Table of Contents

Message From Sherle L. Boone, Executive Director
Institute’s Mission and Goals
Historical Overview
Philosophical Underpinnings
Program Description
Curriculum Framework
Academic Structure
William M. Phillips Jr. Guest Lecture Series
Walking Together: Partnership With Jewish Youth
Residence Life
What’s In a Namesake
Faculty
Institute Opens Many Doors
Nondiscriminatory Policy
W.E.B. DuBois Scholars Institute Scholarship Opportunities
Board of Directors
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Guided by an inspired sense of duty to help our people and make America better, the W.E.B. DuBois Scholars Institute was founded in 1988 with the aim of solving some of society’s intractable problems of poverty, urban decay, and disintegrating families, not by attacking the problems but by strengthening the solution. The solvers of these problems will most likely come from the high-achieving African- American and Latino-American youths that demonstrate an ability to lead and achieve both in and out of the classroom. The Institute provides training to equip them with the skills and confidence to function as effective “change agents” in their schools, their communities, and the community at large. For the duration of its existence; the W.E.B. DuBois Scholars Institute has benefitted from the support of many people, groups, and organizations. Many people have volunteered their service and talents as well as financial support on our behalf.

As we begin the first quarter of the 21st century, hopelessness, despair, and poverty remain problems of epidemic proportions in African-American and Latino-American urban communities. After decades of neglect in a society that is rapidly changing through advancement in technology, science and education, these problems have become increasingly more complex and difficult to understand and solve. They have contributed to a steady increase in the education and economic gaps that exist between impoverished urban and affluent suburban households. As such, the need for cadres of highly trained scholars, leaders, and entrepreneurs who are committed to mobilizing their talents and other resources to improve their comminutes and the nation is greater now than ever before.

Hence, at this phase of the W.E.B. DuBois Scholars Institute’s existence, it is appropriate for us to reflect on its effectiveness. What is its real value? To what extent are former participants engaged in personal growth and community service activities consistent with the aims of the Institute?

Each year from 1988 to the present, we have maintained statistical data in such areas as student participants’ academic-achievement records and leadership activities. It is clear from the data, as well as from reports from students, parents, educators, and community leaders that the Institute is on target in preparing the quality of minds and character that will be needed in the new century. We find that young scholars, after attending the Institute, often move on with higher expectations for themselves; have a more informed world view; and have a commitment to engage their talents in the study of complex problems and in improving the lives of others.

Though in some ways its simplicity flies in the face of wisdom: Our aim is to help solve some of society’s intractable problems of poverty, urban decay and disintegrating families, not just by attacking the problems, but by strengthening the solution. Activist scholars, who possess a commitment to eliminating poverty and racism are an integral part of that solution. As they mature, these potential leaders are expected to work collectively to provide hope, direction and vision for African-Americans and Latino-Americans in the 21st century.

Indeed, that is the essence of the Institute’s philosophy: Giving Back.

Cordially,
Sherle L. Boone
Founder and Executive Director

The mission of the W.E.B DuBois Scholars Institute is to develop a cadre of leaders/scholars who will possess a commitment to eliminating poverty and racism, and inspire hope in predominantly African-American and Latino- American communities. Since its inception, the Institute has cultivated scholarship, leadership potential, and community service among high achieving African-American and Latino-American adolescents residing in New Jersey. The goals of the Institute are as follows:

1. To cultivate leadership potential in young people of African and Latin descent to meet the challenges facing the United States in the 21st century;
2. To equip participants with the skills and confidence to function as effective “change agents” in their schools, communities, and society;
3. To sustain high levels of academic interest, motivation, and performance;
4. To strengthen the pool of high-achieving people of African and Latin descent, especially in urban districts;
5. To increase the quantity and quality of academically talented African-American and Latino-American students in colleges/universities at the state, regional, and national levels;
6. To provide participants opportunities to engage their interests in activities that contribute to the betterment of their communities and the nation; and,
7. To develop and refine networking skills among high-achieving young people of African and Latin descent.

Under the auspices of William Paterson University (WPU) in Wayne, NJ, the W.E.B. DuBois Scholars Program was started in 1988. It was established as a residential summer program for high-achieving African-American and Latino-American students attending secondary schools in New Jersey. The program was guided by the following objectives:

1. To foster the development of leadership potential - To sustain high levels of academic interest and performance,
2. To increase the visibility of WPU in communities with relatively large Black and Hispanic student populations,
3. To enhance the image of WPU in the surrounding communities,
4. Tand Hispanic students in New Jersey’s colleges and universities.

