Editor's Comment

As we begin this 74th volume year of The Journal of Negro Education (The JNE), we mark 74 continuous years of publishing articles and reviews on the theme of "issues incident to the education of Black people." Next year we will proudly celebrate three quarters of a century or our 75th year of publishing. The JNE staff and editorial board are consistently evaluating new ways of providing a meaningful and quality journal to our readership and constituency. For example, just recently, starting with the summer 2004 issue, we began to print the cover photo of the Journal in color. We will continue to give color to the cover in most if not all instances. In addition, the Journal now provides the entire bibliographic note on the title page of each article. This is helpful for persons who carry out research as well as for professors and students of college courses who wish to document articles for instructional purposes or for term papers respectively. For those who subscribe to The Journal of Negro Education, you have noticed that starting with the fall 2004 issue, we began to wrap the Journal in a transparent, plastic, protective cover to prevent damage during the mailing process. Although we have increased the subscription cost, just moderately from time to time, we still remain far below the individual and institutional cost of most comparable journals in education and/or Black studies. We are also pleased to note that The JNE's subscription count has increased 41% since the summer 2004.

This current winter issue contains seven articles on an array of topics: (a) Christopher G. Robbins addresses "Zero Tolerance and the Politics of Racial Injustice," (b) Festus E. Obiakor and Floyd D. Beachum discuss "Developing Self-Empowerment in African American Students Using the Comprehensive Support Model," (c) Marc D. Clark and Roberta B. Hollander focus on the topic of "Addressing Equity in Health Research: Applying a Democratic Education Framework for Social Justice," (d) Nancy Bertaux and Michael Washington explore "The Colored Schools of Cincinnati and African American Community in Nineteenth-Century Cincinnati, 1849-1890," (e) Alfred P. Rovai and Louis B. Gallien, Jr. provide empirical research outcomes on "Learning and Sense of Community: A Comparative Analysis of African American and Caucasian Online Graduate Students," (f) Barbara F. Tobolowsky, Charles L. Outcalt, and Patricia M. McDonough report research findings on "The Role of HBCUs in the College Choice Process of African Americans in California," and (g) Edith Samuel and Njoki Wane present findings from a qualitative study on the title of "Unsettling Relations: Racism and Sexism Experienced by Faculty of Color in a Predominantly White Canadian University."

The upcoming spring 2005 issue will be a special focus issue; it will feature several articles on the early education and one-room schoolhouses of African Americans, during the late 1800s and early 1900s. This issue will also highlight some of the African American women who pioneered the educational development of Black children and youth during this historical period. Moreover, the spring issue will feature the publication of Howard University School of Education's 2004 Charles H. Thompson Lecture by Dr. LaRuth Hackney Gray.

Frederick D. Harper

Editor-in-Chief

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