Journal articles: 'African American children'

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Hall, J. Camille. "Kinship Ties: Attachment Relationships that Promote Resilience in African American Adult Children of Alcoholics." Advances in Social Work 8, no. 1 (April 30, 2007): 130–40. http://dx.doi.org/10.18060/136.

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For many African Americans, the extended family has been the source of strength, resilience, and survival. Although changes in African American families, like changes in all families in the United States that have diluted the importance of kinship ties, many African Americans continue to place a high value on extended family members. Children of Africans and communities of African descent traditionally interact with multiple caregivers, consisting of kin, and fictive kin.Utilizing both attachment theory and risk and resilience literature, this paper discusses ways to better understand the resilient nature of African American families and how multiple attachment relationships assist at-risk African American children, specifically adult children of alcoholics (ACOAs).

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McDaniel, Antonio. "Historical Racial Differences in Living Arrangements of Children." Journal of Family History 19, no. 1 (March 1994): 57–77. http://dx.doi.org/10.1177/036319909401900103.

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The African American family is not simply a product of existing social conditions but a reflection of a history and a culture that has been conducive to the survival of the African American population. The effect of social and economic exploitation and exclusion of the African population in America during slavery and its aftermath is summarized by a historical approach, which is sensitive to culture. The contemporary household structures of the European and African American populations differ in a similar although more extreme manner than in the past.

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Smith-McKeever, Chedgzsey. "Adoption satisfaction among African-American families adopting African-American children." Children and Youth Services Review 28, no. 7 (July 2006): 825–40. http://dx.doi.org/10.1016/j.childyouth.2005.08.009.

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Holmes, Dr Gloria Kirkland. "African Children’s Songs: A Legendary Teaching Tool." Journal of Education and Culture Studies 3, no. 3 (July 8, 2019): p250. http://dx.doi.org/10.22158/jecs.v3n3p250.

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This paper presents a multicultural perspective of the historical and legendary analysis of African American children’s songs highlighting the important interpersonal familial relationships that have been noted teaching tools for African American children. The data includes multiple songs that have been used for generations to teach children values, history and cultural experiences with life enhancing strength and determination.These diverse experiences are characterized by historical practices that called for African American families to find multimodal means of teaching their children when it was against the law for African Americans to learn to read or to become educated.This research reveals that at various stages in the lives of African American children, parents and extended family members found ways to culturally educate their children. This was done through use of historical and generational African American songs and games. They have been instrumental in providing hope of a better life for those who were oppressed and often denied some of life’s inalienable rights.Teachers at all grade levels including ESL and Special Education could enhance children’s learning through use of multimodal thinking and learning activities.

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Curtis, Carla M. "The Adoption of African American Children by Whites: A Renewed Conflict." Families in Society: The Journal of Contemporary Social Services 77, no. 3 (March 1996): 156–65. http://dx.doi.org/10.1606/1044-3894.890.

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During the turbulent 1960s and the civil-rights movement, African Americans called for the reexamination of major institutional policies. One of the policy changes demanded by African American social workers was the cessation of Whites adopting African American children. The view of the fledgling Association of Black Social Workers was that such practices would result in cultural genocide. This view influenced policy as family-court judges and child advocates pursued same-race adoption with respect to African American children. Some child advocates called the policy of excluding Whites from adopting African American children imprudent and discriminatory, and in the 1980s, judges began to rule in favor of White parents who wanted to adopt Black children. Legislation was introduced and signed into law that makes it illegal for states or agencies receiving federal funding to consider race in the adoption of children. This shift in policy has enraged many African American social workers and resulted in major disagreements between them and individuals who advocate for transracial adoptions. The author explores the arguments of each side and suggests policy recommendations.

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Borum, Valerie. "African American Mothers with Deaf Children: A Womanist Conceptual Framework." Families in Society: The Journal of Contemporary Social Services 88, no. 4 (October 2007): 595–604. http://dx.doi.org/10.1606/1044-3894.3682.

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Although the incidence of disability is more prevalent among African Americans than any other ethnic group in the United States, empirically based guidelines grounded in the unique history and experiences of African American caretakers of children with disabilities are limited. A qualitative, exploratory design consisting of in-depth thematic interviews with 12 nondeaf African American female caretakers of deaf children was used to identify unique responses and approaches incorporated in raising deaf children of African descent. The data analysis plan entailed a modified grounded theory approach. Womanism was used inductively and deductively in organizing emerging themes as an explanatory model.

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KLEINSTEIN, ROBERT N., DONALD O. MUTTI, RUTH E. MANNY, JULIE A. SHIN, and KARLA ZADNIK. "Cycloplegia in African-American Children." Optometry and Vision Science 76, no. 2 (February 1999): 102–7. http://dx.doi.org/10.1097/00006324-199902000-00017.

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Ofori-Dankwa, Joseph, and Robin McKinney. "Contextual Factors Associated with the Achievement of African American and European American Adolescents: A Diversimilarity Approach." Ethnic Studies Review 22, no. 1 (January 1, 1999): 90–111. http://dx.doi.org/10.1525/esr.1999.22.1.90.

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The current study is an extension of Luster & McAdoo's 1994 study of African American children and ecological factors impacting academic performance of these children. Luster and McAdoo found that maternal educational level, income, number of children and living conditions were related to how well children performed in school. Those children from impoverished backgrounds with uneducated mothers had lower quality academic performance. Using the Nation Longitudinal Survey of Youth data (1992), the current study investigated similarities and differences in the impact of ecological factors in European American(n = 266) and African American adolescents (n = 400). The results indicated that the home environment best predicts academic performance in African American adolescents while neighborhood conditions are better predictors of academic performance in European American adolescents. This difference may be related to the function of education for the two groups. Education may be a vehicle for status enhancement for European American adolescents. For African Americans, education may enhance class but not social status associated with racial minority status. These results suggest that educational efforts be developed to assist all adolescent in achieving both status and class objectives.

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Bradford, Angela C., and Joyce L. Harris. "Cultural Knowledge in African American Children." Language, Speech, and Hearing Services in Schools 34, no. 1 (January 2003): 56–68. http://dx.doi.org/10.1044/0161-1461(2003/006).

