ACRL News Issue (B) of College & Research Libraries C&RL News ■ September 2000 / 681 INTERNET RESOURCES D i v e r s i t y W e b s o u r c e s i n h i g h e r e d u c a t i o n L o o k in g a t o u r r ic h c u lt u r a l h e rita g e by Mae N. Schreiber, Donald R. Juedes, Elaina Norlin, Gloria Rhodes, and Ethelene Whitmire (members and friends of the ACRL Racial & Ethnic Diversity Committee) T his article identifies Web sources that in­ clude institutional vision on diversity is­ sues, recruitment of minority faculty, library organizations working to achieve diversity, and related issues. These Web sources are starting points for exploring diversity in higher education and looking at the rich cultural heri­ tage of various groups. Its intended audience is faculty, librarians, students, and anyone in­ terested in these issues. The criteria for Web inclusion are that sources be substantive and organized. Background Minority librarians and faculty at colleges and universities have tried to increase their num­ bers to reflect the diversity found in the Ameri­ can society. Some barriers to the recruitment and re­ tention of underrepresented groups are non- supportive work environments, high service expectations, and publications. According to one study, “. . . with the exception of the Asian American faculty only minor progress has been made with respect to representa­ tion of minorities between 1972 and 1989” in higher education.1 Currently the faculty breakdown from the Chronicle of Higher Education by race and ethnicity is: 91.7% White/Caucasian, 2.6% African American, 2% American Indian, 3.3% Asian American/Asian, 1% Mexican Ameri- can/Chicano, 1.3% other Latino, 0.4% Puerto Rican American, and 2% other.2 The num­ bers for minority librarians are a little more encouraging from the ALA. The breakdown of academic librarians is: 86.78% White, 5.87% African Americans, .57% American Indian/ Alaskan Native, 1.8% Hispanic, and 4.98% Asian Americans.3 Furthermore, only 9.9% of library school graduates are minorities. How can institutions be more inclusive to reflect the changing demographics of the new millennium instead of being stuck in the 1970s as our population is now about 26% minor­ ity? A ffirm a tive action/race relations These sites on affirmative action and race re­ lations express diverse and sometimes con­ Mae N. Schreiber is associate professor of bibliography at the Aubout tsrohta ehUniversity of Akron and the chair of the ACRL Racial & Ethnic Diversity Committee (1998-2000), e-maii.mae1@uakron.edu; Donald R. Juedes is resource services librarian for Art History, Classics, and Philosophy at the Milton S. Eisenhower Library, e-mail: djuedes@milton. mse.jhu.edu; Elaina Norlin is assistant librarian at the University of Arizona, e-mail: enorlin@bird.library.arizona.edu; Gloria Rhodes is the multicultural outreach librarian at California State University, San Marcos, e-mail: grhodes@coyote.csusm.edu; Ethelene Whitmire is a fellow at the University of Wisconsin at Madison SLIS, email: ewhitmire@facstaff.wisc.edu mailto:e-maii.mae1@uakron.edu mailto:enorlin@bird.library.arizona.edu mailto:grhodes@coyote.csusm.edu mailto:ewhitmire@facstaff.wisc.edu 6 8 2 / C & R L N e w s ■ S e p t e m b e r 2 0 0 0 tra stin g v ie w s s o w e c a n b e g i n t h e d ia lo g u e o f r a