Bibliography: African Americans (page 1211 of 1351)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Black Lives & Me website.  Some of the authors featured on this page include Marco J. Barker, Jori Sechrist, Isis H. Settles, Toni Terling Watt, Susannah Fox, Cynthia E. Winston, Junyeop Kim, Cindy S. Lederman, Lawrence M. Mead, and Melva Thompson-Robinson.

Rederstorff, Juliette C.; Buchanan, NiCole T.; Settles, Isis H. (2007). The Moderating Roles of Race and Gender-Role Attitudes in the Relationship between Sexual Harassment and Psychological Well-Being, Psychology of Women Quarterly. Although previous research has linked sexual harassment to negative psychological outcomes, few studies have focused on moderators of these relationships. The present study surveyed Black (n = 88) and White (n = 170) female undergraduates who endorsed experiences of sexual harassment to examine whether traditional gender attitudes differentially moderated the relationship between sexual harassment and three outcomes: posttraumatic stress symptoms, general clinical symptoms, and satisfaction with life. We replicated past findings that sexual harassment is related to negative outcomes. Further, the results supported our hypothesis that less traditional gender attitudes (i.e., more feminist attitudes) would buffer the negative effects of sexual harassment for White women, whereas the same attitudes would exacerbate its negative effects for Black women. We discuss reasons for these differences, including Black women's double consciousness and differences in the meaning of feminist and traditional gender attitudes for Black and White women.   [More]  Descriptors: Whites, Sexual Harassment, Posttraumatic Stress Disorder, Life Satisfaction

Suitor, J. Jill; Sechrist, Jori; Pillemer, Karl (2007). When Mothers Have Favourites: Conditions under Which Mothers Differentiate among Their Adult Children, Canadian Journal on Aging. Research has shown that mothers often differentiate among their adult children in terms of closeness and support; however, studies have not addressed why some mothers report preferences among children and others do not. To distinguish between mothers who do and do not report favouring some of their adult children, we used data from a within-family study in which 553 older mothers were interviewed about each of their children. Almost all of the mothers reported differentiating among their children regarding emotional closeness, confiding, or preference among caregivers. Multivariate analyses revealed that mothers' values and mother-child value similarity predicted which mothers differentiated among their children regarding closeness and confiding, whereas mothers' and children's demographic characteristics predicted which mothers differentiated regarding preferred caregivers. Black mothers were less likely than white mothers to differentiate when seeking a confidant; however, race played no role in mothers' likelihood of differentiating regarding emotional closeness or help during illness. Taken together, these findings indicate that differentiating among adult children is common; further, family-level predictors of mothers' differentiating mirror the patterns shown in dyad-level analyses of mothers' favouritism.   [More]  Descriptors: Caregivers, Mothers, Family Influence, Parent Child Relationship

Fries-Britt, Sharon; Griffin, Kimberly A. (2007). The Black Box: How High-Achieving Blacks Resist Stereotypes about Black Americans, Journal of College Student Development. This qualitative study explores the academic and social experiences of nine Black high achievers attending a large public university. Findings indicate that despite their participation in the honors program and high degree of academic ability, Black high achievers felt that they were judged based on prevalent social stereotypes regarding the academic abilities of Black students. These external perceptions pushed students to engage in various behaviors and actively resist stereotypes with their behaviors both in and outside of classroom.   [More]  Descriptors: Honors Curriculum, African American Students, Student Attitudes, Academically Gifted

Holmes, Sharon L.; Land, Lynette Danley; Hinton-Hudson, Veronica D. (2007). Race Still Matters: Considerations for Mentoring Black Women in Academe, Negro Educational Review, The. We investigated the experiences of Black women faculty employed by predominantly White institutions. Using extant literature interwoven with narrative data, we provided an analysis of how some Black women experience mentoring and/or the mentor-mentee relationship. Emergent themes suggested two significant career trajectory points for the faculty women in the study; they are mentoring experiences as graduate students, and mentoring experiences as tenure-track faculty. Black women who had and had not participated in a mentoring relationship either during graduate school and/or when they became a tenure-track faculty member were included. We used the women's experiences, suggestions taken from extant literature, as well as strategies we used in our academic careers to present recommendations that assist other aspiring tenure-track faculty as they navigate the promotion and tenure process. (Contains 4 footnotes.) [The following are appended: (1) "Appendix A. Full-time Faculty Members"; (2) "Appendix B. Suggestions for Majority [Non-Black] Mentors"; (3) "Appendix C. Conceptual model for preparing the next generation of Black scholars"; and (4) "Appendix D. Research Agenda."]   [More]  Descriptors: Graduate Students, Mentors, Tenure, Women Faculty

