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Do varying racial and social school mixtures significantly relate to self-esteem of black and white fifth-grade pupils? The purpose of the present study was to examine several facets of this question. Interrelationships were studied among pupil's self-esteem and the following demographic variables: school's racial composition, pupil's sex, pupil's socioeconomic status, and school's socioeconomic composition. The author takes the position that pupils' attitudes are just as important, if not more important, than scholastic achievement, particularly where attitudes are studied in relationship to school's and pupil's racial and socioeconomic groupings. Self-esteem was measured by 47 items from the Coopersmith Self-Esteem Inventory and six items from the Equality of Educational Opportunity Survey. Two samples were employed. Data were analyzed for 2753 white subjects from 72 schools throughout Pennsylvania. The samples were drawn from a larger Pennsylvania Department of Education state assessment sample of 20,000 subjects from 355 elementary school buildings throughout Pennsylvania. Data were collected in the fall of 1969. The results of this study have implications for pupils' assignments to buildings, as well as implications for the selection of teachers, the allocation of resources, and the offering of special programs. (Author/JM)

Do varying racial and social school mixtures significantly relate to self-esteem of black and white fifth-grade pupils? The purpose of the present study was to examine several facets of this question. Interrelationships were studied among pupil's self-esteem and the following demographic variables: school's racial composition, pupil's sex, pupil's socioeconomic status, and school's socioeconomic composition. The author takes the position that pupils' attitudes are just as important, if not more important, than scholastic achievement, particularly where attitudes are studied in relationship to school's and pupil's racial and socioeconomic groupings. Self-esteem was measured by 47 items from the Coopersmith Self-Esteem Inventory and six items from the Equality of Educational Opportunity Survey. Two samples were employed. Data were analyzed for 2753 white subjects from 72 schools throughout Pennsylvania. The samples were drawn from a larger Pennsylvania Department of Education state assessment sample of 20,000 subjects from 355 elementary school buildings throughout Pennsylvania. Data were collected in the fall of 1969. The results of this study have implications for pupils' assignments to buildings, as well as implications for the selection of teachers, the allocation of resources, and the offering of special programs. (Author/JM)

The objective of this study is to do a cross-cultural study to determine the similarities and differences between social media influence on self-esteem and body image among Black, White, and Hispanic women. Previous research has taken a narrow view of how social media influences body image and self-esteem and whether these influences are comparable in Black, White, and Hispanic women is not clear. I will compare social media use scales, body addiction scales and a self-esteem scale to compare social media influence in Black, White, and Hispanic women. Based on previous research I anticipate that Black women will report more positive body image compared to Whites and Hispanic women. I expect that social media addiction will be negatively associated with self-esteem. While Hispanic women will report higher sociocultural attitudes towards appearance than White and Black women.

The objective of this study is to do a cross-cultural study to determine the similarities and differences between social media influence on self-esteem and body image among Black, White, and Hispanic women. Previous research has taken a narrow view of how social media influences body image and self-esteem and whether these influences are comparable in Black, White, and Hispanic women is not clear. I will compare social media use scales, body addiction scales and a self-esteem scale to compare social media influence in Black, White, and Hispanic women. Based on previous research I anticipate that Black women will report more positive body image compared to Whites and Hispanic women. I expect that social media addiction will be negatively associated with self-esteem. While Hispanic women will report higher sociocultural attitudes towards appearance than White and Black women.

“Many believe that we, in this century,” writes Ethel Rosenberg, “ are witnessing the dawn of a new spiritual epoch or era. A renewal of the Spirit is making itself felt in the Churches and in the religious and social life of all lands. This is in harmony with the teachings of the Bahais, and of their Great Leaders, now represented by Abdul Baha the ‘Servant of God,’ known to the outside world as Abbas Effendi. Once again, the Light is shining forth from that land which may indeed be called the Holy Land: for have not its valleys and hills been trodden from the beginning by the feet of those great Messengers inspired of God—Abraham, Elijah, and last and greatest, Jesus of Nazareth? Is it strange that once more in this century of ours, in this ‘cradle of the race,’ those that were sitting “in darkness have seen a Great Light,” the light of the Sun of Righteousness that rises with healing in his wings?”<br><br>Ethel Jenner Rosenberg (1858-1930) was a prominent British Bahá’í, having been introduced to the Bahá’í Faith in 1899 by Mary Thornburgh-Cropper. She published two booklets on the Bahá’í Faith, of which “A Brief Account of the Bahai Movement” was one. She also presented a paper on the Bahá’í Faith at the International Congress for the History of Religions in 1908. She assisted Laura Clifford Barney in compiling Some Answered Questions and Lady Blomfield in compiling Paris Talks. She began to learn Persian and assisted Shoghi Effendi, the Guardian of the Bahá’í Faith, in translating the Hidden Words of Bahá’u’lláh. She was described by Shoghi Effendi as ‘England’s pioneer worker’. (Introduction by Nicholas James Bridgewater)