However, as a result of diminishing financial resources in 1991, WPU decided to make changes in its community outreach initiatives to better serve the immediate needs of the institution. Consequently, the university created the Pre-College Academy to improve its recruitment and retention of students of color. Recognizing that the DuBois Program was not founded to serve as a feeder program for WPU, it was moved to Livingston College at Rutgers University in 1992.

The initial support provided by Rutgers allowed the DuBois Scholars Program to make steady progress toward maturity in many areas. However, because of inadequate fiscal support from Rutgers, the regular summer program was not conducted in 1993. Consequently, using a grant provided by Bristol-Myers Squibb Co., graduates of the Program as well as participants in the 1992 program were brought together for a weekend retreat. During the retreat, they assessed the long-term effectiveness of the Program and developed strategies for enhancing the program’s effectiveness. The retreat was held on the campus of Rutgers in New Brunswick, NJ, and its theme was “Creating Activist Scholars.”

Data gathered from program graduates at the retreat indicated that they perceived significant improvement in themselves that sustained over the years as a result of having participated in the Scholars Program. During the retreat, several workshops were conducted, which yielded a comprehensive report for strategic planning. Information obtained from the 1993 retreat, along with an analysis of survey data and reports obtained from students, parents, faculty members and observers from 1988 through 1992, clearly indicated that the DuBois Scholars Program was on target to achieve its objectives. Moreover, the data suggested that the program’s mission could be best achieved if the Program operated as a private non-profit organization.

Since the privatization, the Institute has become a multifaceted organization consisting of the following components:

Components and Date Established

1991  DuBois Fellows Mentoring Academy
1994  William M. Phillips Jr., Lecture Series
1995  Walking Together: Partnership with Jewish Youth
1996  DuBois Business Academy
1998  DuBois Prep Plus Academy
1998  DuBois Leadership Academy
2000  DuBois Education Workshop Forum for Parents
2001  Claude C. George Global Education Academy

Privatization of the W.E.B. DuBois Scholars Institute also allowed for out-of-state students to participate. This development contributed to a steady increase in size and diversity of the student population from 1995 to the present.

While significant changes in course offerings, personnel, student population, and non-academic activities are introduced each year, the centrality of focus in the overall operation of the Institute remains unchanged. Dr. DuBois’ teachings and writings remain central to all aspects of the Institute’s operations. All facets of the Institute – academic, administrative and residence life – are intimately linked, and members of the faculty and staff share ideas and perform as a team.

The philosophical underpinnings for the W.E.B. DuBois Scholars Institute were derived from the teachings and writings of William Edward Burghardt DuBois, and include the following:

As DuBois notes, “It is from the top downward that culture filters. The Talented Tenth rises and pulls all that are worth saving up to their vantage ground. This is the history of human progress.”

• African-Americans and Latino-Amer-icans must focus on and educate their more talented members to maximize their potential for political, social and economic success.
• By supporting initiatives that accentuate the positive and reinforce the strengths in our communities, we can produce healthy and effective change.
• Many problems that have resulted from urban decay can be remedied not only by attacking the problem, but also by strengthening the solution. The leadership required for alleviating these problems will most likely come from the community’s most talented individuals. It is easier to build on strengths than weaknesses; therefore, the development of each child’s leadership and scholarly potential will be achieved by focusing on cognitive and emotional strengths.
• The correct answer to a question is of less importance than the process of analysis whereby an individual derives the answer.
• The development of a youth’s leadership and scholarly potential can be more effectively attained by a curriculum structured for intellectual acceleration rather than remedial instruction.
• Self-knowledge, high motivation, and good skills are important prerequisites for effective leadership and academic success.

A Different Approach

The challenge faced by youth-development programs such as ours is that of supplementing the existing educational system in such a way that a larger number of more effective community-oriented leaders are developed, especially among the economically disadvantaged.

It is important to clarify the W.E.B. DuBois Scholars Institute’s approach to that challenge. Some youth-development programs begin by identifying weaknesses in basic skills and stressing remediation of those weaknesses. We fear, however, that in some cases a program that focuses on deficiencies runs a risk of reinforcing negative self-perceptions.