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Purpose: This study sought to determine whether typically developing African American children’s culturally based mainstream and ethnocultural knowledge increased between grades four and six. Because a lack of mainstream cultural knowledge has been implicated in reduced reading comprehension among many African American children, this study also investigated the degree to which ethnocultural and mainstream cultural knowledge differed. Method: Fifty-eight African American children in grades four, five, and six responded to the Test of Core Knowledge (Bradford & Harris, 2000), a divergent task that required free associations about topics drawn from both mainstream and African American history, arts, and news events. Responses were audiotape-recorded, orthographically transcribed, and analyzed for accuracy and quantity of information. Results: Participants’ knowledge of both mainstream and African American cultural items increased significantly between grades four and five and their knowledge of history, news events, and African American arts increased significantly between grades four and six. Additionally, significant differences were found between grades five and six for mainstream and African American news events. Clinical Implications: This sample of African American children demonstrated mainstream cultural knowledge that often surpassed ethnocultural knowledge. Such broadbased mainstream cultural knowledge meets academic expectations and can be used to facilitate further development of language and reading comprehension skills. However, this finding also suggests the need for future investigations of the relationship between mainstream cultural knowledge and literacy, bicultural knowledge in African American children from lower socioeconomic status and/or more ethnocentric backgrounds, and bicultural knowledge in those children who have language and reading comprehension deficits.

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Glover, Rebecca J., and Claudia A. Smith. "Racial Attitudes of Preschoolers: Age, Race of Examiner, and Child-Care Setting." Psychological Reports 81, no. 3 (December 1997): 719–22. http://dx.doi.org/10.2466/pr0.1997.81.3.719.

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Racial attitudes of 60 preschool children (28 boys, 32 girls) from either a monoracial Euro-American child-care program ( n = 16), a monoracial African-American program ( n = 12), or a multiracial program (25 Euro-Americans, 7 African-Americans) were assessed using the Preschool Racial Attitudes Measure II. Despite the over-all neutral attitudes reflected by these children, evidence of a Euro-American bias among older children was found. If replicated with a large randomly selected sample recognizing and understanding early racial attitudes may be a key factor in fostering positive racial identity and preventing the formation of prejudice.

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Como, Dominique H., Lucía I. Floríndez-Cox, Leah I. Stein Duker, Jose C. Polido, Brandi P. Jones, Mary Lawlor, and Sharon A. Cermak. "Oral Care Knowledge, Attitudes, and Practices of Black/African American Caregivers of Autistic Children and Non-Autistic Children." Children 9, no. 9 (September 19, 2022): 1417. http://dx.doi.org/10.3390/children9091417.

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Oral health is a vital component of overall health. Children from underserved, minoritized populations (i.e., Black/African Americans, autistic children) are at even greater risk for experiencing oral health disparities. This study aims to illuminate the oral health knowledge, attitudes, and practices of Black/African American caregivers of autistic and non-autistic children. Black/African American caregivers of children (4-to-14 years) on the autism spectrum (n = 65) or not on the autism spectrum (n = 60), participated in a survey, with input from literature reviews, interviews, previous research, and reviews by experts. Caregivers demonstrated basic knowledge of oral health with significantly lower scores for caregivers of autistic children. Caregivers care about oral health and would like to increase their knowledge. Significant differences in oral care practices were found between the autistic and non-autistic groups. Caregivers reported they can access dental services with relative ease, including finding their child a dentist, scheduling a dental appointment, and accessing transportation (personal or public) to attend the visit. Black/African American caregivers of autistic children and children without autism seem to have foundational knowledge about oral health and basic practices; however, they are interested in learning more. Therefore, tailored oral health education programs may help mitigate oral health disparities for Black/African American families.

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Newton, Robert L., Hongmei Han, Melinda Sothern, Corby K. Martin, Larry S. Webber, and Donald A. Williamson. "Accelerometry Measured Ethnic Differences in Activity in Rural Adolescents." Journal of Physical Activity and Health 8, no. 2 (February 2011): 287–95. http://dx.doi.org/10.1123/jpah.8.2.287.

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Background:To determine if there are differences in time spent in physical activity and sedentary behavior between rural African American and Caucasian children.Methods:Children wore accelerometers for 3 weekdays. The students were randomly selected from a larger sample of children participating in a weight gain prevention intervention. Usable data were obtained from 272 of the 310 students who agreed to participate. The outcome data included counts per minute (CPM), time spent in moderate to vigorous (MVPA), light (LPA), and sedentary (SED) activity. The equation and cutoff used to analyze national accelerometry data were used for the current study.Results:The sample had an average age of 10.4 (1.1) years and 76% were African American. Lower SES African Americans had more CPM (P = .012) and spent more time in MVPA (P = .008) compared with middle SES African American and lower SES Caucasian children. Lower SES African American children also spent fewer minutes in SED activity (P = .044) compared with middle SES African American children.Conclusions:These findings support recent results that also used objective activity measures. Children appeared less active and more sedentary than a national sample, warranting interventions in minority and rural populations.

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Hasson, Rebecca E., Tanja C. Adam, Jaimie N. Davis, Marc J. Weigensberg, Emily E. Ventura, Christianne J. Lane, Christian K. Roberts, and Michael I. Goran. "Ethnic Differences in Insulin Action in Obese African-American and Latino Adolescents." Journal of Clinical Endocrinology & Metabolism 95, no. 8 (August 1, 2010): 4048–51. http://dx.doi.org/10.1210/jc.2010-0018.

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Introduction: African-American children have a greater acute insulin response to iv glucose (AIR) compared with Latino children despite a similar degree of insulin resistance and body composition. It is unclear whether African-Americans demonstrate an exaggerated insulin response to an oral glucose challenge and whether any differences are seen in more obese children in advanced pubertal development. Purpose: Our objective was to compare glucose and insulin indices derived from an oral glucose tolerance test (OGTT) and iv glucose tolerance test (IVGTT) in sedentary, obese African-American (n = 59) and Latino (n = 83) adolescents. Methods: Glucose and insulin incremental area under the curve was measured during an OGTT, and AIR, insulin sensitivity, disposition index, and glucose effectiveness were assessed during an IVGTT. Body composition was assessed via dual-energy x-ray absorptiometry and magnetic resonance imaging. Results: From the OGTT, glucose and insulin IAUC were 29.1 and 22.5% lower (P = 0.01) in African-Americans compared with Latino adolescents. From the IVGTT, insulin sensitivity and glucose effectiveness were 41.7% (P < 0.01) and 50.0% (P = 0.02) lower in African-Americans compared to Latinos. AIR (P = 0.001) and disposition index (P = 0.02) were 63.0 and 48.8% higher in African-Americans, respectively, compared with Latinos. These findings persisted after controlling for body composition and fat distribution. Conclusions: There were marked differences in glucose and insulin indices derived from the OGTT and IVGTT. African-Americans were more insulin resistant as measured by the IVGTT compared with the Latino adolescents. However, the well-described hyperinsulinemia in response to iv glucose was not observed after oral glucose in African-American adolescents.

