Relevant bibliographies by topics / African American men – Education (Higher)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'African American men – Education (Higher)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "African American men – Education (Higher)"

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Brown, Danice L., Christopher B. Rosnick, and Daniel J. Segrist. "Internalized Racial Oppression and Higher Education Values." Journal of Black Psychology 43, no. 4 (2016): 358–80. http://dx.doi.org/10.1177/0095798416641865.

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A plethora of research underscores the deleterious effects that racial discrimination can have on the higher education pursuits and experiences of African Americans. The current study investigated the relationship between internalized racial oppression, higher education values, academic locus of control, and gender among a sample of African Americans. Participants were 156 African Americans currently attending college. All participants completed measures of internalized racial oppression, perceived value of higher education, and academic locus of control. Results indicated that greater internalized racial oppression correlated with a lower valuing of higher education and a more external academic locus of control. Subsequent mediational analyses showed that academic locus of control was an intervening variable in the relationship between internalized racial oppression and the value placed on higher education for men, but not women. For African American men, greater experiences of internalized racial oppression predicted a more external locus of control, which subsequently predicted a lower valuing of higher education. Implications for mental health providers and educators were discussed herein.
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Nichols, Robert L. "One African Male in Higher Education." Multicultural Learning and Teaching 11, no. 2 (2016): 197–214. http://dx.doi.org/10.1515/mlt-2016-0003.

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AbstractMany predominantly White universities and colleges are seeking ways to both recruit and retain Black students (Simmons, J., Lowery-Hart, R., Wahl, S. T., & McBride, M. C. (2013). Understanding the African-American student experience in higher education through a relational dialectics perspective. Communication Education, 62(4), 376–394. doi: 10.1080/03634523.2013.813631). With lower academic results from the K-12 system, it is specifically harder for these universities and colleges to recruit and retain Black male students. There has been much study given to why Black men are not as successful as other racial and gender groups in K-12, but little research has been given to Black men who successfully finish the K-12 system and matriculate to higher education (Griffin, K. A., Jayakumar, U. M., Jones, M. M., & Allen, W. R. (2010). Ebony in the ivory tower: Examining trends in the socioeconomic status, achievement, and self-concept of black, male freshmen. Equity & Excellence in Education, 43(2), 232–248. doi: 10.1080/10665681003704915). This study presents the cultural background of a male from Africa and how his culture has helped him to be successful in higher education.
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Strayhorn, Terrell L. "The Absence of African-American Men in Higher Education and Veterinary Medicine." Journal of Veterinary Medical Education 36, no. 4 (2009): 351–58. http://dx.doi.org/10.3138/jvme.36.4.351.

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McJamerson, Evangeline McConnell. "The declining participation of African‐American men in higher education: Causes and consequences." Sociological Spectrum 11, no. 1 (1991): 45–65. http://dx.doi.org/10.1080/02732173.1991.9981953.

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Tolliver, Jr., David V., Michael T. Miller, and G. David Gearhart. "The Postsecondary Enrollment of African American Men: Perceptions of Environmental Variables." Journal of Public Administration and Governance 11, no. 2 (2021): 58. http://dx.doi.org/10.5296/jpag.v11i2.18311.

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Higher education has made progress in the enrollment of under-represented minorities, yet very notably, African American men continue to enroll in college at very low rates. The current study explores the factors that lead to the college enrollment of African American men, using the lived experiences of 8 undergraduates at mid-western universities. The study findings are consistent with the emerging theory of Community Expectancy, suggesting that many informal factors play important roles in encouraging the academic performance and ultimately the college enrollment of African American men.
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Assari, Shervin, Susan D. Cochran, and Vickie M. Mays. "Money Protects White but Not African American Men against Discrimination: Comparison of African American and White Men in the Same Geographic Areas." International Journal of Environmental Research and Public Health 18, no. 5 (2021): 2706. http://dx.doi.org/10.3390/ijerph18052706.