By emphasizing the strategy of building on strengths, the institute aims to cultivate positive feelings already existing within and among our students. This approach is consistent with a philosophy of “nothing succeeds like success,” and reinforces a “winning attitude” toward life goals and personal and social challenges.

The W.E.B. DuBois Scholars Institute is a private nonprofit leadership-development program for high-achieving African-American and Latino-American students attending secondary schools. It was founded in the summer of 1988 with the aim of solving some of society’s intractable problems of poverty, urban decay, apathy and disintegrating families. Since its inception, developing a cadre of knowledgeable leaders and activist scholars with a sense of community purpose has been the major focus of the Institute.

In keeping with Dr. DuBois’ teaching, if a people are to move forward, then effective leadership will require careful thought, scholarship, and commitment from its brightest and most talented individuals. Working with high-achieving African-American and Latino-American students attending middle and secondary schools, the importance of community service, restoring hope among urban residents, and strengthening institutions in urban areas are strongly emphasized in the DuBois Institute. Consequently, upon returning to their schools and communities, most student participants function as effective “change agents.”

The institute’s leadership-development activities include training in the constructive use of power and influence; cultivating a vision and building a group dynamic around that vision framing problems for collaborative problem solving an decision making; and measuring growth and improvement in the group and it’s members. The institute emphasizes the importance of community service, restoring hope to urban residents, and strengthening institutions in urban areas.

Although student participants may have to reach adulthood before judging the long-term benefits of the Institute’s leadership training effectiveness. Preliminary data are encouraging, for example, upon returning to their schools and communities, many student participants assume leadership roles in their schools; they consistently volunteer their services to help families in poverty; and many serve as advocates for racial equality and justice. Many students maintain the collaborative and collective engagements on community- service projects developed at the Institute.

Students are immersed in a demanding and rigorous academic experience. They receive five weeks of instruction in college-level courses selected from the social sciences, humanities and operational research methods. The courses enhance self-knowledge and critical-thinking, and verbal and written communication skills - all important prerequisites for leadership. The important elements of effective leadership and community service are emphasized across the curriculum.

The writings of W.E.B. DuBois are required reading in the courses, and DuBois experts reside on campus. Through DuBois’ work, scholars learn about the life of this African-American activist scholar, the period in which he lived, and the relevance of his life and philosophy to their own lives. They also learn about African-American history and Latino history. This aspect of the Institute is tremendously important for DuBois Scholars. Knowing their history provides them with a better understanding of themselves and the society in which they live. Since students in the program are also adolescents, they will experience crises common to people their age. They must be able to deal with these crises equipped with an understanding of their history and social evolution is imperative for young people to have a full sense of who they are to know where they are going.

The curriculum for each component is designed to cultivate students’ emotional and intellectual strengths and to sensitize them to the importance of their present and future contributions to the welfare of their communities.

Although the institute has an evolving curriculum, Dr. DuBois’ philosophy is central to it. Furthermore, the process of analysis and collaborative learning is emphasized across the curriculum. Therefore the Institute intends to maintain the practice of refining and expanding the curriculum when needed, while remaining grounded in Dr. DuBois’ philosophy.

Since becoming a private organization, the W.E.B. Dubois Scholars Institute has refined and expanded its activities. The Institute’s academic structure consists of:

1. DuBois Business Academy
2. Fellows Mentoring Forum
3. DuBois Leadership Academy
4. DuBois Science and Computer Science Academy
5. Claude C. George Global Education Academy
6. The Talented Tenth Leadership Academy

The DuBois Business Academy

An aim of the DuBois Business Academy is to prepare African-American and Latino-American youth for business leadership roles to serve urban communities. It will recruit and groom young people who demonstrate an aptitude and interest in entrepreneureship and business.

A central part of training in the Academy is instilling in participants a sense of duty to give back to residents in neighborhoods they serve. Effectively providing goods and services in impoverished urban communities usually requires knowledge about the community. Young African-American and Latino-American entrepreneurs should possess a strong knowledge and appreciation of African-American and Latino-American Culture.

The curriculum includes the following courses:

1. Sociology of Urban Development
2. Psychology and Values in African-Americans
3. African-American History and Cultural Practices
4. Latino History and Cultural Practices
5. Urban Economics
6. Introduction to Entrepreneurship and Capitalism.