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Daniels, Stephen R. "Kawasaki disease in African American children." Journal of Pediatrics 229 (February 2021): 1–4. http://dx.doi.org/10.1016/j.jpeds.2020.12.044.

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Champion, Tempii, Harry Seymour, and Stephen Camarata. "Narrative Discourse of African American Children." Journal of Narrative and Life History 5, no. 4 (January 1, 1995): 333–52. http://dx.doi.org/10.1075/jnlh.5.4.03dis.

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Abstract Oral narratives are increasingly used in speech and language evaluations for measuring language skills, and to measure children's organizational skill within a broader communicative context. Because of this, oral-narrative analyses are applied to diverse age ranges and populations. However, there are few studies examining the production of narratives of child speakers of African American English (AAE), and these previous studies offer conflicting views on the nature of narratives in this population. Because of this, the purpose of this study was to investigate the production of narratives of AAE speaking children using elicitation procedures that were standard across participants. Fifteen partici-pants were selected from a predominantly African American low-income com-munity of Springfield, Massachusetts. Highpoint and story-grammar analyses-two analyses that are often applied narratives in previous studies- were applied to the samples gathered from these participants. The results indicated that (a) subjects produced a greater number of more advanced (com-plete and complex) structures than lower level structures within story grammar analysis at all age levels, and (b) the most advanced structure (classic structure) was observed more often than any other structures within highpoint analysis. (Speech/Hearing/Language Pathology)

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Danadian, Kapriel, Chittiwat Suprasongsin, Janine E. Janosky, and Silva Arslanian. "Leptin in African-American Children 410." Pediatric Research 43 (April 1998): 73. http://dx.doi.org/10.1203/00006450-199804001-00431.

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Harris, Marian S., and Ada Skyles. "Kinship Care for African American Children." Journal of Family Issues 29, no. 8 (March 26, 2008): 1013–30. http://dx.doi.org/10.1177/0192513x08316543.

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Geronimi, Elena M. C., Allyn Richards, Colette Gramszlo, and Janet Woodruff-Borden. "A Preliminary Investigation of Cognitive Features Associated With Worry Among African American Youth." Journal of Black Psychology 45, no. 6-7 (August 29, 2019): 518–39. http://dx.doi.org/10.1177/0095798419870076.

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Although knowledge of the cognitive factors that place children at risk for worry has grown, little is known about these processes within African American youth. The present study investigated cognitive factors associated with worry in a sample of 47 African American children, ages 8 to 13. Participants completed self-report measures of worry, intolerance of uncertainty, positive and negative beliefs about worry, and negative problem orientation. Results supported the hypothesis that cognitive factors demonstrated significant positive associations with worry. Based on a model predicting worry from all cognitive factors, negative beliefs about worry emerged as the only individual predictor. This is the first study to examine cognitive factors associated with worry in an African American sample of children and provides initial support for the applicability of these cognitive factors in future examinations of worry within this population. Future research should continue to explore cognitive as well as other factors that predispose African America children to worry.

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Gibson, Bentley, Erin Robbins, and Philippe Rochat. "White Bias in 3–7-Year-Old Children across Cultures." Journal of Cognition and Culture 15, no. 3-4 (August 26, 2015): 344–73. http://dx.doi.org/10.1163/15685373-12342155.

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In three studies we report data confirming and extending the finding of a tendency toward a White preference bias by young children of various ethnic backgrounds. European American preschoolers who identify with a White doll also prefer it to a Black doll. In contrast, same age African American children who identify with a Black doll do not show a significant preference for it over a White doll. These results are comparable in African American children attending either a racially mixed (heterogeneous), or an Afro-centric, all African American (homogenous) preschool. These results show the persistence of an observation that contributed to school de-segregation in the United States. Results also reveal a lack of congruence between skin color identity and preference is not limited to African Americans. There is a comparable, if not stronger White preference bias in five to seven-year-old Polynesian and Melanesian children tested in their native island nations. Using a modified procedure controlling for binary forced choice biases, we confirm these findings with second generation American children of Indian descent showing clear signs of a White (lighter skin preference) bias. These results are consistent with the idea that during the preschool years children are sensitive and attracted to signs of higher social status that, for historical reasons and across cultures, tends to be associated with lighter skin color.

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Muttalib, Fuad. "The Characters of Children in Alice Walker’s “Everyday Use” and Eudora Welty’s “A Worn Path”: A Comparative Study." International Journal of Language and Literary Studies 3, no. 2 (June 29, 2021): 166–74. http://dx.doi.org/10.36892/ijlls.v3i2.567.

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This article tries to compare between two well-known American short stories, “A Worn Path” by Eudora Welty and “Everyday Use” by Alice Walker, from a comparative perspective. The author of the first of these stories is an African-American novelist, short story writer, poet, and social activist. Alice Walker and the other story is written by an American short story writer, novelist and photographer, who wrote about the American South, Audra Welty. The specific reasons behind choosing these two short stories because they are written by women writers from different cultures, both deal with racial issues, but more importantly is that both include children characters that can add an attribution to be representations of the new African- American generation. Walker’s story includes the characters of two African- American daughters; Maggi and Dee, each of these characters behave in a different way, a behavior which consequently represents a special attitude towards the new generation of African- Americans. While in Welty’s story, we find the character of the grandson of the protagonist, Phoenix, who has a disease which deprived him from his ability to speak. This study analyses how these three characters provide different angles of seeing how the new generation of African- Americans is represented through a comparative outlook.

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Chang, Xiao, Renata Pellegrino, James Garifallou, Michael March, James Snyder, Frank Mentch, Jin Li, et al. "Common variants at 5q33.1 predispose to migraine in African-American children." Journal of Medical Genetics 55, no. 12 (September 28, 2018): 831–36. http://dx.doi.org/10.1136/jmedgenet-2018-105359.