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To compare African American (AA) and non-Hispanic White men living in same residential areas for the associations between educational attainment and household income with perceived discrimination (PD). The National Survey of American Life (NSAL), a nationally representative study, included 1643 men who were either African American (n = 1271) or non-Hispanic White (n = 372). We compared the associations between the two race groups using linear regression. In the total sample, high household income was significantly associated with lower levels of PD. There were interactions between race and household income, suggesting that the association between household income and PD significantly differs for African American and non-Hispanic White men. For non-Hispanic White men, household income was inversely associated with PD. For African American men, however, household income was not related to PD. While higher income offers greater protection for non-Hispanic White men against PD, African American men perceive higher levels of discrimination compared to White males, regardless of income levels. Understanding the role this similar but unequal experience plays in the physical and mental health of African American men is worth exploring. Additionally, developing an enhanced understanding of the drivers for high-income African American men’s cognitive appraisal of discrimination may be useful in anticipating and addressing the health impacts of that discrimination. Equally important to discerning how social determinants work in high-income African American men’s physical and mental health may be investigating the impact of the mental health and wellbeing of deferment based on perceived discrimination of dreams and aspirations associated with achieving high levels of education and income attainment of Black men.
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Miller, Michael T., David V. Tolliver, III, and G. David Gearhart. "Correlation Between Tolerance for Disagreement and Postsecondary Enrollment Among African American Men." Human Resource Research 4, no. 1 (2020): 314. http://dx.doi.org/10.5296/hrr.v4i1.17979.

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The study explored the concept of disagreement within family and societal structures, hypothesizing that for certain individuals to dramatically break with family and social traditions, they must have a high level of disagreement. Using McCroskey’s Tolerance for Disagreement scale, the findings indicated that those African American men who were included in the study had significantly higher levels of Tolerance for Disagreement than African American men who did not pursue postsecondary education.
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Assari, Shervin, and Maryam Moghani Lankarani. "Workplace Racial Composition Explains High Perceived Discrimination of High Socioeconomic Status African American Men." Brain Sciences 8, no. 8 (2018): 139. http://dx.doi.org/10.3390/brainsci8080139.

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Background: Sociological and epidemiological literature have both shown that socioeconomic status (SES) protects populations and individuals against health problems. Recent research, however, has shown that African Americans gain less from their SES and African Americans of high SES, particularly males, may be vulnerable to perceived discrimination, as explained by the Minorities’ Diminished Returns theory. One potential mechanism for this phenomenon is that high SES African Americans have a higher tendency to work in predominantly White workplaces, which increases their perceived discrimination. It is, however, unknown if the links between SES, working in predominantly White work groups and perceived discrimination differ for male and female African Americans. Aim: To test the associations between SES, workplace racial composition and perceived discrimination in a nationally representative sample of male and female African American adults. Methods. This study included a total number of 1775 employed African American adults who were either male (n = 676) or female (n = 1099), all enrolled from the National Survey of American Life (NSAL). The study measured gender, age, SES (educational attainment and household income), workplace racial composition and perceived discrimination. Structural Equation Modeling (SEM) was applied in the overall sample and also by gender. Results: In the pooled sample that included both genders, high education and household income were associated with working in a predominantly White work group, which was in turn associated with more perceived discrimination. We did not find gender differences in the associations between SES, workplace racial composition and perceived discrimination. Conclusion: Although racial composition of workplace may be a mechanism by which high SES increases discriminatory experiences for African Americans, males and females may not differ in this regard. Policies are needed to reduce discrimination in racially diverse workplaces. This is particularly the case for African Americans who work in predominantly White work environments.
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Cade, Alfred R. "Affirmative Action in Higher Education." education policy analysis archives 10 (April 25, 2002): 22. http://dx.doi.org/10.14507/epaa.v10n22.2002.

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This study analyzed the variations of policies and practices of university personnel in their use of affirmative action programs for African American students. In this study, the policy topic is affirmative action and the practices used in admissions, financial aid, and special support services for African-American students. Surveys were mailed to 231 subjects representing thirty-two Missouri colleges and universities. Most of the survey respondents were male, white, and nearly two-thirds were above the age of forty. Ethnic minorities were underepresented among the professionals. Seventy-two percent of respondents were white, 23% were African American, and 5% were Hispanic. The results of this study suggest a positive picture of student affirmative action practices and policies used by Missouri personnel. Differences among professionals were at a minimum. The overall mean score for support in diversifying Missouri institutions was fairly high, and this may reflect diversity initiatives taken by the Missouri Coordinating Board for Higher Education in the late 1980s, and early 1990s. Data suggested that Missouri personnel are aware of the judicial scrutiny by the courts in administering student affirmative action. Most Missouri institutions use a single process for assessing all applicants for admission, without reliance on a quota system. The recent Hopwood decision showed little impact on the decisions regarding professionals' use of student affirmative action at Missouri institutions. Although public attitudes toward student affirmative action may play a role in establishing policies and practices, Missouri personnel are very similar in their perceptions regardless of race/ethnicity, gender, and institutional office or position.
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Lee, Jaewon, and Jisuk Seon. "Educational Attainment and Health Behaviors Among Young Adult Men: Racial/Ethnic Disparities." American Journal of Men's Health 13, no. 6 (2019): 155798831989448. http://dx.doi.org/10.1177/1557988319894488.

