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College students’ alcohol consumption remains a significant concern for colleges and universities. However, most research overwhelmingly utilizes White samples from predominantly White universities, limiting knowledge of African American students’ drinking behaviors on historically Black campuses. This study examined alcohol usage among African American college students by investigating relationships between alcohol consumption and positive and negative expectancies as well as self-efficacy. A convenience sample of 282 students was used. The Alcohol Use Disorders Identification Test (AUDIT) measured alcohol consumption and identified individuals whose consumption created hazardous drinking patterns. Alcohol expectancy was measured by the Alcohol Effects Questionnaire (AEQ), and the Spheres of Control Scale measured self-efficacy. Students in this sample tended to believe that alcohol consumption was linked with more negative than positive alcohol expectancy beliefs. Alcohol expectancies, specifically positive expectancies, appeared to play a significant role in predicting alcohol consumption. There was also a positive relationship between positive expectancies and alcohol consumption. Despite these results, our regression model was only able to account for about 20% of the variance (r2 = 0.187). These findings are important in developing prevention and intervention programs to address the pervasive and critical social ills and reduce alcohol consumption among African American college students.

Project CALIPSO was an interdisciplinary personnel preparation project for speech-language pathology and school counseling graduate students.. A primary focus of the project was preparing scholars to serve children with communication disorders and concomitant challenges in areas such as social-emotional development and behavior. Shared coursework, collaborative clinical experiences, and other activities were used to prepare the scholars to address the needs of children with disabilities as well as design and deliver services to parents and teachers to increase the likelihood for optimal child outcomes. Through this collaborative model, scholars were guided to consider the whole child and were provided specialized opportunities to develop holistic approaches to supporting children with disabilities.

This heuristic inquiry illuminates experiences of racism and sexism among Black women with doctorates at one predominantly White institution (PWI) and one historically Black college/university (HBCU). A concise literature review is provided, followed by a summary of the processes and phases of heuristic inquiry. The researchers generated new knowledge regarding the use of the honorific “Dr” among members of the target population. The team conducted individual, semi-structured interviews with 12 Black women with doctorates at one PWI and one HBCU. In addition to racism and sexism, ageism also emerged as a central theme from the analysis.