The presence of African American women at predominantly white institutions is one of historical relevance and continues to be one of first, near misses, and almosts. Individually and collectively, African American women at PWIs suffer from a form of race fatigue as a result of being over extended and undervalued. The purpose of this article is to present the disproportionate role African American women assume in service, teaching, and research as a result of being in the numerical minority at PWIs. Information is presented to provide an overview on racism in the academy, images and portrayals, psychosocial, spiritual, and legal issues for African American women faculty. Finally recommendations are presented to assist African American women faculty, and administrators, colleagues, and students at PWIs to understand and improve the climate at their institutions.Keywords African Americans . Women . Faculty . Academe . Black women faculty . African American women faculty at PWIs Individuals of African descent represent a unique group who hold a specifically differentiated place in history throughout the world and, in particularly in the United States (i.e., African Americans) because of slavery and its subsequent effects. Within the last century African Americans were systematically barred from full and equal participation in larger society, the classic blues and jazz had not emerged as the defining forms of American music, "separate but equal" was the institutional law of the South and the de facto law of the land, racist "sambo" images of blacks proliferated in advertisement (Gates and West 2000), the portrayal of Black women as mammies (Collins 2000) and men as studs, and stereotypical images as hypersexed deviants were prevalent. Despite these circumstances and negative portrayals African Americans are a composite of cultural richness and entertainment genius,

College students with disabilities who are lesbian, gay, bisexual, or transgender (LGBT) represent diverse cultural minorities with multiple service needs involving disabilities, identities, and adjustment strategies. These students are usually accommodated in the college environment because of their disability while simultaneously marginalized based on their sexual orientation. This article discusses LGBT college students with disabilities as multiple cultural minorities with a focus on educational environments, institutional issues, and strategies for university personnel. © 2002 Wiley Periodicals, Inc.Lesbian, gay, bisexual, and transgender (LGBT) persons have received increasing attention in the published literature in various disciplines such as professional psychology, including school psychology (Baker & Campbell, 1998), student affairs (Wall, Washington, Evans, & Papish, 2000), and rehabilitation counseling (Harley, Hall, & Savage, 2000;Stuart, 1994). However, the published empirical research pertaining to these populations remain sparse (Fontaine, 1998). A further review of the literature reveals a more dismal picture of the limited attention to and inclusion of sexual minority college students with disabilities. One can assume that LGBT students are present, in similar proportions, among students with disabilities as in other populations of students. However, "it seems that university systems have often dissected minorities" in such a way as to indicate that "LGBT persons belong in one place and persons with disabilities in another" (Underhile & Cowles, 1998, p. 173). Conversely, Harley et al. emphasized that sexual orientation and disability must be perceived as interconnected rather than as parallel occurrences because there is clearly reciprocity of influence. On some college campuses, LGBT persons comprise a significant minority group, and receive considerably less attention and limited services than do other groups . According to the American Psychological Association, one in six college students is lesbian, gay, or bisexual (cited in Sherrill & Hardesty, 1994). Given this figure, "it makes good sense for colleges and universities to respond to this sizable market" (Sherrill & Hardesty, 1994, p. 6).The purpose of this article is to discuss LGBT college students with disabilities against the backdrop of being members of multiple cultural minority groups. Primarily, the focus is on college rather than high school students. The reason for this is that the literature gives relatively more attention to adolescents (e.g., Bullock, Gable, & Ridky, 1996;Henning-Stout, James, & Macintosh, 2000;Lipkin, 1999;Baker & Campbell, 1998;Tharinger & Wells, 2000), and LGBT college students with disabilities have been relegated to a status of invisibility (Underhile & Cowles, 1998). Because of this paucity of literature about sexual minority students in higher education, a discussion of the following components is presented (a) levels of awareness of sexual minority issues; (b) perspectives on disability and sexuali...

Race, class, and gender are social, political, economic, and cultural constructs that describe the posifionalities of people. How these constructs are defined depends on the status occupied by individuals and the individual, institutional, and societal status of the individuals who have the power to construct hierarchies. The authors examine the intersection of race, class, and gender and the dimensions of oppression and discrimination in counseling. Historical and contemporary dimensions of racism, misogyny, and classism are presented.La Raza, clase social, y el genero son construcciones sociales, politicas, economicas, y culturales que describen las posicionalidades de la gente. La definicion de estas construcciones depende de la posicion social ocupada por 10s individuos e instituciones que tienen el poder de construir estas jerarquias. Los autores examinan el cruce de la raza, la clase, y el genero y las dimensiones de la opresion y la discriminacion en la consejeria. Las dimensiones historicas y contemporaneas del racismo, la misoginia, y el clasismo se presentan.ace, class, and gender are a constellation of positionalities (e.g., social locations) that classify, categorize, and construct the social value that is R assigned to individuals according to various components (e.g., beliefs, concepts, and structures that define social practice). This constellation of positionalities legitimizes either indignities or privileges (Robinson, 1999) depending on whether one is on the margin of society (e.g., people of color, women, poor) or at the core (e.g., White, male, middle and upper class) of society. Positionalities "possess rank, have value, and are constructed hierarchically, particularly those that are visible and discernible" (Robinson, 1999, p. 73). Members of the dominant culture (e.g., White, male, and middle and upper classes) are the framers of the constitution, bearers of power, and developers of policy. The dominant culture quickly acquired an expansionist mode and began "spreading a suffocating blanket of White domination over almost all the other peoples of the globe" (Bonacich, 1992, p. 104).It is clear that this behavior signifies the effort of the dominant racial and social class to maintain a viable position in the balance of power and profit. The economic, political, social, and racial crises of the dominant class continue to be borne by people of color, the working poor (e.g., individuals who have jobs but do not earn enough money to support their family), and women. Women of color learned as early as childhood that race and gender discrimination would be a part of their lives (Higginbotham, 1992). It is unmistakable that the individuals who have power dictate the distribution of economic resources, the marginalization and exclusion of whole cultures of people, and the devaluation of women.Economically, people of color and women make up the majority of the adult population in the federally defined poverty class (McCormick, 1994). The majority of women remain concentrated in gender-segregated, ...

This article proposes specific multicultural rehabilitation competencies and standards that define a professional culturally competent rehabilitation counselor. Cross-cultural skills are based on three characteristics across three dimensions: beliefs and attitudes, knowledge, and skills. Explanatory statements operationalizing each competency area are offered. In reinforcing the need and rationale for a multicultural perspective in rehabilitation counseling and rehabilitation education programs, the authors urgently appeal to the leadership of professional rehabilitation organizations to infuse multiculturalism throughout their organizations. Specific recommendations toward endorsement of the proposed competencies are set forth.