Historically and contemporarily, popular discourses have pathologised Black mixed-race men as the embodiment of a 'clash of cultures'. In centring the voices of Black mixed-race men in the UK and the US, this article offers a refutation to these discourses. With a specific focus on secondary schooling, the article draws upon accounts from semi-structured interviews in order to demonstrate how Black mixed-race men perceive their families to offer a source of strength and support. In order to understand how the family supports Black mixed-race men in overcoming the challenges posed by a hostile, 'post-racial' white supremacist environment, I develop a conceptualisation of 'post-racial' resilience. Through this concept, I highlight the creative and innovative ways Black mixed-race men and their families respond to the lived realities of pervasive racial inequities that are occluded by 'post-racialism'. The article considers the role that parents play in three inextricably linked aspects of Black mixed-race men's lives: schooling, identity formation, and experiences of racism.

Journalism b Mass Communication EducatorResearch seeks contributions that support a community of faculty and student discovery; the acquisition of knowledge and skills; and their creative application to issues of import, both within and beyond classroom and Web site. The journal focuses on learning and teaching, curriculum, educational leadership, and related exploration of higher education within a context of journalism and mass communication. Submissions may draw from a variety of theoretical approaches and methodological perspectives and should introduce readers to new questions, new evidence, and effective educational practices.Scholarship is encouraged that is grounded in knowledge about the complexity of learning and respectful of student needs for multiple paths toward understanding; rooted in the disciplinary content of the professional and academic specialties we ask our students to master; and cognizant of the discipline's long-standing commitment to the arts of liberty, not through vague aphorisms, but as solutions to educational, civic, and public needs. SPRING '07This study explored the effectiveness of the Accrediting Council on Education in Journalism and Mass Communications' diversity standard from 1989 to 2002. Although this standard, known as Standard 12, had the most Ron-cornpliances, the findings credit the standard for increasing non-white and female faculty and students in accredited journalism units. The findings also credit the standard for the development of courses that focus on issues pertaining to women and non-whites in journalism. But the study also concluded that stronger enforcement and additional strategies were needed to fully achieve diversity in journalism and mass communication education.

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