Unique Characteristics, Leadership Styles, and Management of Historically Black Colleges and Universities

Historically Black colleges and universities play a significant role in our nation's higher education system. Currently, there are 105 historically Black colleges operating in the United States. Over the years there have been many challenges for these institutions. Given the importance of these institutions, the purpose of this article is to explore and understand the leadership styles and management of the institutions and provide insight into how they might adapt their leadership styles to ensure that they not only survive but prosper. This article also highlights strategies suggested by former presidents of historically Black Colleges to ensure educational opportunities for African-American students and others.     

Group size regulates self-assertive versus self-deprecating responses to interpersonal competition

The current study examined the hypothesis that group size can influence whether children display self-assertive versus self-deprecating responses to interpersonal competition, especially under stress. Twenty same-sex play-groups (N = 120) of 9- to 10-year-old children played a competitive game in groups and in dyads. Stress was induced by causing some of the children to lose the game and watch as their opponents received psychological and material rewards. Results demonstrated that both the dynamics of the game and individual reactions to stress varied consistently as a function of the social context. Individuals displayed more assertive behaviors in groups than in dyads. In contrast, individuals exhibited more self-deprecating behaviors in dyads than in groups. Given that under naturalistic conditions males are more likely than are females to interact in groups and females are more likely than are males to interact in dyads, group size provides one possible mechanism for the development of sex differences in self-assertive versus self-deprecating behaviors.     

A study of auditory preferences in nonhandicapped infants and infants with Down's syndrome

11 infants with Down's syndrome (MA 9.2 months, CA 12.7 months) and 10 of 11 nonhandicapped infants (MA 9.6 months, CA 9.3 months) demonstrated that they could operate an automated device which enabled them to choose to listen to 1 of a pair of auditory signals. All subjects showed preferential responding. Both groups of infants showed a significant preference for nursery rhymes sung by a female voice rather than played on musical instruments. The infants with Down's syndrome had much longer response durations for the more complex auditory stimuli. The apparatus provides a useful technique for studying language development in both normal and abnormal populations.     

Faculty at Mid-Career: A Program to Enhance Teaching and Learning

While the number of mid-career faculty currently in U.S. higher education is significant, professional development programming that addresses the teaching and learning issues of this population has not been a priority. This article describes the Mid-Career Teaching Program (MCTP) and presents data that assesses its impact on participants' professional and personal lives. Survey and interview results indicate positive changes in teaching behaviors and knowledge as well as an increase in teaching satisfaction and confidence. Faculty also reported that MCTP renewed their energy and enthusiasm and positively impacted their life outside of the academy.