c e , a f f i r m a t i v e a c t i o n , a n d t h e u n d e r r e p r e s e n ta t io n o f m in o r itie s . T h e W e b s ite W h i t e h o u s e .g o v is in fo r m a tiv e in its c o v ­ e r a g e o f ra c ia l is s u e s , b u t t h e s ite c h a n g e s fr e q u e n t ly a n d t h e r e fo r e is e x c lu d e d . • A f f i r m a t i v e A c t i o n a n d C iv il R i g h t s ( U n i v e r s i t y o f C o l o r a d o ) . T h is site h a s lin k s t o a ffirm a tiv e a c t i o n a n d c iv il rig h ts s ite s , in ­ c lu d in g fe d e r a l c o u r t c a s e s , a r e s o u r c e list, a n d a n a ffirm a tiv e a c t i o n re v ie w re p o r t o f t h e P r e s id e n t o f th e U n ite d Sta te s a n d P r o p o ­ s i t i o n 2 0 9 . A c c e s s : h t t p :/ / w w w - l i b r a r i e s . C o lo ra d o . ed u/ p s/ gov /u s/ affact. h t m . • T h e A f f i r m a t i v e A c t i o n a n d D i v e r s i t y P r o j e c t : A W e b P a g e f o r R e s e a r c h . M an y v ie w s o n a ffirm a tiv e a c t i o n a r e e x p r e s s e d o n th is site, in c lu d in g t h e c h a n g in g d e fin itio n o f d is c r im in a tio n a n d t h e e c o n o m i c s o f a f­ firm a tiv e a c tio n . T h is s ite is a n a c a d e m ic r e s o u r c e a n d it p r o v id e s s c h o la r s , stu ­ d e n t s , a n d t h e i n t e r e s t e d p u b l i c w ith j o n s it e a rtic le s a n d th e o r e t ic a l a n a ly s e s , ' p o lic y d o c u m e n ts , c u rre n t leg is la tiv e u p ­ d a te s , a n d a n a n n o t a t e d b ib lio g r a p h y o f r e ­ s e a r c h a n d t e a c h i n g m a te ria ls. A c c e s s : http:// a a d .e n g lis h .u c s b .e d u / . • R a c e R e l a t i o n s I n s t i t u t e ( F i s k U n i v e r ­ s i t y ) . C h a rle s S. J o h n s o n , fo u n d e r o f F is k U ni­ v ersity R a c e R e la tio n s Institute, started a w o rld d ia lo g u e o n r a c e in th e 1 9 4 0 s . T h is W e b site in c lu d e s a r a c e r e la tio n s d ir e c to ry , m is s io n , h is to ry , sta ff, a n d lin k s t o o t h e r s ite s o n r a c e r e la tio n s . A c c e s s : h ttp :/ / w w w .fiskrri.o rg/ . L i b r a r y o r i n s t it u t io n - r e l a t e d T h e v is io n o f in s titu tio n s in c o r p o r a t in g d i­ v e rs ity is s u e s is im p o rta n t in a d d r e s s in g th e u n d e r r e p r e s e n ta t i o n o f m in o r ity fa c u lty . In iden tify in g th e u n d e r re p r e s e n ta tio n , w o r k c a n b e g i n o n t h e s o lu tio n . T h e s e s ite s in c lu d e t h e v is io n o f v a rio u s in s titu tio n s o n d iv ersity is s u e s , r e c ru itm e n t, r e t e n tio n a n d l e a d e r s h ip f o r m in o r ity lib ra r ia n s , lib ra ry o r g a n iz a tio n s w o rk in g o n d iversity issu es, a n d re s e a r c h fin d ­ in g s fo r lib ra r ie s a n d lib ra r y s c h o o l s t o in c o r ­ p o r a te . • A A C U U M D i v e r s i t y w e b . T h is d iv e r­ s ity W e b p a g e w a s d e v e lo p e d b y t h e A s s o ­ c i a t io n o f A m e r ic a n C o lle g e s a n d U n iv e r s i­ tie s a n d t h e U n iv e rs ity o f M a ry la n d in c o o p ­ e ra tio n w ith D iversity C o n n e c tio n s . It h a s links t o c o l l e g e s a n d u n iv e r s itie s w o r k in g t o in te ­ g ra te d iv e r s ity in to U .S . s o c ie ty . It in c lu d e s th e in s titu tio n a l v is io n , le a d e r s h ip , a n d s y s ­ t e m i c c h a n g e , re c r u itm e n t, r e t e n tio n , affir­ m a tiv e a c tio n , cu rric u lu m tra n s fo rm a tio n , fa c- u lty -s ta ff in v o lv e m e n t, s tu d e n t e x p e r ie n c e and d e v e lo p m e n t, d iversity r e s e a rc h , e v a lu a tio n , a n d im p a c t. A c c e s s : h ttp :/ / w w w .in fo rm .u m d . ed u/D iversityW eb/. • A m e r i c a n A s s o c i a t i o n o f U n i v e r s i t y P r o f e s s o r s . T h is s ite h a s lin k s to d iv ersity a n d a ffirm a tiv e a c t i o n is s u e s in h i g h e r e d u ­ c a t i o n in c lu d in g “T h e E d u c a tio n a l V a lu e o f D iv ersity ,” “B a k k e : Still B re a th in g , b u t B a re ly ," a n d “H o p w o o d a n d B e y o n d . ” A c c e s s : http:// w w w .a a u p .o r g / a a c n tn ts .h tm . • A m e r i c a n L i b r a r y A s s o c i a t i o n D i v e r ­ s i t y O f f i c e r . T h is W e b s ite p r o v id e s in fo r­ m a tio n o n t h e D iv e r s ity O f f i c e r o f th e ALA, in c lu d in g c o n s u ltin g , tra in in g , a n d fa c ilita t­ in g d iv e rsity is s u e s th a t a f fe c t t h e p r o fe s s io n , w o r k p l a c e , a n d s e r v i c e . A c c e s s : h ttp :/ / w w w . a l a . o r g / d iv e rsity / in d e x . h t m l. • A s s o c i a t i o n o f R e s e a r c h L i b r a r i e s ( A R L ). ARL’s D iv e r s ity P ro g ra m w o r k s w ith th e lib rary c o m m u n ity to p ro m o te d iv erse p ar­ tic ip a tio n in th e fie ld t h r o u g h r e c ru itm e n t, r e ­ t e n tio n , a n d in c lu s iv e w o r k p l a c e e ffo rts . Its p u b lic a tio n s s h a re th e fin d in g s fro m p ro g ra m s th a t id e n tify s tr a te g ie s th a t c a n b e a d a p te d b y lib ra r ie s a n d lib ra ry s c h o o l s . T h is s ite in ­ c l u d e s C a r e e r R e ­ s o u r c e s a t h t t p :/ / d b . a r l . o r g / c a r e e r s / in d e x .h tm l. It h a s in fo r­ m a t i o n a b o u t j o b o p ­ p o rtu n itie s in lib ra ria n - s h ip a n d t h e le a d e r s h ip a n d c a r e e r d e v e l o p ­ http://www-libraries http://www.fiskrri.org/ http://www.inform.umd http://www.aaup.org/aacntnts.htm C & R L N e w s ■ S e p t e m b e r 2 0 0 0 / 6 8 3 m e n t p ro g ra m . A c c e s s : http://www.arl.org/di- versity / in d ex .h tm l. • D i v e r s i t y D a t a b a s e . T h e U n iversity o f M a ry la n d ’s D iv ersity D a ta b a s e is a n in d e x o f m u lticu ltu ra l, m u ltira c ia l, a n d m u ltig e n e ra - tio n a l d iversity r e s o u r c e s , in c lu d in g institu­ tio n a l d iversity initiatives, d e fin itio n s , d ir e c ­ to ries , a n d d iv ersity -rela ted sy lla b i at c o lle g e s a n d u n i v e r s i t i e s . A c c e s s : h t t p : / / w w w . inform .u m d .ed u / E d R es/ T o p ic/ D iv ersity/ . • D i v e r s i t y i n L i b r a r i e s A R L C o n s u l t ­ i n g a n d T r a i n i n g S e r v i c e s . T h is s ite a d ­ d resses diversity issu es in res ea rch libraries and lists sem in ars, su c h a s cro ss-cu ltu ral c o m m u ­ n ic a tio n skills, d e v e lo p in g a library diversity p ro g ra m , a n d recruiting, retaining, a n d attract­ ing u n d e rre p re se n te d p o p u la tio n