Winston, Cynthia E.; Philip, Cheri L.; Lloyd, Derek L. (2007). The Identity and Success Life Story Method: A New Paradigm for Digital Inclusion, Journal of Negro Education. The impact of integrating Design Based Research and Identity and Success Life Story Research Method (ISLSRM) project on creating a new paradigm for research and education projects is examined. This project has helped in creating an educationally and culturally relevant online learning environment for Black students.   [More]  Descriptors: Models, Online Courses, Access to Computers, Educational Technology

D'Urso, Jennifer; Thompson-Robinson, Melva; Chandler, Steve (2007). HPV Knowledge and Behaviors of Black College Students at a Historically Black University, Journal of American College Health. College students are at high risk for human papillomavirus (HPV) infection, yet their knowledge and self-protective behaviors appear inadequate. Researchers who have measured HPV-related knowledge and behaviors in evaluating college intervention efforts pay secondary attention to black college students because this group generally represents only a small subset of samples of the broader college population. Objective and Participants: The authors' purpose in this study was to examine HPV-related knowledge and behaviors in 351 black undergraduates attending a historically black southeastern university in the spring of 2003. Methods: Voluntary and anonymous student participation was solicited in randomly selected undergraduate classes. Results: Results indicated that most students lacked HPV awareness (64%), became aware of HPV largely after infection, and gained their HPV knowledge from a health-care provider or college class. The authors performed an analysis by gender and found that women were more knowledgeable about HPV than were men. Observed HPV-related knowledge and behaviors were similar to samples of the broader US college population. Conclusions: Findings suggest a greater need for HPV intervention efforts for all college students, including those at black colleges.   [More]  Descriptors: College Students, Intervention, Black Colleges, Student Participation

Barker, Marco J. (2007). Cross-Cultural Mentoring in Institutional Contexts, Negro Educational Review, The. Both White faculty members and Black students bring their own cross-cultural ideology to mentoring relationships. Additionally, institutional culture and type often impact cross-cultural relationships via institutional mission, faculty expectation, and student development. Some researchers have found that race is not a factor in cross-cultural mentoring relationships between White mentors and Black students; however, other researchers have found that campus climate and culture, including faculty-student interactions, impact student persistence and college completion. Furthermore, sparse research investigating mentor and protege's perception of each other's culture was found. Such sparseness suggested a void in the literature and therefore encouraged me to further investigate mentoring and student development across differing contexts and ethnic cultures.   [More]  Descriptors: Whites, College Faculty, Mentors, African American Students

Kim, Junyeop; Seltzer, Michael (2007). Causal Inference in Multilevel Settings in Which Selection Processes Vary across Schools. CSE Technical Report 708, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). In this report we focus on the use of propensity score methodology in multisite studies of the effects of educational programs and practices in which both treatment and control conditions are enacted within each of the schools in a sample, and the assignment to treatment is not random. A key challenge in applying propensity score methodology in such settings is that the process by which students wind up in treatment or control conditions may differ substantially from school to school. To help capture differences in selection processes across schools, and achieve balance on key covariates between treatment and control students in each school, we propose the use of multilevel logistic regression models for propensity score estimation in which intercepts and slopes are treated as varying across schools. Through analyses of the data from the Early Academic Outreach Program (EAOP), we compare the performance of this approach with other possible strategies for estimating propensity scores (e.g., single-level logistic regression models; multilevel logistic regression models with intercepts treated as random and slopes treated as fixed). Furthermore, we draw attention to how the failure to achieve balance within each school can result in misleading inferences concerning the extent to which the effect of a treatment varies across schools, and concerning factors (e.g., differences in implementation across schools) that might dampen or magnify the effects of a treatment.   [More]  Descriptors: Outreach Programs, Methods, Inferences, Regression (Statistics)

