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This study examined whether a relationship exists between religious orientation as a therapy intervention and the degree of depression, coping behavior and self-esteem among African American adults. In addition, the relationship and predictive power of selected religious and socio-demographic variables and religious orientation as a therapy intervention were studied. African American adults were randomly selected to participate in this empirical study. Age had a significant independent effect on intrinsic religiosity and extrinsic religiosity and a linear relationship was found between extrinsic religiosity and the seven demographic predictor variables at the .05 level of significance.

The purpose of this study was to investigate the perceptions of faculty, staff, and residents regarding the town-gown relationship on the sustainability of the African American communities as it related to educational benefits, home ownership, employment and job training, earning potential, and graduation rates. A survey design was used to collect and analyze the data. The one-way of analysis of variance and the Scheffe' Multiple Comparison Test were used to analyze the data. The findings from this study indicated that in general, faculty, staff, and residents exhibited similar perceptions regarding the town-gown relationship on the sustainability of the community with respect to graduation rates, educational benefits, and employment and job training, and it appeared that the earning potentials of African American communities perceived that town-gown relationships had been more effective in increasing the earning potentials in the community than did the university staff members. Data suggested that faculty members perceived that the town-gown relationship had been more effective in enhancing home ownership in the community than staff members'.

The purpose of this study was to examine the influence of teacher's cultural stereotypical beliefs on the academic performance of African-American males. The population for this study consisted of 96 middle school reading and mathematics teachers from middle schools located in urban school districts in Southern and Midwest sections of the United States. A questionnaire was developed to gather the data. The data revealed any attempt to predict the reading achievement scores of African-American male students should include teachers' cultural stereotypical beliefs components of blaming the victim, oppression, pseudoscience, temporal changes, educability, and heterodoxy. These factors account for 25 percent of the variance in reading achievement scores.