Therefore, the DuBoiFellows Mentoring Forum

First introduced in 1991, The Fellows Mentoring Forum is a nonresidential honors component of the institute for high-achieving ninth graders. Since its inception, The Fellows Mentoring Forum’s primary aim has been to identify and nurture young high-achieving inner-city students. Members of this group - often ignored because most schools tend to direct their resources toward underachievers - rarely go on to college and have a greater chance of being lost in the educational system than other students. It is for this reason that most Fellows have been inner-city residents.

The curriculum is designed to enhance self-awareness, develop critical-thinking skills, and instill in students the importance of giving back to their communities.

The Fellows Mentoring program includes such courses as:

1. Career Planning and Goal Setting
2. Sociology of Urban Living
3. Introduction to African-American History
4. Introduction to Computer Applications
5. Latino History and Cultural Practices

The Critical and Creative Thinking Forum is a residential component that provides a college-level curriculum for tenth and eleventh graders who have demonstrated both excellence in the classroom and a potential for community leadership. Scholars receive five weeks of instruction in courses selected from the social sciences and humanities. The courses emphasize self-awareness, critical and creative thinking, and cooperative problem solving. Competitiveness is de-emphasized and cooperation is highlighted in classes. The development of analytical skills is emphasized across the curriculum.

Because effective study habits, time-management and goal-directed behavior are important determinants of academic success, the improvement of study skills and the development of goal-setting habits are important curriculum components.

The curriculum consists of the following courses:

1. Seminar on the Writings of Dr. DuBois
2. Contemporary Social Issues in Urban Communities
3. Statistics and Methods of Science
4. African-American History and Cultural Practices
5. Psychology and Values in African-Americans
6. Sociology of Urban Development
7. Latino History and Cultural Practices

Students are given college-level examinations, and all courses require homework and research papers.

The DuBois Science and Computer Science Academy An aim of the program is to prepare a cadre of brilliant scientists who will provide for future human resource needs in the workforce. It also aims to equip youth, with the computer skills and knowledge that will enable them to more effectively help themselves and others.

The academy provides opportunities for students to expand their knowledge in science, mathematics, and technology by learning first-hand about their applications in workplaces, homes, and the world in general. The curriculum emphasizes the interconnectedness between science, mathematics, and technology problem-solving strategies in a variety of situations. Students have opportunities to learn about he ways that applied science, mathematics, and technology interfaces with other fields of study in their daily lives, neighborhoods and the larger society.

Participants receive five (5) weeks of instruction in university-level courses selected from the natural and computer sciences as well as the social sciences and humanities. The courses emphasize time management, collaborative learning, and problem solving. The important elements of effective leadership and community service are emphasized across the curriculum. Classes meet Monday through Friday, with each class meeting every other day for 120 minutes. Students are in class from 8:00am to 3:00pm each day except on Friday. Classes meet from 9:00am to 12:15pm on Friday. The average class size is twelve (12) students.

The curriculum consists of the following courses:

1. Introduction to Computer Technology and Internet Utilization
2. Mathematics and Applied Technology
3. Basic Physical Science: Mechanics, Physics, and Chemistry
4. African American History and Cultural Practices
5. Latino American History and Cultural Practices
6. Morality, Ethics and Helping Others
7. Contemporary Social Issues in Urban Communities

Claude C. George Global Education Academy

“As educators and concerned members of the world-community, we must understand the importance of global education in ensuring our continued success and survival. In this “Information Age” where our world is getting smaller with each passing day, it is incumbent upon all aspects of our society, especially educators, to provide opportunities for young people and adults to become more knowledgeable and appreciative of all people and their diverse cultures. In essence, global education should be the foundation on which we build a better world and future for all inhabitants of this planet. It is envisioned that through the fostering of global education, young people and concerned adults will be afforded opportunities to study world history, learn other languages, live in other countries, establish personal and life-long relationships with individuals from other parts of the world and develop a greater sense of how they can become productive, peaceful and caring citizens in this global society.”-Claude C. George

The curriculum is designed to strengthen college readiness skills and standardized test-taking skills.The curriculum includes courses such as:

1. World History
2. Public Policy Analysis
3. Political and International studies
4. Politics and Religion in Western and Non-Western Societies.

