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This chapter illustrates the diverse social identities that are developed in racial-ethnic, identity-based campus organizations. Students listed race-ethnicity as the focus of their initial attraction to these organizations. However, they came to embed themselves in these organizations because the organizations also developed other aspects of their identities, such as their professional, political, and academic identities. This chapter also highlights students who explicitly sought to embed themselves in organizations and clubs that were not connected with their racial-ethnic identity. In doing so, this chapter takes a critical look at extracurricular activities in relation to experiences of race-ethnicity at college and examines the role they serve in minority students' self-exploration.

This chapter examines psychological theory and research pertaining to children as sexual beings. Childhood sexuality encompasses many issues; self-exploration, biological development, evolutionary psychology, the cultural processes through which kids learn about sex, the cognitions that determine how kids operate sexually, and so forth. The unifying theme throughout this discussion is the recognition of sexual pleasure as the primary reason that humans of all ages engage in some form of sex. The real question, then, is whether the capacity for intense sexual pleasure serves as an entitlement to fundamental sexual rights for kids. The chapter concludes that sexual rights for children must correspond with the onset and psychological significance of pleasure.

Chapter 6 traces Shelley’s intertextual relationship with Coleridge. It points to the historical record of letters, notes, and journals in which each poet wrote his opinion of the other. For Coleridge’s part, he regretted not meeting Shelley when he had the chance, and thought he could have mentored the younger poet, whom he identifies as a man of great poetic power, in need of guidance, particularly with respect to his misguided atheism. The chapter explores the ways in which Shelley both learns from and turns away from Coleridge. It traces Shelley’s echoes of Coleridge and notes that the younger poet often acknowledges, through his poetry, shared ground with his ideological opponent. In particular, the two poets share a remarkable capacity for duality. The notion of hope and its relationship to poetic power is a recurring theme in Shelley’s poetry. Coleridge’s consideration of hope, and his understanding of how difficult it is to sustain hope, draws sympathy from Shelley and provides much ground for the younger poet’s responsiveness to Coleridge’s work. But, for Shelley, great differences abide between their approaches to poetry, thought, and the imagination. Some of Shelley’s most insightful responses to Coleridge lie in his ability to reconsider Coleridge’s expressions of religious experience as well as his account of the power of language.