conversational technique. Because colorblindness can be egalitarian or anti-egalitarian (Knowles, Lowery, Hogan, & Chow, 2009), one must define colorblindness in order to understand how it is employed. Two studies provide evidence that both concerns that racial categorization harms non-Whites and concerns with appearing racist affects the use of strategic colorblindness. Study 1 uses field observations to explore the content of spontaneous colorblind statements and their relationship to stereotype threat. Study 2 manipulates stereotype threat and concerns for non-Whites, revealing that each independently increases Whites' endorsement of strategic colorblindness relative to control conditions. This research highlights the importance of both studying interracial interactions in field settings and considering how definitions of diversity shape intergroup contexts.

Racial minority student persistence is of paramount importance to higher education policymakers and practitioners. This study was aimed at understanding racial differences in the direct and indirect effects of campus racial climate on degree completion using structural equation modeling techniques and a nationally representative sample. The findings of this analysis highlight the importance of examining conditional effects and indicate that students from disparate racial backgrounds may experience and react to their campus racial climates in different ways. Implications for research and practice are discussed.

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Background Educational attainment is associated with a plethora of positive economic and social implications for individuals, institutions, and the broader society. One factor that has been identified as an important predictor of students’ educational attainment is their educational expectations. Thus, understanding how educational expectations are shaped is important to comprehending how success can be fostered among students from diverse racial backgrounds. Purpose of the Study This quantitative study is aimed at understanding the process by which students from various racial backgrounds cultivate and reformulate their educational expectations during the high school years. Three research questions were explored in this study: (1) How do various academic and interpersonal factors directly affect students’ educational expectations? (2) How do academic and interpersonal factors indirectly affect students’ educational expectations via their self-perceptions? and (3) How do those effects vary across different racial groups? Populations and Participants The National Education Longitudinal Study (NELS) survey was first administered to students in the spring of eighth grade, and the first two follow-up surveys were administered in the spring of those students’ 10th- and 12th-grade years. Students who participated in the NELS surveys from the base year to the second follow-up (88:92) were included in the omnibus analysis, resulting in an overall sample size of 12,144. That sample was divided into Asian (n = 764), Black (n = 1,041), Latina/o (n =1,444), Native American (n= 399), and White (n = 7,626) subsamples, and a parallel analysis was conducted to allow for the comparison of effects across various racial subpop-ulations. Research Design Using a pretest-posttest design and structural equation modeling techniques, we created a structural model and examined how academic and interpersonal factors directly and indirectly, via self-efficacy and locus of control, influence students’ educational expectations. Particular attention is given to how those effects vary across racial subpopulations. Conclusions and Recommendations Relationships between the results of this inquiry and earlier studies are complex, with some of our findings confirming and some contradicting those of other researchers. The results of this analysis indicate that the process by which students formulate and reformulate their educational expectations during the high school years varies across racial groups. Recommendations for future research involve considering racial, gender, socioeconomic, and other differences in examining students’ educational expectations and outcomes. We also recommend that future research focus on understanding the reasons why such racial differences exist.