s to re s e a rch l i b r a r i e s . A c c e s s : h ttp :/ / a rl.o rg / d iv e rs ity / sem inar.htm l. • D i v e r s i t y R e s o u r c e s O n l i n e . T h is is a s e r v ic e o f th e N a tio n a l A s s o c ia tio n fo r D iv e r­ sity M a n a g e m e n t , t h e r e s o u r c e c e n t e r f o r i n f o r m a t i o n o n d iv e r s ity in e d u c a t i o n , h u ­ m a n r e s o u r c e s , t h e p u b l i c s e c t o r , a n d t h e s o c i e t y at large. It p ro v id e s o p p o rtu n itie s fo r p ro fe s s io n a l n e tw o r k in g , r e s e a rc h , a n d g lo ­ b a l d ia lo g u e . It a ls o in c lu d e s th e o n lin e jo u r ­ n a l I n t e r n a t i o n a l J o u r n a l o f D iv e r s ity & S y n ­ e r g y . A c c e s s : h ttp :/ / w w w .n a d m .o rg / in d e x . htm . • G a y , L e s b i a n , B i s e x u a l , a n d T r a n s g e n d e r e d R o u n d T a b le . T h is unit o f t h e ALA in c lu d e s o n its W e b s ite p ro g ra m s at th e ALA A n n u al C o n f e r e n c e , a n e w s le tte r, g a y -, le s b ia n -, a n d b i s e x u a l- r e la te d b ib li o g ­ r a p h i e s , a n d its p o l i c i e s . A c c e ss .- http:// c a lv in .u sc.e d u / ~ trim m e r/ a la _ h p .h tm l. • O f f ic e f o r L i t e r a c y a n d O u t r e a c h S e r ­ v i c e s ( O L O S ). O L O S s e r v e s t h e ALA b y s u p ­ p o r t in g a n d p r o m o t in g lit e r a c y a n d e q u i ty o f i n f o r m a t i o n a c c e s s in i t ia t i v e s f o r t r a d i ­ t io n a l l y u n d e r s e r v e d p o p u l a t i o n s . A c c e s s : h ttp :/ / w w w .a la .o r g / o lo s / . • O f f ic e o f M i n o r i t i e s i n H i g h e r E d u ­ c a t i o n ( O M H E ). O M H E b e g a n in 1 9 8 7 to r e ­ s p o n d to th e d e c lin in g ra tes o f m in o rity p ar­ tic ip a tio n in h ig h e r e d u c a tio n . T h e W e b site c o n ta in s a m is s io n sta te m e n t, m e m b e r d ir e c ­ tory, n e w s r e le a s e s , a n d th e re p o rt “D o e s D i­ v ersity M a k e a D iffe r e n c e ? T h r e e R e s e a rc h Stu d ies o n D iv ersity in C o lle g e C la s s r o o m s .” O M H E a ls o p u b lis h e s th e S ta tu s R e p o r t o f M i­ n o r i t i e s in H i g h e r E d u c a t i o n . A c c e s s : http:// w w w . A C E N E T . e d u / A b o u t / p r o g r a m s / A ccess& E q u ity/ O M H E / h o m e.h tm l. • T h e O h i o S ta t e U n i v e r s i t y D iv e r s it y W e b s i te . T h is s ite in c lu d e s lin k s to te a c h in g d iversity, a b ib lio g r a p h y , tip s o n m e n to r in g p ro g ra m s, A sian A m e rica n , A frican A m e rica n , H isp anic/ Latin, a n d N ative A m e ric a n sites, a n d s e x u a l o r i e n t a t i o n . A c c e s s : h ttp :/ / w w w . c o b . o h i o - s t a t e . e d u / -d iv ers ity / . • S p e c t r u m I n i t i a t i v e . T h e g o a l o f th e S p e c tru m In itia tiv e is to recruit, s u p p o rt, a n d e d u c a t e 5 0 S p e c tru m s c h o la r s p e r y e a r a n d t o in s titu tio n a liz e th e S p e c tru m S c h o la r s h ip w ith in th e ALA. Its site in c lu d e s its m is s io n , S p e c tru m s c h o la r s h ip re c ip ie n ts , s c h o la r s h ip r e q u ire m e n ts , a n d w a y s t o g e t in v o lv e d . A c c e s s : h ttp :/ / w w w .a la .o rg / sp ec- trum / ind ex. h tm l. M u lt ic u lt u r a l a n d d i v e r s i t y s t u d ie s T h e s e s i t e s in f o r m u s a b o u t t h e d if f e r e n t ra c ia l/ e th n ic g r o u p s , t h e ir c u ltu r a l h e r ita g e , h is to r y , d e m o g r a p h i c s , a n d t h e i r o r g a n i ­ z a t io n s . • A m e r i c a n S tu d ie s W e b . T h is in terd is­ c ip lin a r y in f o r m a t io n s e r v e r f o r A m e ric a n S tu d ie s h a s a s u b je c t c a t e g o r y , “r a c e a n d e th n ic ity ,” a n d lin k s t o s ite s in c lu d in g G e n ­ e r a l R e s o u r c e s , A fric a n A m e r ic a n S tu d ie s , A s ia n A m e r ic a n S tu d ie s , N a tiv e A m e r ic a n S tu d ie s, L atino a n d C h ic a n o Stu d ies, o th e r e t h n ic g ro u p s , g a y a n d le s b ia n , a n d b is e x u a l so u rc es. A c c e s s : http://w w w .georgetow n.edu/ cro ssroad s/ asw / . • B a lc h I n s t i t u t e f o r E t h n i c S tu d ie s . B a lc h c o lle c ts a n d in te rp re ts m a teria ls r e fle c t­ ing o u r n a tio n ’s m ulticultural h e rita g e, in clu d ­ in g e v e n ts , e x h ib its , fe llo w s h ip s , a n d p r o ­ g ra m s. It in c lu d e s u n iq u e m a teria l, s u c h as e th n ic im a g e s th ro u g h c o m ic s . A c c e s s : http:// w w w .libertyn et.o rg/ balch / . • B u c k n e l l R u s s i a n S tu d ie s W e b s i te . O s te n s ib ly a W e b s ite fo r th e a c a d e m ic p r o ­ g ra m a t B u c k n e l l U n iv ersity , th is re s o u r c e g o e s fa r b e y o n d its r o le a s a u n iv ersity p a g e . It in c lu d e s e x te n s iv e in fo r m a tio n a b o u t R u s­ s ia n la n g u a g e , c u ltu re , g e o g r a p h y , p o litic s, h is to ry , m u s ic , c u r r e n t e v e n ts , a n d m u c h m o re . T h e r e is a s e r ie s o f Ja v a g ra m m a r e x ­ e r c is e s th a t w o u ld b e u s e fu l to a b e g in n in g s tu d e n t o f th e R u ss ia n la n g u a g e . O v e r a ll this http://www.arl.org/di- http://www http://arl.org/diversity/ http://www.nadm.org/index http://www.ala.org/olos/ http://www.ACENET.edu/About/programs/ http://www.cob.ohio-state.edu/ http://www.ala.org/spec- http://www.georgetown.edu/ http://www.libertynet.org/balch/ 6 8 4 / C & R L N e w s ■ S e p t e m b e r 2 0 0 0 r e s o u r c e is e x t r e m e ly u s e fu l f o r a c a d e m i c li­ b r a r i e s s e r v in g a R u s s ia n s tu d ie s p ro g ra m . A c c e s s : http://w w w .dep artm ents.bucknell.edu/ russian/. • C e n s u s B u r e a u M i n o r i t y L i n k s . T h is c e n s u s s ite in c lu d e s lin k s t o t h e la te s t tre n d s a n d d a ta o n t h e fo l l o w in g g r o u p s : A frica n A m e r ic a n , H is p a n ic , A s ia n / P a c ific Is la n d e r , a n d A m e r i c a n I n d i a n . A c c e s s : h ttp :/ / w w w . c e n s u s .g o v / p u b i n f o / w w w / h o t l i n k s . html. • C e n t e r f o r M u ltilin g u a l M u lt ic u l tu r a l R e s e a r c h ( U n i v e r s i t y o f S o u t h e r n C a l i f o r ­ n i a ) . T h is c e n t e r fa c ilita te s t h e r e s e a r c h c o l ­ la b o r a tio n , d is s e m in a tio n , a n d p r o f e s s io n a l a c t i v it i e s o f f a c u l t y , s t u d e n t s , a n d o t h e r s . T h e s i t e i n c l u d e s t h e U S C L a tin o a n d