The Talented Tenth Leadership Academy

The Talented Tenth Leadership Academy is a residential component that provides a college-level curriculum for eleventh and twelfth graders who have both successfully completed requirements in The Critical and Creative Thinking Forum and maintained or improved upon their academic and community service records. In The Talented Tenth, the application of knowledge to solve community problems is particularly emphasized in all courses. For example, it acquaints students with different models of analysis and approaches for remedying problems stemming from poverty. The pros and cons of different leadership styles are examined. This Academy also is designed to help students develop a global perspective on social issues, and thereby facilitate their abilities to employ systems analysis to understand social problems.

The curriculum consists of such courses as:

• To make new and lasting friendships
• To develop better social skills in terms of relating to and communicating with their peers and professors outside the classroom
• To become effective leaders through participation in group activities
• To engage in collaborative learning exercises
• To reside in a quiet, intellectual, community-oriented environment.

The William M. Phillips Jr. Guest Lecture Series is designed to help our students develop more comprehensive, global perspectives on social issues stemming from poverty, lack of opportunities for advancement, and unequal justice for African-Americans over several centuries in the U.S. Student participants have always indicated that the lecture series is a necessary and major component of the program. The aims of the guest lecture series were influenced by the teachings of the late Dr. Phillips.

Dr. Phillips, a strong contributor of ideas and other resources to the W.E.B. DuBois Scholars Institute until his death in November 1992, was a sociologist in the Graduate School of Education at Rutgers University from 1963 to 1987. Prior to his death, he was Professor Emeritus at Rutgers University in New Brunswick.

The author of An Unillustious Alliance: The African American and the Jewish American Communities (1991), and The School Sociologist: A Need for an Emergent Profession (1981), Dr. Phillips was also active in the Civil Rights Movement during the times of Little Rock.

In an effort to improve African-American and Jewish-American relations, during the summer of 1994, The W.E.B. DuBois Scholars Institute and the Union of American Hebrew Congregation created a partnership called “Walking Together.” The partnership brings together DuBois scholars and participants in the Jersey Federation of Temple Youth to encourage dialogue among future leaders of these two communities. “Walking Together” is designed to reinforce and refocus the common purpose shared by African-Americans and Jewish- American as both groups confront the challenges of the 21st century.

Scholars are housed at Princeton University in Princeton, N.J. Living on such a prestigious campus grants students the following opportunities:

1. Principles of Leadership in Community Development
2. Critical Thinking and Social Problem-Solving
3. Seminar of Research Methods and Applications
4. Urban Economics

Although resident assistants monitor the dormitories, students must be responsible for themselves to a large degree. DuBois Scholars are expected to behave maturely in an environment that supports and contributes to their academic and individual development.

During the summer, students are challenged to assume responsibility for their future roles as leaders by displaying a willingness to listen and follow directions in social relationships, responsiveness to the needs of others, cooperative problem-solving, and peer-group leadership. Opportunities for students to develop these skills in residential living are provided through a variety of planned activities that usually reflect cooperative planning between students and members of the residential life staff. Recreational activities include intramural basketball, tennis, and swimming; education-centered field trips; talent shows; as well as excursions to the city of Princeton’s downtown shopping district.

The W.E.B. DuBois Scholars Institute is designed to increase the number of high-achieving African-American and Latino-American students as well as to enhance the performance of high- achieving students through a combination of academic courses, personal development activities and preparation for the leadership roles we expect our students to assume. Our information-driven economy demands leaders with unprecedented levels of intellectual sophistication and personal strength to confront the complex challenges of the 21st century. We have adopted this mission because despite the very significant progress African-Americans have made toward equalizing their measured performance on tests of cognitive skills, little of this progress has occurred at the high end of the African-American distribution.

In their recent publication, Black-White Test Score Convergence Since 1965, Hedges and Newel (1998) made the following observation:

Blacks are hugely under represented in the upper tails of the distributions, and this under representation does not seem to be decreasing. If very high scores are needed to excel in a field, or if gate keepers believe that this is so, the fact that whites are ten to twenty times more likely to have high scores makes it almost impossible for blacks to be well represented in high-ranking positions.

Born in 1868, Dr. William Edward Burghardt DuBois graduated from Fisk University in 1888, where he studied history, philosophy, and the classics. Following further studies in Berlin, in 1896, he became the first African-American to earn a Ph.D. from Harvard. Because of his empirical and classic book, The Philadelphia Negro (1899), Dr. DuBois is considered a founder of American sociology.