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BackgroundGenome-wide association studies (GWASs) have identified multiple susceptibility loci for migraine in European adults. However, no large-scale genetic studies have been performed in children or African Americans with migraine.MethodsWe conducted a GWAS of 380 African-American children and 2129 ancestry-matched controls to identify variants associated with migraine. We then attempted to replicate our primary analysis in an independent cohort of 233 African-American patients and 4038 non-migraine control subjects.ResultsThe results of this study indicate that common variants at 5q33.1 associated with migraine risk in African-American children (rs72793414, p=1.94×10−9). The association was validated in an independent study (p=3.87×10−3) for an overall meta-analysis p value of 3.81×10−10. eQTL (Expression quantitative trait loci) analysis of the Genotype-Tissue Expression data also shows the genotypes of rs72793414 were strongly correlated with the mRNA expression levels of NMUR2 at 5q33.1. NMUR2 encodes a G protein-coupled receptor of neuromedin-U (NMU). NMU, a highly conserved neuropeptide, participates in diverse physiological processes of the central nervous system.ConclusionsThis study provides new insights into the genetic basis of childhood migraine and allow for precision therapeutic development strategies targeting migraine patients of African-American ancestry.

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Alvarado, Camille, and Vania Modesto-Lowe. "Improving Treatment in Minority Children With Attention Deficit/Hyperactivity Disorder." Clinical Pediatrics 56, no. 2 (July 20, 2016): 171–76. http://dx.doi.org/10.1177/0009922816645517.

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Studies have shown that African American, Caucasian, and Hispanic children all have the same prevalence of attention deficit/hyperactivity disorder (ADHD) symptoms and respond similarly to treatment. However, the number of African American and Hispanic children actually diagnosed with ADHD is significantly lower than that of the Caucasian population. Consequently, the numbers of African American and Hispanic children receiving ADHD treatment is also low. This article investigates the barriers to diagnosis and treatment of ADHD in African American and Hispanic populations, which include financial limitations, differing parental views, and cultural norms. It then discusses potential solutions to help address those barriers with the hope of providing culturally sensitive care among African American and Hispanic communities.

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Graves, Scott, and Angela Mitchell. "Is the Moratorium Over? African American Psychology Professionals’ Views on Intelligence Testing in Response to Changes to Federal Policy." Journal of Black Psychology 37, no. 4 (January 10, 2011): 407–25. http://dx.doi.org/10.1177/0095798410394177.

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Collectively, advocates for the well-being of African American children have long called for a moratorium on the use of intelligence testing for the placement of children in special education. With the 2004 reauthorization of the Individuals with Disabilities Education Act, intelligence testing is no longer required and in some states prohibited as a tool for assessing learning disabilities. As such, the purpose of this descriptive study is to give an overview of these changes and how they will affect the assessment of African American children. A national sample of African American psychology professionals was surveyed, and the majority indicated that response to intervention (RTI) methodologies alone are not sufficient for special education placement. In addition, there was uncertainty if RTI procedures will reduce African American disproportionality in special education. Results are discussed in terms of the need to increase the number of intervention articles that include African American children and recruiting more African American school psychologists.

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Suizzo, Marie-Anne, Courtney Robinson, and Erin Pahlke. "African American Mothers' Socialization Beliefs and Goals With Young Children." Journal of Family Issues 29, no. 3 (November 19, 2007): 287–316. http://dx.doi.org/10.1177/0192513x07308368.

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Although research on African American family socialization is increasing, little is known about the beliefs, goals, and strategies of middle-class parents of young children. This study's aim was to address this research gap by examining three key aspects of parental socialization. First, the authors investigated whether and how African American mothers engage in racial socialization. Second, they examined the meanings of educational achievement to these mothers and how these meanings are conveyed through academic socialization. Third, the authors investigated which aspects of interdependence and independence these mothers promote in their children. Twelve mothers of 3- to 6-year-old children were interviewed, and 5 of these mothers participated in a focus group. Three themes were identified: (a) teaching children about African Americans' history and their ancestors' “struggle,” (b) promoting educational achievement to overcome barriers of racism, and (c) promoting autonomy while maintaining close family relationships. Implications for educators and family practitioners are discussed.

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Wu, Kejing. "Understanding African Americans Homeschooling Movement in the United States through Social Justice and Equity, Postcolonialism and Critical Theory." Journal of Education and Educational Research 1, no. 1 (November 8, 2022): 72–77. http://dx.doi.org/10.54097/jeer.v1i1.2477.

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A growing number of African Americans are homeschooling their children, which has drawn the attention of an increasing number of researchers and academics. Based on social justice and equity, Postcolonialism, and Critical Theory, this study examines the social connotations and implications of African American families' homeschooling movement. Previously, homeschooling was criticized as a tactic of neoliberal privatization that perpetuates social inequity. However, this study indicates that the homeschooling movement has a distinct significance for African American families. It combines Postcolonialism and Freirean Critical Theory to offer a more comprehensive analysis of the African American homeschooling movement in light of previous research on racial educational inequality. While the homeschooling movement as a whole can potentially lead to social injustice and inequity, the African American homeschooling movement thrusts them into dialogues about educational reform and the struggle of African American families for cultural identity and racial equity.

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Hasson, Rebecca E., Tanja C. Adam, Jay Pearson, Jaimie N. Davis, Donna Spruijt-Metz, and Michael I. Goran. "Sociocultural and Socioeconomic Influences on Type 2 Diabetes Risk in Overweight/Obese African-American and Latino-American Children and Adolescents." Journal of Obesity 2013 (2013): 1–9. http://dx.doi.org/10.1155/2013/512914.

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Purpose. It is unclear whether sociocultural and socioeconomic factors are directly linked to type 2 diabetes risk in overweight/obese ethnic minority children and adolescents. This study examines the relationships between sociocultural orientation, household social position, and type 2 diabetes risk in overweight/obese African-American (n=43) and Latino-American (n=113) children and adolescents.Methods. Sociocultural orientation was assessed using the Acculturation, Habits, and Interests Multicultural Scale for Adolescents (AHIMSA) questionnaire. Household social position was calculated using the Hollingshead Two-Factor Index of Social Position. Insulin sensitivity (SI), acute insulin response (AIRG) and disposition index (DI) were derived from a frequently sampled intravenous glucose tolerance test (FSIGT). The relationships between AHIMSA subscales (i.e., integration, assimilation, separation, and marginalization), household social position and FSIGT parameters were assessed using multiple linear regression.Results.For African-Americans, integration (integrating their family’s culture with those of mainstream white-American culture) was positively associated with AIRG(β=0.27±0.09,r=0.48,P<0.01) and DI (β=0.28±0.09,r=0.55,P<0.01). For Latino-Americans, household social position was inversely associated with AIRG(β=-0.010±0.004,r=-0.19,P=0.02) and DI (β=-20.44±7.50,r=-0.27,P<0.01).Conclusions.Sociocultural orientation and household social position play distinct and opposing roles in shaping type 2 diabetes risk in African-American and Latino-American children and adolescents.