L a n ­ g u a g e M in o r ity T e a c h e r P r o je c t s , t h e F o rd . F o u n d a t i o n M i n o r i t y T e a c h e r E d u c a t i o n P r o g r a m , a n d t h e R e c r u i t i n g N e w T e a c h ­ e r s , I n c . a n d p r o v id e s lin k s to A frican A m e ri­ c a n , A s ia n A m e ric a n , L a tin o / H isp a n ic, a n d N a tiv e A m e r ic a n r e s o u r c e s . A c c e s s : http:// w w w . u s c . e d u / d e p t / e d u c a t i o n / C M M R / c m m r h o m e p a g e .h tm l. • E l e c t r o n i c R e s o u r c e s o n D i v e r s i t y ( S a n t a C l a r a U n i v e r s i t y ) . E l e c t r o n i c R e ­ s o u r c e s o n D iv e r s ity h a s lin k s w ith in fo r m a ­ t io n o n A frica n A m e ric a n s , A s ia n A m e ric a n s , E u r o p e a n A m e ric a n s , L a tin o s, N ative A m e ri­ c a n s , a n d M id d le E a s te rn A m e ric a n s . A c c e s s : h ttp :/ / w w w .s c u .e d u / S C U / P ro g r a m s / D iv e r- sity / e s o u rc e s . h tm l. • M u l t i c u l t u r a l P a v i l i o n . T h e m is s io n o f th is s ite is to p r o v id e r e s o u r c e s f o r e d u c a to r s to e x p l o r e m u lticu ltu ra l e d u c a tio n , t o fa c ili­ ta te o p p o r tu n itie s fo r e d u c a to r s t o w o r k t o ­ w a rd s s e lf -a w a r e n e s s a n d d e v e lo p m e n t , a n d to p r o v id e fo r u m s fo r e d u c a to r s to in te ra c t a n d c o ll a b o r a t e to w a r d a critic a l tra n s fo rm a ­ t iv e a p p r o a c h t o m u ltic u lt u r a l e d u c a t i o n . A c c e s s : h ttp :/ / curry.edscho ol.V irginia.ED U / g o / m u lticu ltu ra l/ h o m e.h tm l. • M u l t i c u l t u r a l P u b l i s h i n g a n d E d u c a ­ t i o n a l C a t a l o g . M u lticu ltural P u b lis h in g a n d E d u c a tio n C a ta lo g p r o v id e s n e tw o r k in g a n d s u p p o r t f o r e d u c a to r s , lib ra ria n s , a n d in d e ­ p e n d e n t p u b l i s h e r s w h o a r e in t e r e s te d in m u ltic u ltu ra l p rin t a n d e l e c t r o n i c r e s o u r c e s . T h i s W e b s i t e c o n t a i n s a n e w s u p d a t e , m u l t i c u l t u r a l b o o k d i s t r i b u t o r s l i s t , m u ltic u ltu ra l p u b lis h e r s a n d e d u c a t io n a l n e t ­ w o r k s , a n d in fo r m a tio n a b o u t its a n n u a l c o n ­ f e r e n c e . A c c e s s : h ttp :/ / w w w .m p e c.o rg / . R a c ia l/ e t h n ic A f r i c a n A m e r i c a n s a n d r e l a t e d W e b s it e s T h is s e c t i o n p r o v id e s in fo r m a tio n o n A frica n A m e r ic a n a n d r e la te d c u ltu r e , o r g a n iz a tio n s , a n d r e s o u r c e s .4 • A FA S: A f r i c a n A m e r i c a n S tu d i e s L i­ b r a r i a n s S e c t i o n . T h e p u r p o s e o f AFAS is to stu d y lib ra r ia n s h ip a n d c o ll e c t i o n d e v e l­ o p m e n t a s it p r o g r e s s e s a n d r e l a t e s t o t h e A f r i c a n A m e r i c a n S t u d i e s c o l l e c t i o n . It in ­ c l u d e s t h e e x e c u t i v e o f f i c e r s , t h e A FA S n e w s le t t e r , a n d c o n f e r e n c e s a n d p ro g ra m s . A c c e s s : h ttp :/ / w w w .a la .o rg / a crl/ a fa s/ in d e x . htm l. • A r t & L if e i n A f r i c a P r o j e c t . T h is W e b site , s p o n s o r e d b y t h e U n iv ersity o f