Fox, Susannah; Livingston, Gretchen (2007). Latinos Online: Hispanics with Lower Levels of Education and English Proficiency Remain Largely Disconnected from the Internet, Pew Hispanic Center. Latinos comprise 14% of the U.S. adult population and about half of this growing group (56%) goes online. By comparison, 71% of non-Hispanic whites and 60% of non-Hispanic blacks use the internet. Several socio-economic characteristics that are often intertwined, such as low levels of education and limited English ability, largely explain the gap in internet use between Hispanics and non-Hispanics. Some Latinos who do not use the internet are connecting to the communications revolution in a different way–via cell phone. Six in ten Latino adults have a cell phone and half send or receive text messages. Latinos from Mexico are less likely than those from the rest of Latin America to use the internet. This analysis is based primarily upon the merging of data from two surveys–the 2006 National Survey of Latinos, and the 2006 Hispanic Religion Survey–both of which were conducted by International Communications Research on behalf of Pew Research Center projects during the same time period, using analogous methodologies. (Contains 9 figures.) [This report was also produced by the Pew Internet & American Life Project, an initiative of the Pew Research Center.]   [More]  Descriptors: Foreign Countries, Internet, Racial Differences, Socioeconomic Status

Alim, H. Samy (2007). Critical Hip-Hop Language Pedagogies: Combat, Consciousness, and the Cultural Politics of Communication, Journal of Language, Identity, and Education. This article addresses two long-standing tensions in the education of linguistically marginalized youth: (a) the cultural tension, or cultural combat, that such students engage in as they form their linguistic identities, and (b) the tensions between the development of critical language pedagogies and the lack of their broader implementation due to disinterested and discriminatory teachers. This article presents critical Hip-hop language pedagogies (CHHLPs) as a holistic approach aimed at both students and teachers, incorporating theory and practice, so that innovative approaches might be implemented. After situating CHHLPs within critical language studies, the article argues that educators are obligated to present the current sociolinguistic reality to students who are subjugated in mainstream institutions. To this end, several pedagogical approaches are presented and discussed. The article concludes with a vision for critical, reflexive pedagogies and a call to mobilize the full body of language, social, and cultural theory to produce consciousness-raising pedagogies.   [More]  Descriptors: African American Culture, Language Minorities, Disadvantaged Youth, Holistic Approach

Watt, Toni Terling; Rogers, Jesse McCoy (2007). Factors Contributing to Differences in Substance Use among Black and White Adolescents, Youth & Society. Research reveals that Black youth are less likely to use alcohol than White youth. It has been argued that Blacks are more likely to abstain because they have less disposable income, are more religious, and have more family support and/or control than White youth. It has also been suggested that not only are these compositional characteristics different and likely to suppress use rates but also that the effects of these factors vary as well. However, there are no comprehensive empirical investigations of these explanations. This study uses the Add Health Survey to examine alcohol and drug use by race and/or ethnicity and to explore how differences in composition and process might produce differences in use. Results suggest that the socioeconomic contexts of Black and White youth differ considerably. However, differences in alcohol use are almost entirely explained by differences in process, in particular, the influence of peers and the family.   [More]  Descriptors: Peer Groups, Drug Use, African American Children, Family Influence