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Gross, Tyra Toston, Marsha Davis, Alex K. Anderson, Jori Hall, and Karen Hilyard. "Long-Term Breastfeeding in African American Mothers." Journal of Human Lactation 33, no. 1 (January 6, 2017): 128–39. http://dx.doi.org/10.1177/0890334416680180.

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Background: According to the Centers for Disease Control and Prevention, 39.1% of African American infants are breastfed at 6 months. However, few studies have explored the breastfeeding experiences of African American women who successfully breastfeed to 6 months or longer durations. Research aim: The goal of this qualitative study was to explore the long-term breastfeeding experiences of low-income African American women using the positive deviance approach. Methods: African American women with breastfeeding experience were recruited through Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) breastfeeding peer counselors. Eligibility criteria included being age 18 or older, currently participating in WIC, and having breastfed one child for at least 6 months in the past 2 years. Semistructured, in-depth interviews were conducted with 11 participants. Interviews were audio-recorded and professionally transcribed. Transcripts were then analyzed for emerging themes using thematic analysis in NVivo software. Results: Participants had on average three children each, with an average length of breastfeeding of 10.5 months per child. Four main themes developed: (a) deciding to breastfeed, (b) initiating breastfeeding, (c) breastfeeding long-term, and (d) expanding breastfeeding support. Participants offered culturally tailored suggestions to improve breastfeeding support for other African American women: prenatal discussions of breastfeeding with health care providers, African American lactation support personnel and breastfeeding support groups, and African American breastfeeding promotion in print and digital media. Conclusion: Women who participated in this study breastfed for longer durations than the national average for African Americans. Findings can inform practice and research efforts to improve breastfeeding rates in this population using lessons learned from successful women.

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Riccio, Cynthia, Salvador Ochoa, Sylvia Garza, and Collette Nero. "Referral of African American Children for Evaluation of Emotional or Behavioral Concerns." Multiple Voices for Ethnically Diverse Exceptional Learners 6, no. 1 (September 1, 2003): 1–12. http://dx.doi.org/10.56829/muvo.6.1.57047673m5005n24.

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Research indicates that high numbers of African American children receive special education services. To address the overrepresentation of African Americans in special education, this study examined the source of referral and the behaviors that precipitate the referral of African Americans for evaluation due to behavioral or emotional concerns. School psychologists responded to survey questions related to source of referral and reasons for referral when behavioral or emotional assessment was indicated. Results suggest that teachers are the primary source of referral; parents, administrators, and others initiate the process as well. Reasons for referral range from academic concerns to more specific behavioral concerns, particularly those related to aggression. Implications for proactive intervention to address problems leading to referral are discussed.

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Oggins, Jean. "Topics of Marital Disagreement among African-American and Euro-American Newlyweds." Psychological Reports 92, no. 2 (April 2003): 419–25. http://dx.doi.org/10.2466/pr0.2003.92.2.419.

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To see what issues couples most and least often reported as topics of marital disagreement, survey data were analyzed for 113 African-American and 131 Euro-American couples reporting in the first and third years of marriage. Friedman tests showed that in both the first and third years of marriage, money was most often reported as a topic of marital disagreement; tensions about leisure, each spouse's family of origin, and children were reported significantly less often; and tensions about religion were reported least often. Findings were very similar for African Americans and Euro-Americans, and for husbands and wives. Overall, findings show considerable stability in the relative frequency with which specific topics reportedly evoke tension early in marriage.

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Baskin, Monica L., Ivan Herbey, Ronnie Williams, Jamy D. Ard, Nataliya Ivankova, and Angela Odoms-Young. "Caregiver perceptions of the food marketing environment of African-American 3–11-year-olds: a qualitative study." Public Health Nutrition 16, no. 12 (July 5, 2013): 2231–39. http://dx.doi.org/10.1017/s1368980013001766.

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AbstractObjectiveTo assess caregivers’ perceptions of the extent to which the food marketing environment influences food consumption among African-American children (aged 3–11 years) in order to generate potential strategies to make the marketing environment more favourable to healthier eating.DesignIndividual semi-structured interviews with caregivers were conducted by trained community leaders to ascertain their awareness of and perceptions about food marketing environments contributing to African-American children's food consumption.SettingSix predominantly African-American communities in metro Birmingham, Alabama, USA with high proportions of school-age children and lower-income residents.SubjectsCaregivers (n 25) were predominantly female (93 %) and either parents/guardians (64 %) or grandparents (28 %) of African-American children aged 3–11 years. Caregiver mean age was 43 years and 46 % had lived in their current residence for over 10 years.ResultsCaregivers reported all aspects of the food marketing matrix as supporting unhealthy eating among African-American youth. Child preference for foods higher in fat and sugar, lower pricing of less healthy foods, limited access to healthier food retailers and targeted advertisements were particularly influential on the food selection, acquisition and consumption of children. Company loyalty, corporate sponsorship of local events and conflicts over parental v. food company responsibility contributed to less consensus about the overall impact (positive or negative) of food companies in African-American communities.ConclusionsWhile caregivers perceived aspects of their food marketing environments as primarily contributing to unhealthy eating among African-American children, framing the demand for changes in the food marketing environments of African-American youth may be particularly challenging.

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Bliss, Lynn S., Zenara Covington, and Allyssa McCabe. "Assessing the Narratives of African American Children." Contemporary Issues in Communication Science and Disorders 26, Fall (October 1999): 160–67. http://dx.doi.org/10.1044/cicsd_26_f_160.

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Lue, Martha S., Shelia Y. Smalley, Barbara Smith, and Gregory Seaton. "African-American Fathers with Their Preschool Children." Educational Forum 62, no. 4 (December 31, 1998): 300–305. http://dx.doi.org/10.1080/00131729808984363.

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Turner, Brenda G., Deborah C. Beidel, Sean Hughes, and Marquette W. Turner. "Text anxiety in African American school children." School Psychology Quarterly 8, no. 2 (1993): 140–52. http://dx.doi.org/10.1037/h0088835.

