Using ethnographic data collected in the downtown nightlife of Athens, Georgia, we explore black males' responses to being rejected from nightclubs via dress code enforcement in predominately white settings. We contrast these responses to the general experiences of other black males who gained access. Although race is a factor in the enforcement of dress codes, we find a fluid relationship between race, class, and taste that influences black males' responses and experiences. We illustrate how the nuanced reality of lived racial and class experiences for many young black males problematize the narrow interpretation of a black cultural essence.Urban sociologists have long considered the interesting ways individuals in cities negotiate public space. Early studies examine the ways in which ecological boundaries impact social interaction (see e.g., Park and Burgess 1924;Park et al. 1925;Thrasher 1936;Drake and Cayton 1945) and the manner in which city living shapes individuals' personalities (e.g., Simmel [1903Simmel [ ] 1971Whyte 1955;Liebow 1967). More recent studies have considered how city dwellers "get along" on streets where heterogeneous populations interact (e.g.

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This literature review explores the sociocultural experiences of international graduate students in universities in the United States. In addition to the typical challenges faced by students going to universities in America, international graduate students undergo extra stress. Research has shown that students face issues such as negotiating the U.S. health care system, the pressures of competency in American English, balancing financial concerns, social connectivity, and anxiety due to isolation from family and friends. These factors place students at risk for developing health problems. Significant findings have indicated that institutions and students’ age play important roles in impacting students’ successful adjusting experiences even though the struggle for acculturation is a personal task. We organized our analysis and discussion around how to help graduate students to obtain sociocultural support and concluded with some suggestions on ways to address inadequacies within the institutional systems to make the schools welcoming for international students.

Myron T. Strong and K. Sean Chaplin on the liberatory potential of Afrofuturism.

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