Brooks, Jeffrey S.; Jean-Marie, Gaetane (2007). Black Leadership, White Leadership: Race and Race Relations in an Urban High School, Journal of Educational Administration. Purpose: The purpose of this study was to investigate how race and race relations influence school leadership practice. Design/methodology/approach: This ethnographic study was conducted in a high-poverty, high-minority, urban high school in the Southeastern USA. The authors utilized an anthropological conceptual framework called a moiety, through which the school's leadership culture was conceived as two distinct racial leadership subcultures, one black and one white. Findings: Findings suggested that the members of each of these leadership subcultures conceived of and enacted leadership in a different manner. Members of each subculture interacted with one another in a manner consistent with anthropological inquiry focused on moiety cultures. Research limitations/implications: Though under-used in educational leadership research, the moiety approach seems to have potential for explaining certain (sub)cultural dynamics of leadership in organizations. In the context of this school, race and race relations had a tremendous influence on the ways school leaders interacted with non-moiety members in terms of reciprocity, rivalry, antithesis, and complementarity. Originality/value: These findings suggest that school leaders should understand how race and race relations within and between various school subcultures influence leadership practice.   [More]  Descriptors: Racial Factors, Subcultures, Ethnography, Racial Relations

Mead, Lawrence M. (2007). Toward a Mandatory Work Policy for Men, Future of Children. Lawrence Mead addresses the problem of nonwork among low-income men, particularly low-income black men, and its implications for families and children. The poor work effort, he says, appears to be caused partly by falling wages and other opportunity constraints but principally by an oppositional culture and a breakdown of work discipline. Mead argues that if government policies are to increase work among poor men, they must not merely improve wages and skills but enforce work in available jobs. Using the same "help with hassle" approach that welfare reform has used successfully to increase work among poor mothers, policymakers should adapt the child support enforcement and criminal justice systems so that both actively help their clients find employment and then back up that help with a requirement that they work. Men with unpaid child support judgments and parolees leaving prison would be told to get a job or pay up, as they are now. But if they did not, they would be remanded to a required work program where their efforts to work would be closely supervised. They would have to participate and get a private job and have their subsequent employment verified. Failing that, they would be assigned to work crews, where again compliance would be verified. Men who failed to participate and work steadily would–unless there were good cause–be sent back to the child support or parole authorities to be imprisoned. But men who complied would be freed from the work program after a year or two. They would then revert to the looser supervision practiced by the regular child support and parole systems. If their employment record deteriorated, they could again be remanded to the work program. Mead estimates that such a program would involve as many as 1.5 million men who are already in the child support and criminal justice systems and would cost $2.4 billion to $4.8 billion a year. It is premature, says Mead, for such a program to be mandated nationwide. Rather, the best role for national policy at this point is to establish and evaluate promising model programs to see which work best.   [More]  Descriptors: Wages, Employment, Correctional Institutions, Economically Disadvantaged

Rivers, James E.; Maze, Candice L.; Hannah, Stefanie A.; Lederman, Cindy S. (2007). Domestic Violence Screening and Service Acceptance among Adult Victims in a Dependency Court Setting, Child Welfare. Many child welfare systems are unable to effectively identify and address co-occurring domestic violence and child maltreatment. In response, the Dependency Court Intervention Program for Family Violence implemented a protocol to identify indicators of domestic violence in families involved with child protection proceedings. This article highlights data that demonstrate the ability of an outreach and screening process to identify adult victims of domestic violence in dependency court and to offer them appropriate intervention services.   [More]  Descriptors: Intervention, Child Welfare, Child Abuse, Family Violence

Pieterse, Alex L.; Carter, Robert T. (2007). An Examination of the Relationship between General Life Stress, Racism-Related Stress, and Psychological Health among Black Men, Journal of Counseling Psychology. This study explored the relationship among general life stress, racism-related stress, and psychological health in a sample of 220 Black men. Participants completed a personal data form, the Perceived Stress Scale (S. Cohen, T. Kamarck, & R. Mermelstein, 1983), a modified version of the Schedule of Racist Events (H. Landrine & E. A. Klonoff, 1996), and the Mental Health Inventory (C. T. Veit & J. E. Ware, 1983). Results of hierarchical regressions indicated that when general stress was controlled, racism-related stress predicted an additional 4% of variance in psychological distress for working class men and an additional 7% for middle-upper class men. Racism-related stress also predicted an additional 5% of variance in psychological well-being for middle-upper class men; however, it was not predictive of psychological well-being for working class men. Implications for counseling practice and future research are discussed.   [More]  Descriptors: Psychology, Males, Social Class, Stress Variables

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