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Neal, Angela M., Roy S. Lilly, and Sandra Zakis. "What are African American children afraid of?" Journal of Anxiety Disorders 7, no. 2 (March 1993): 129–39. http://dx.doi.org/10.1016/0887-6185(93)90011-9.

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Pastor, Patricia N., and Cynthia A. Reuben. "Racial and Ethnic Differences in ADHD and LD in Young School-Age Children: Parental Reports in the National Health Interview Survey." Public Health Reports 120, no. 4 (July 2005): 383–92. http://dx.doi.org/10.1177/003335490512000405.

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Objectives. Racial and ethnic disparities have been documented for many physical health outcomes in children. Less is known, however, about disparities in behavioral and learning disorders in children. This study uses data from a national health survey to examine racial and ethnic differences in identified attention deficit hyperactivity disorder (ADHD) and learning disability (LD). Methods. The 1997–2001 National Health Interview Surveys obtained information from parents about the health and sociodemographic characteristics of children. Using these data, prevalence rates of identified ADHD and/or LD were estimated for Hispanic, African American, and white children 6–11 years of age. Racial and ethnic differences in health conditions, income, and insurance coverage were examined as possible explanations for disparities in parental reports of ADHD and LD, as well as the use of any prescription medication among children with ADHD. Results. Hispanic and African American children, compared to white children, had parental reports of identified ADHD without LD less often, and adjustments for the confounding variables—birthweight, income, and insurance coverage—did not eliminate these differences. Hispanic and African American children, compared to white children, also had parental reports of ADHD with LD less often after adjustments for the effects of confounding variables. By contrast, after adjustments for confounding variables, Hispanic and African American children were as likely as white children to have LD without ADHD. Among children with ADHD, use of any prescription medication was reported less often for Hispanic and African American children than white children. These disparities in medication use persisted after adjustments for confounding variables. Conclusions. The prevalence of ADHD and the use of any prescription medication among children with ADHD differed among Hispanic, African American, and white children. These disparities could not be explained by racial and ethnic differences in other health conditions and sociodemographic variables.

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Como, Dominique, Leah Stein Duker, José Polido, and Sharon Cermak. "The Persistence of Oral Health Disparities for African American Children: A Scoping Review." International Journal of Environmental Research and Public Health 16, no. 5 (February 27, 2019): 710. http://dx.doi.org/10.3390/ijerph16050710.

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Oral health is an important yet often neglected component of overall health, linked to heart disease, stroke, and diabetic complications. Disparities exist for many groups, including racial and ethnic minorities such as African Americans. The purpose of this study was to examine the potential factors that perpetuate oral health care disparities in African American children in the United States. A systematic search of three literature databases produced 795 articles; 23 articles were included in the final review. Articles were analyzed using a template coding approach based on the social ecological model. The review identified structural, sociocultural, and familial factors that impact the ability of African Americans to utilize oral care services, highlighting the importance of the parent/caregiver role and the patient–provider relationship; policy-level processes that impact access to quality care; the value of autonomy in treatment and prevention options; and the impact of sociocultural factors on food choices (e.g., food deserts, gestures of affection). In conclusion, oral health care remains an underutilized service by African American children, despite increasing access to oral care secondary to improvements in insurance coverage and community-based programs.

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Damico, James S., Stephanie Power Carter, Tarajean Yazzie-Mintz, and Gerald Campano. "Professional Book Reviews: Cultivating Academic Literacy in Critical and Culturally Responsive Ways." Language Arts 85, no. 6 (May 1, 2008): 464–68. http://dx.doi.org/10.58680/la20086635.

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We began with this guiding question: which professional resources focus on academic literacy development in critical and culturally responsive ways? We selected 4 books: Reading Lives: Working-class Children and Literacy Learning (Hicks), African American Literacies (Richardson), Widening the Circle: Culturally Relevant Pedagogy for American Indian Children (Klug & Whitfield), and Multicultural Strategies for Educational Change: Carriers of the Torch in the United States and Africa (Ball).

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Lewis, Jeffrey L., and Eunhee Kim. "A Desire to Learn: African American Children's Positive Attitudes toward Learning within School Cultures of Low Expectations." Teachers College Record: The Voice of Scholarship in Education 110, no. 6 (June 2008): 1304–29. http://dx.doi.org/10.1177/016146810811000602.

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Background Scholars are bringing much-needed attention to the persistent problem of academic underachievement among African American children in the United States, who continue to lag behind White school children in all socioeconomic groups. This is especially true of impoverished African Americans. Although some link these outcomes to poor student attitudes, recent scholarship casts doubt on the prevalence and significance of the role of adversarial attitudes on school outcomes. In addition, most of the extant research of student attitudes among African American students reflects research with middle school and high school students. We know little about the attitudes of elementary-age African American children living in low-income neighborhoods. Focus of Study This qualitative study aims to address this gap in our knowledge by examining whether oppositional attitudes toward learning prevail among African American children attending two low-income urban elementary schools in California. We also examine how what African American children say they want in teachers relates to what we document as good teaching. Research Design This study used a qualitative design that included face-to-face interviews with children, participant observation in the school and after-school labs, and videotape of classroom interactions in after-school sites. We helped establish the after-school sites as pedagogical laboratories designed to examine how less skilled teachers learn to improve their practice and how children learn with an exemplary teacher. Data Analysis We content-analyzed interview data to examine how children defined and described effective and ineffective teaching. We also used content analysis of participant observations to assess school climate and institutional culture. We developed a code manual to content-analyze videotaped lab data to identify characteristics of the after-school lab that supported positive and productive classroom behaviors in the students. Conclusions We conclude that low-come urban children do want to learn, regardless of their actual demonstrated ability levels, and they appear to be resilient in this respect. We found that elementary school-age low-income African American children are aware of strengths and deficiencies in their teachers and can name each explicitly. Even within controlling or negative school environments that reflect a pervasive culture of low expectations, they overwhelmingly expressed a desire for teachers who treated them well, helped them learn, and who were fair and caring toward them. Moreover, given the opportunity to work with a teacher who worked with them in ways consistent with what they looked for in good teachers, the children in our study responded with productive classroom behaviors.

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Thompson-Miller, Ruth, and Leslie H. Picca. "“There Were Rapes!”: Sexual Assaults of African American Women and Children in Jim Crow." Violence Against Women 23, no. 8 (July 3, 2016): 934–50. http://dx.doi.org/10.1177/1077801216654016.

