There is an extremely low percentage of minority faculty in the IS field. This global trend is highly conspicuous--a minority of blacks compared to a majority of white academics in England, a minority of Aborigines compared to a majority of white academics in Australia, a minority of blacks compared to a majority of white academics in Canada, and for the purpose of our study, a minority of Native American, Hispanic American, and African American academics compared to a majority of white academics in the United States. Between 1995-2000, not only do AACSB reports indicate a continuous decline in minority business doctorates, but the accreditation body reports that the IS discipline shows a significant under-representation of minority faculty. In this study, we argue that mentoring under-represented groups in the discipline offers the field a myriad of avenues to change the "face" of the classroom and reduce this gap. We examine the absence of racioethnicity and mentoring in the IS field and offer lessons learned from The Ph.D. Project Model for engendering change and mentoring within the IS community. Using data from a six-year period, we discuss diversity issues, lessons learned, and recommendations from mentoring a group of under-represented IS doctoral students.

The Graduation, Reality, and Dual‐role Skills (GRADS) home economics program helps at‐risk pregnant/parenting teens graduate from high school, set life goals, and feel empowered. The major purpose of this research was to ascertain if female GRADS students differed from nonpregnant/nonparenting female teens on types of goals seen as most important, goal orientation, and locus of control. Comparisons were made among GRADS students in the program for 1 year or more, GRADS students new to the program, and a group of English class female students who were neither pregnant nor parenting. Data were analyzed from 151 females at eight New Mexico sites. There were significant differences regarding most important goals, but no significant differences in goal orientation or locus of control among the three groups. Pregnant and/or parenting teens were more like their nonpregnant/nonparenting peers than different. The differences in goals appeared to reflect different priorities.

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School health teams have worked tirelessly to provide services and support children and young people. Now, as they are beginning to return to school, it is important to prepare to address other difficulties that they may be experiencing.

With the changing demographics of the American workforce, the National Science Foundation, along with the U.S. Department of Commerce, has highlighted the shortage of minorities in information technology (IT) careers (http://www.ta.doc. gov/Reports/itsw/itsw.pdf). Using data from a 6-year period and the psychology Involvement-Regimen-Self Management-Social (IRSS) network theory as defined by Boice (1992), we discuss lessons learned from mentoring a group of Information Systems doctoral students who are members of a pipeline that can potentially increase the number of underrepresented faculty in business schools and who made conscious decisions to renounce the IT corporate domain. While our lessons speak to the need for more diversity awareness, we conclude that effective mentoring for underrepresented groups can and should include faculty of color (though limited in numbers) as well as majority faculty who are receptive to the needs and cultural differences of these student groups. Lastly, we draw on the work of Ethnic America to provide additional insight into our findings that are not offered by IRSS network theory.