The purpose of this article is to discuss issues germane to high-conflict divorce and separation when children are involved. It explores the negative effects of divorce on children and the parental relationship as well as the impact of the adversarial nature of the family court system in the process of high-conflict divorce. Parenting coordination is presented as a new, multifaceted co-parenting intervention to help resolve pre- and postdivorce issues relative to the new family dynamics. Implications for mental health professionals as parenting coordinators are outlined, and suggestions for further research are provided.

This case study explores the degree to which the number of court motions changed 1 year after parenting coordination was implemented with high-conflict co-parenting couples and examines the parents' demographic profile. Findings indicate a reduction of approximately 75% in child-related court filings, as well as a 40% decrease in other motions, resulting in a decrease of 50% in all motions filed, thus saving these once high-conflict couples, and the court, significant time and resources. The diverse demographic profile illuminates training and research implications regarding the use of parenting coordination as an intervention for high-conflict co-parenting couples.

White undergraduate students matriculating at an HBCU express less overt evidence of social adjustment barriers than Black students at predominantly White institutions. Although White students reported a sense of under-representation, they reported no direct experiences of overt racism and reported good relationships and strong support from HBCU faculty. Differences between the social adjustment experience of White undergraduate students and a similar study of White graduate students are discussed. Student affairs practitioners are challenged to consider racial-consciousness raising cocurricular and curricular educational programs that can assist White students in enriching their "temporary minority" experience. The eight student participants averaged 19 years of age and (with one exception) had attended the HBCU for at least one year. Data were gathered through focus groups, a Racial Identity Scale and a Faculty Support Scale.

This article explores unique issues regarding the effects of hip-hop culture on the identity development of young Black female college students. Through the lenses of womanist and Black feminist perspectives, the intersecting impact of race and gender are reviewed within the context of the competing influences of hip-hop on Black female identity. Implications for college and university student development practitioners are offered, and recommendations for further research are provided.

Black women's participation in postsecondary education appears to have improved drastically because they are outpacing many other minority cultural groups (i.e., Black men, Hispanic men and women, Asian men and women, etc.) in terms of college enrollment and completion rates. However, when compared to White men and women, it is obvious that there are a variety of factors that continue to perpetuate Black women's underrepresentation and attrition in higher education. This article examines some of the psychosocial issues that diminish the psychological and physical health of young Black college women and impede their success in college. Black feminist thought provides a theoretical framework that elucidates the interconnectedness of race and gender issues faced by today's Black college women. Implications for Student Affairs practice are discussed and recommendations for further research are offered.There is a significant body of contemporary research that illuminates the enrollment disparity between Black men and women in college. A great deal of this research provides statistical evidence that Black women are outpacing their Black 137