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Using data from 92 interviews, this article examines the narratives of African Americans’ experiences as children and young adults during Jim Crow in the Southeast and Southwest. It gives voice to the realities of sexual assaults committed by ordinary White men who systematically terrorized African American families with impunity after the post-Reconstruction south until the 1960s. The interviewees discuss the short- and long-term impact of physical, mental, emotional, and sexual assaults in their communities. We discuss the top four prevalent themes that emerged related to sexual assault, specifically (a) the normalization of sexual assaults, (b) protective measures to avoid White violence, (c) the morality of African American women, and (d) the long-term consequences of assaults on children.

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Holt, Yolanda F. "Kids talk too: Linguistic justice and child African American English." Journal of the Acoustical Society of America 153, no. 3_supplement (March 1, 2023): A211. http://dx.doi.org/10.1121/10.0018686.

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African American English (AAE) is a language form used primarily, though not exclusively by Black Americans of historical African descent. The language is rule governed, robust, and resistant to assimilation to the white American English (WAE) dialects that surround it. Although public schools in the United States have been putatively integrated since 1954, the 2020 census data reveals most children continue to live in segregated communities. White children live in communities that are on average 69% white and Black children in communities that are on average 55% Black. As children acquire the language forms of their community peers, we should expect most Black children will enter school using some AAE. Speech and language scientists can participate in linguistic justice by teaching the systematic nature of AAE speech most likely to perturb listeners and lead to misidentification of AAE speech variation as disorder. We will focus on weak syllable deletion and final consonant variation. We will show how to use AAE audio recordings and simple spectral analysis to decrease misinterpretation of typical AAE child speech as speech errors.

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BENIN, MARY, and VERNA M. KEITH. "The Social Support of Employed African American and Anglo Mothers." Journal of Family Issues 16, no. 3 (May 1995): 275–97. http://dx.doi.org/10.1177/019251395016003003.

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Using the National Survey of Families and Households (NSFH), we investigate the support received by employed African American and Anglo mothers of young children. Supports investigated include care of sick and out-of-school children, general baby-sitting assistance, and help with transportation. Supports received from family and friends were analyzed separately. Care for sick and out-of-school children is deemed to be a particularly important source of support, and African Americans are more likely than Anglos to receive this support from relatives. A discouraging finding is that for every type of support, mothers below the poverty line are no more likely to receive support than more affluent mothers.

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Smith, Tina T., Tamala Bradham, Leah Chandler, and Christina Wells. "The Effect of Examiner's Race on the Performance of African American Children on the SCAN." Language, Speech, and Hearing Services in Schools 31, no. 2 (April 2000): 116–25. http://dx.doi.org/10.1044/0161-1461.3102.116.

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Purpose: With African American children, processingdependent central auditory nervous system (CANS) tests, such as the Screening Test for Auditory Processing Disorders (SCAN) (Keith, 1986), may be less culturally biased than traditional knowledge-dependent standardized language measures. Keith found that African American children received lower scores on the SCAN than did Anglo American children. The primary purpose of this study was to determine whether middle-class African American children might improve their SCAN performance when tested by an African American versus an Anglo American examiner. Method: The SCAN was administered twice to 47 African American children, ages 5–10 years. Half of the participants were tested by an African American examiner first and then by an Anglo American examiner, with the order of testing counterbalanced for the remaining half of the participants. Data were also analyzed by grade level. Results: A 2 (examiner race) x 3 (grade level) analysis of variance did not reveal a significant effect for examiner race, but did show a main effect for grade level on certain SCAN subtests; however, effect size results revealed that the magnitude of differences between mean scores on the Competing Words subtest and the composite score were large enough to be potentially significant. Results also indicated a significant learning effect. Clinical Implications: Although examiner race did not appear to influence SCAN performance for this group of children, the possibility of a race effect needs further investigation with a larger sample, as does the clinical utility of the SCAN as a processing-dependent measure. The significant learning effect also suggests potential problems with the test-retest reliability of the SCAN.

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Slaughter-Defoe, Diana T., Valerie Shahariw Kuehne, and Jane K. Straker. "African-American, Anglo-American, and Anglo-Canadian Grade 4 Children's Concepts of Old People and of Extended Family." International Journal of Aging and Human Development 35, no. 3 (October 1992): 161–78. http://dx.doi.org/10.2190/wpcf-1yrq-qkeh-fuq4.

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A cross-national study of 104 fourth grade children's concepts of old people and extended family was conducted in Canada and the United States, using the Children's Attitudes Toward the Elderly Scale (CATE), and a modified version of the Gilby and Pederson (1982) Family Concept Interview. Both Anglo-American and African-American children were included in the U.S. sample. Results indicated that Anglo-American and Anglo-Canadian children were significantly more similar in their attitudes toward the elderly and their concepts of family than African-American and Anglo-American children. In comparison with the other two cultural groups, Anglo-American children were significantly more likely to include extended family members in their concept of who is family; Anglo-Canadian children had a significantly higher level of age discrimination ability; and African-American children showed a trend toward more positive attitudes toward older people. Overall findings of negative attitudes toward old people were consistent with earlier studies. The implications of children's ageist attitudes for increasingly aging Western societies are noted, particularly given impoverished children's potential need for extrafamilial social supports.

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Cooper, Shauna M., Latisha Ross, Adrianne Dues, Alexandrea R. Golden, and Marketa Burnett. "Intergenerational Factors, Fatherhood Beliefs, and African American Fathers’ Involvement: Building the Case for a Mediated Pathway." Journal of Family Issues 40, no. 15 (May 18, 2019): 2047–75. http://dx.doi.org/10.1177/0192513x19849629.

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Intergenerational factors have been suggested as a critical interactional context shaping African American fathers’ beliefs and parenting practices. However, relatively little attention has been given to the identification of underlying processes guiding the association between intergenerational factors and African American fathers’ involvement with their children. The current investigation builds the case for fathering role ideologies and sense of parenting competence as mediators. The sample was composed of 185 African American fathers ( M = 32.20 years, SD = 8.24) residing in a midsized city in the Southeastern region of the United States. Results revealed that fathering role ideologies, but not sense of parenting competence, mediated the relationship between African American fathers’ intergenerational factors and their involvement. Findings from this investigation highlight underlying mechanisms guiding the relationship between intergenerational factors and African American fathers’ involvement with their children. Implications for intervention and prevention programming for African American fathers are discussed.