Dr. DuBois recognized the need to harness his intellect and his scholarship to program for the economic and political empowerment of his people. In 1905, he founded the Niagra Movement as an alternative to the then ubiquitous social and political influence of Booker T. Washington’s “Tuskegee Machine.” Dr. DuBois contended that the key to uplifting African-Americans was to grant them full equality in all areas of American life -social, political, and economic. He expanded the Niagra Movement in 1910 and co-founded the National Association for the Advancement of Colored People, which became the leading vehicle for the political and legal rights of African-Americans.

Dr. DuBois strongly believed that African -Americans must focus on and educate its “talented tenth” to maximize its potential for political, social, and economic success. “It is from the top downward that culture filters,” he said. “The Talented Tenth rises and pulls all that are worth saving up to their vantage ground. This is the history of human progress.”

The institute’s direction has been guided by the assumption that many problems that have resulted from urban decay can be remedied not only by attacking the problem, but also by strengthening the solution. The leadership required for alleviating these problems will come from the community’s most talented individuals. By supporting initiatives that accentuate positives and reinforce strengths, this then increases the probability of healthy and effective change. Consequently, the Institute has chosen to focus on leadership development among high-achieving youth. The Institute recruits and grooms youth who are committed to scholarship, entrepreneurship and social responsibility in their communities. An aim of the Institute is to prepare these individuals for leadership roles in the public and private sectors of the economy.

Dr. DuBois represents five things to our program:

• He provides us with a strong model for cultivating the leadership potential in African-American and Latino-American communities.
• He embodies the type of activist scholar that we hold up as an ideal for our students.
• He is a man for whom the truth is the abiding value.
• He engaged in internal critiques in the same probing and relentless way he analyzed the surrounding society.
• He was a pioneer in promoting a global view of community and responsibilities.
• He focused his writings and proposals for action on the positives and strengths in African-American communities. DuBois scholars are encouraged to recognize, utilize and refine their emotional and intellectual strengths.

The Institute is a tribute to what Dr. DuBois stood for and the process he used to gain knowledge and build leadership.

W.E.B. DuBois Institute Scholars gain experience in self-awareness, decision-making, and organizational skills. They are exposed to a wide range of ideas and concepts through the different classes the attend. The program develops cognitive and analytical skills that will allow the DuBois Scholar to be effective in any career.

Student in the first or second year of high school, in particular, struggle with their self-identity. The Institute attempts to help them deal with this often frustrating period in a healthy and effective way.

Graduates from the Institute receive numerous scholarships from elite colleges and universities. They frequently obtain scholarships covering tuition, room, and board expenses from Ivy League and other highly selective institutions.

While in residence, participants attend workshops and seminars on how to prepare scholarship applications, sponsored by the W.E.B. DuBois Scholars Institute. In addition, undergraduates and admission officers at Princeton University provide information about scholarships during an orientation program that they conduct for the DuBois Scholars. The W.E.B. DuBois Scholars Institute is a leader in expanding scholarship opportunities for high achieving youth.

The W.E.B. DuBois Scholars Institute does not discriminate on the basis of race, color, age, sex, religion, creed, national origin or handicap. The Institute’s policies and practices are consistent with federal laws pertaining to equal opportunity in admission, scholarships and other program activities.

Sherle L. Boone, Ed.D, Chairman
Professor of Psychology
William Paterson University, Wayne, N.J.

Charles W. Dickerson III, Treasurer
Telecommunications Management Consultant
Basking Ridge, NJ.

Charley Flint, Ph.D.
Professor of Sociology
William Paterson University
Wayne, N.J.

Claude C. George, Ed.D.
Education Consultant
Retired Education Administrator
Alexandria, VA.

Don Harris, Ph.D.
Retired Senior Research Scientist
Bristol-Myers Squibb Co.
Princeton, N.J.

William B. Harvey, Ed.D.
Vice President of Office of Minority Affairs
American Council of Education
Washington, D.C.

Richard Hope, Ph.D.
Executive Vice President
Woodrow Wilson National Fellowship Foundation
Princeton, N.J.

William Howard, Ph.D.
Senior Pastor
Bethany - Bethel Baptist Church
Newark, N.J.

Phyllis Peterman, D.SW
Assistant Professor of Social Work and Chairperson,
Rutgers University
Newark, N.J.

Larry A Stempler, ESQ.
Larry A. Stempler, Inc.
Florham Park, N.J.