Io w a , is a tre a s u r e tr o v e o f in fo r m a tio n a n d g ra p h ic s a b o u t A fric a n art a n d c u ltu r e . T h e im a g e d a ­ ta b a s e s a r e e x tra o rd in a ry , a s a r e th e P e o p l e s R e s o u r c e s a n d t h e C o u n tr ie s R e s o u r c e s s e c ­ tio n s, w h ic h g iv e e x te n s iv e in fo r m a tio n a b o u t th e v a rio u s tr ib e s a n d n a t io n s o f A frica. T h e in fo r m a tio n is a ls o a v a ila b le o n C D -R O M fo r i n s t i t u t i o n s w i t h l i m i t e d a c c e s s . A c c e s s : h ttp :/ / w w w .u io w a .e d u / ~ a fric a rt/ to c / in d e x . htm l. • B l a c k C a u c u s o f t h e A m e r i c a n L ib r a r y A s s o c i a t i o n . T h e B la c k C a u c u s o f t h e ALA p r o m o t e s t h e d e v e l o p m e n t o f lib ra r y a n d in fo r m a tio n s e r v ic e s fo r A frica n A m e ric a n s a n d o t h e r p e o p l e o f A fric a n d e s c e n t. T h e site in c lu d e s its activ ities, p u b lic a tio n s , a n d s c h o l ­ a rs h ip s. A c c e s s : h ttp :/ / w w w .b ca la .o rg / . • U n i v e r s a l B l a c k P a g e s . T h e p u r p o s e o f th is s ite is t o h a v e a c o m p r e h e n s i v e listin g o f A frica n d ia s p o r a -r e la te d W e b site s. A c c e s s : h ttp :/ / w w w .u b p .co m / . A s ia n A m e r i c a n s • A s i a n / P a c i f i c A m e r i c a n L i b r a r i a n s A s s o c i a t i o n (A P A L A ). T h e g o a l o f th is o r g a ­ n iz a tio n is t o a d d r e s s t h e n e e d s o f Asian/ P a c ific A m e r ic a n L ib ra ria n s a n d t h o s e w h o s e r v e th e A sia n / P a cific c o m m u n itie s . Its site in c lu d e s h is to ry a n d p u r p o s e , m e m b e r s h ip , c o m m u n ic a ti o n s , p u b l i c a ti o n s , a n d APALA O n lin e N ew s. A c c e s s : h ttp :/ / w w w .uic.ed u:80/ d ep ts / lib / p ro jects/ res o u rces/ a p a la / . • C h i n e s e A m e r i c a n L i b r a r i a n s A s s o ­ c i a t i o n ( C A L A ) . T h e CALA w a s f o r m e d in 1 9 8 3 a n d h a s m e m b e r s in t h e U .S ., C a n a d a , C h in a , H o n g K o n g , M a la y s ia , S i n g a p o r e , a n d T a iw a n . T h i s s i t e i n c l u d e lin k s t o CALA E - J o u r n a l , CALA m a il lis t, a n d C h i n e s e - r e - http://www.departments.bucknell.edu/ http://www.usc.edu/dept/education/CMMR/ http://www.scu.edu/SCU/Programs/Diver- http://curry.edschool.Virginia.EDU/ http://www.mpec.org/ http://www.ala.org/acrl/afas/index http://www.uiowa.edu/~africart/toc/index http://www.bcala.org/ http://www.ubp.com/ http://www.uic.edu:80/ C&RL News ■ September 2000 / 685 lated Web sites. Access: http://www.cala- web.org/. • UCLA Asian American Studies Cen­ ter. The purpose of the center is to enrich the experience of the university and contrib­ ute to understanding the neglected history, rich cultural heritage, and present position of Asian Americans in society. It includes accomplishments of Asian American Studies, AASC mailing list regis­ tration, UCLA’s Amerasia Journal, schol­ arships, graduate studies, and publications. Access: http://www.sscnet.ucla.edu/aasc/ index.html. Hispanic • Hispanic Reading Room. The Hispanic Reading Room of the Library of Congress serves as the access point for research relat­ ing to the