List of Tables and Figures vii
Acknowledgments xi
Chapter 1: Entering the Current 1
Chapter 2: Staying Afloat Academically 22
Chapter 3: Staying Afloat Socially 71
Chapter 4: Staying Afloat Financially 99
Chapter 5: Battling Social Undercurrents 119
Chapter 6: The Hidden Rocks of Segregation 150
Chapter 7: The Shoals of Stereotypes 173
Chapter 8: The Wake from Affirmative Action 188
Chapter 9: College at Midstream 205
Appendix A: Questionnaire Used in Spring of Freshman Year 235
Appendix B: Questionnaire Used in Spring of Sophomore Year 252
Appendix C: Construction of Social Scales 273
References 279
Index 295

Building on their important findings in The Source of the River, the authors now probe even more deeply into minority underachievement at the college level. Taming the River examines the academic and social dynamics of different ethnic groups during the first two years of college. Focusing on racial differences in academic performance, the book identifies the causes of students' divergent grades and levels of personal satisfaction with their institutions.
Using survey data collected from twenty-eight selective colleges and universities, Taming the River considers all facets of student life, including who students date, what fields they major in, which sports they play, and how they perceive their own social and economic backgrounds. The book explores how black and Latino students experience pressures stemming from campus racial climate and "stereotype threat"--when students underperform because of anxieties tied to existing negative stereotypes. Describing the relationship between grade performance and stereotype threat, the book shows how this link is reinforced by institutional practices of affirmative action. The authors also indicate that when certain variables are controlled, minority students earn the same grades, express the same college satisfaction, and remain in school at the same rates as white students.
A powerful look at how educational policies unfold in America's universities, Taming the River sheds light on the social and racial factors influencing student success.

Camille Z. Charles is the Edmund J. and Louise W. Kahn Term Professor in the Social Sciences, and professor of sociology, education, and Africana studies at the University of Pennsylvania. Mary J. Fischer is assistant professor of sociology at the University of Connecticut. Margarita A. Mooney is assistant professor of sociology at the University of North Carolina, Chapel Hill. Douglas S. Massey is the Henry G. Bryant Professor of Sociology and Public Affairs at Princeton University.