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Blake, Ira Kincade. "The Social-emotional Orientation of Mother-child Communication in African American Families." International Journal of Behavioral Development 16, no. 3 (September 1993): 443–63. http://dx.doi.org/10.1177/016502549301600305.

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The language abilities of African American children have been linked to their poor school performance for several decades. With limited descriptive evidence about their learning language as an integrated system, African American children are still viewed as somehow acquiring an inadequate language. Moreover, the recent work in language socialisation has not been able to alter the tendency to approach the language skills of minority children from a restricted use or production deficiency perspective. The present study addressed these issues through a longitudinal/observational examination of the form, content, and use in the language development of three African American children within a low-structured communicative setting with their mothers. Descriptive findings indicated that, similar to Euro-American children, these African American children's language developed in length and semantic-syntactic relations. However, differences in the group patterns of semantic-syntactic relations did occur and reflected a style of communication identified as a social-emotional orientation. This orientation was also found in the mothers' pattern of language use. The cultural basis of the social-emotional orientation and its role in language learning are discussed.

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Batho, Nick. "Art and Storytelling on the Streets: The Council on Interracial Books for Children’s Use of African American Children’s Literature." Humanities 12, no. 4 (July 25, 2023): 69. http://dx.doi.org/10.3390/h12040069.

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From 1970 until 1974, the Council on Interracial Children’s Books (CIBC) ran the Arts and Storytelling in the Streets program throughout New York City. This program involved African American and Puerto Rican artists and storytellers bringing children’s literature directly to children in the streets. This occurred amid a rise in African American children’s literature and educational upheavals in the city as local communities demanded oversight of their schools. Originating in the Ocean Hill-Brownsville district in New York City, the Arts and Storytelling on the Streets program helps to underscore the interrelation between African American children’s literature and educational activism. This article examines how storytelling sessions run by authors and illustrators became extensions of African American children’s literature and educational activism in the city as Black American children’s books became key tools in a fight for a more representative and relevant education. Storytelling teams hoped to use African American children’s literature to help engage children in reading and provide a positive association with literature among local children. The Art and Storytelling program mirrored ideas and themes within African American children’s literature including Black pride, community strength, and resisting white supremacy. The program also became a key extension of the literature as the locations, storytellers, and the audiences all helped to expand upon the impact and many meanings inherent in contemporary African American children’s literature.

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Murray-Garcia, Jann. "African-American Youth: Essential Prevention Strategies for Every Pediatrician." Pediatrics 96, no. 1 (July 1, 1995): 132–37. http://dx.doi.org/10.1542/peds.96.1.132.

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National statistics of morbidity and mortality warrant our urgent attention to the issue of effective prevention strategies among African-Americans. Implicit, explicit, and often internalized messages of inferior value, negative expectations, and expendability remain a part of everyday life for African-American youth. This sociopolitical disenfranchisement has a direct impact on their health and development and on our ability to provide effective preventive and therapeutic intervention. Pediatricians enjoy a deserved perception of expertise in those areas that bear directly on the healthy physical and psychosocial development of all children. We have not heretofore optimally exploited this perceived and real expertise in prevention efforts among African-American children. We ourselves are in need of reeducation. We need to first shatter the insidious conceptual barriers of our own impotence as well as the perceived impotence of African-American patients in our collective abilities to inspire and affect change. On a patient-by-patient basis, among our regional pediatric communities and in the public policy arena, we can be involved in the process that restores to our African-American patients a sense of full citizenship and potential within our society. Without adoption of this process of sociopolitical reenfranchisement, our best-intended efforts at prevention in this community will always tragically fall short of their full and critically needed potential.

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McMillian, M. Monique, Marvin Carr, Gentry Hodnett, and Frances A. Campbell. "A Longitudinal Study of Academic Identification Among African American Males and Females." Journal of Black Psychology 42, no. 6 (July 26, 2016): 508–29. http://dx.doi.org/10.1177/0095798415603845.

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Disidentification hypothesis researchers have proposed that African American students start school academically identified; however, over time, African American boys tend to disidentify while girls tend to remain identified. This is the first report to follow up a disidentification study of a group of children first examined during elementary school. The current study aimed to determine whether gender differences in discounting, devaluing, and full-blown disidentification had developed among these 94 African Americans by midadolescence. Multiple regression analyses revealed no gender differences in either discounting or full-blown disidentification; however, the evidence indicated that girls valued academics more than boys.

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Anakwe, Adaobi, Wilson Majee, Kemba Noel-London, Iris Zachary, and Rhonda BeLue. "Sink or Swim: Virtual Life Challenges among African American Families during COVID-19 Lockdown." International Journal of Environmental Research and Public Health 18, no. 8 (April 18, 2021): 4290. http://dx.doi.org/10.3390/ijerph18084290.

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This study explores African American parents’ experiences with using technology to engage their children in meaningful activities (e.g., e-learning) during COVID-19 and its impact on family health. Eleven African American families were recruited through a local health department program from a rural Midwestern community to participate in semi-structured interviews. Majority of participants reported stresses from feelings of “sink or swim” in a digital world, without supports from schools to effectively provide for their children’s technology needs. The COVID-19 pandemic underscored the importance of family-school collaborative engagement and empowerment. Digital technology needs to become part of our school education system so that technology use among African Americans is elevated and families protected against future outbreaks. Further research with a more diverse African American sample is needed.

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Chaney, Cassandra, and Pamela Monroe. "Transitions to Engagement Among Low-Income Cohabiting African American Couples: A Family Perspective for Policy." Journal of Family Issues 32, no. 5 (December 20, 2010): 653–78. http://dx.doi.org/10.1177/0192513x10390860.

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With passage of the Welfare Reform Law of 1996, various national, state, and local programs were created to encourage marriage, particularly among low-income African American cohabiting couples with children. However, policy makers know little about the deterrents to marriage for members of this group. More specifically, there is a lack of data that address the narrative responses of low-income, cohabiting African Americans regarding their desire for and barriers to marriage. To address this paucity, interviews were conducted with 30 low-income African American couples to explore their marital status, their plans for marriage, as well as their perceived barriers regarding marriage. Using qualitative coding and analysis, implications and recommendations regarding how policy makers and programs can best encourage marriage, if it should be encouraged, among low-income African American couples, are also provided.

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Journal articles on the topic 'African American children'

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