geographical areas of the Carib­ bean, Latin America, and Iberia, and has a link to the Handbook of Latin American Stud­ ies—a comprehensive research site. Access: http ://lcweb. loc. gov/rr/hispanic. • Internet Resources for Latin America. Molly Molloy of New Mexico State Univer­ sity Library annotates Latin American re­ sources with brief descriptions of the con­ tent and quality of the sites. Access: http:// lib. nmsu.edu/subject/bord/laguia. • Latin American Network Informa­ tion Center. This University of Texas site pro­ vides numerous links to Latin American coun­ tries, education, libraries, and societies (some in Spanish). Access: http://www.lanic.utexas. edu. • REFORMA. This U.S. association pro­ motes library services to the Spanish-speak­ ing, including information on membership, directory listing of members, chapters, gen­ eral news, and scholarships. Access: http:// clnet.ucr.edu/library/reforma/. Native Americans • American Indian Library Association (AILA). This site includes its officers, by­ laws, resources for tracing native roots, and books by and about Native Americans. Access: http://www.pitt.edu/~lmitten/ aila.html. • American Indian Studies. This site, su­ pervised by Troy Johnson, includes artwork, photographs, and videos reflecting the his­ tory of the Native American experience in­ cluding its literature, links to Native Ameri­ can Indian studies, and Indians of North America, Central America, and Mexico. Ac­ cess: http://www.csulb.edu/~cla/ais/. • Index of Native American Resources on the Internet. A rich, comprehensive in­ dex of resources, including culture, history, video/film, health, artists, museums, links to tribe sites, and activists sites for Native Ameri­ can students, educators, and scholars. These pages are edited and links are added through e-mails from all over the world. Access: http:/ /www.hanksville.org/NAresources/. • Native American Sites. Lisa Mitten’s goal is to provide access to the homepages of individual Native Americans and Nations, and to other sites that provide solid informa­ tion about American Indians. The page is or­ ganized by the following categories: Infor­ mation on Individual Native Nations, Native Organizations and Ur­ ban Indian Centers, Tribal Colleges, Na­ tive Studies Programs, and Indian Education, Native Media (Organi­ zations, Journals, and Newspapers), Sources for Indian Music, Na­ tive Arts Organizations and Individuals (Art­ ists, Performers, and Celebrities). Access: http:/ / www. pitt.edu/~lmitten/indians. html. Notes 1. Jeffrey F. Milem and Helen S. Astin. “The Changing Composition of the Faculty: What Does It Really Mean for Diversity?” Change 25, no. 2 (March-April 1993): 21-27. 2. Chronicle of Higher Education (Septem­ ber 3, 1999): A20. 3. See http://www.ala.org/alaorg/ors/ racethnc.html. 4. African American culture sites listed in the January 1999 C&RL News have been ex­ cluded so as not to duplicate their work. ■ F o r m o r e re s o u rc e s An expanded version of this article is available on the C&RL News Web site at http://www.ala.org/acrl/c&rlnew2.html. http://www.cala- http://www.sscnet.ucla.edu/aasc/ http://www.lanic.utexas http://www.pitt.edu/~lmitten/ http://www.csulb.edu/~cla/ais/ http://www.hanksville.org/NAresources/ http://www.ala.org/alaorg/ors/ http://www.ala.org/acrl/c&rlnew2.html