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Although promoting health behaviors are important for sustaining physical and mental health, little is known about young adult men’s health behaviors or how they vary across race and ethnicity. This study examines the impact of educational attainment on health behaviors across young adult men, and differences in the association across race/ethnicity. This study used data from the National Longitudinal Survey of Youth 1979 Children and Young Adults. The final sample consists of 3,115 non-Hispanic White males, 1,617 African American males, and 1,144 Hispanic males. The average age of the participants was about 27 years old. Multiple linear regression and logistic regression analyses were conducted. Educational attainment was associated with both food intake and preventive health care visits. Those who received a higher education were less likely to eat fast food than those who did not (β = –.37, p < .001) and were more likely to eat fruits and vegetables (β = .77, OR = 2.15, p < .01; β = 6.44, OR = 1.91, p < .10). Higher education was also positively associated with routine eye exams and health check-ups (β = .50, OR = 1.64, p < .01); β = 1.84, OR = 6.29, p < .01). This study identified interaction effects between educational attainment and African Americans for predicting fast food intake (β = .57, p < .05). Education is one way to improve health behaviors and to lessen racial/ethnic disparities in health behaviors. Specifically, promoting health behaviors in education should target African American men to improve their perception toward the importance of healthy food intake.
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Dissertations / Theses on the topic "African American men – Education (Higher)"

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Phillips, Adrienne Louise. "Keepin' it real the black male's (dis) ability to achieve in higher education /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1447Phillips/umi-uncg-1447.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Feb. 28, 2008). Directed by Hephzibah Roskelly; submitted to the Dept. of English. Includes bibliographical references (p. 136-144).
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Johnson, Demetrius Pargo. "Predicting Academic Achievement of African American Undergraduate Men Attending Private Historically Black Colleges or Universities." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846200.

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<p> The correlational study focused on the relationship between academic achievement and mattering theory of African American undergraduate men attending private historically black colleges or universities. The 45 question <i> Mattering Scales Questionnaire for College Students</i> (Kettle, 2001) instrument was administered to (N = 75) undergraduate African American men attending a private historically black college in the southeastern United States. The results indicated a positive relationship between interactions with the administration and academic achievement. The findings also suggested undergraduate African American men attending historically black college or universities expressed unfavorable or neutral perceptions of mattering toward historically black colleges or universities.</p><p>
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George, Terrance Christopher. "Perceptions of African-American Males on Retention: Two Focus Groups." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1086.

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The intent of this study was to identify the issues that impact the retention of African-American, Black males in college. The study was of two small focus groups comprised of African-American students of various grade classifications from a regional comprehensive university in the southeast. These focus groups were comprised of up to but no more than six students. The decision on the group size was made to allow all of the students’ ample opportunity to respond to the eight questions used in the focus groups. The student groups attended the university main campus as well as the university South Campus where developmental courses are taught. The students were from both rural and urban backgrounds, as well as single parent and traditional family backgrounds. Various themes emerged as a result of this study which includes: importance of family support prior to college and during the student’s college career. Additionally, the role of mentors was identified as affecting the student’s retention in college. There was also discussion of how Black males are viewed on campus by other Black students, as well as other students and the faculty and staff. It can be concluded that several factors have affected the retention of this small group of African-American males in higher education. The information gathered shows that family support is a key cog in the retention of this group; in addition, the role of mentors in their education was very important to this group of students.
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Noesen, Cristin A. "Do you feel me? engaging African American males in an English composition classroom /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/667.

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Gayden, Kizuwanda Balayo. "Shoot the Messenger or Change the Message: What are African American Men Learning About Choosing College?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4967/.

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This study identified and described the experiences of twelve African American men that influenced the choice to participate in postsecondary education. This qualitative study used a phenomenology framework to determine 1) the formation of predisposition in the college choice process, 2) the messages received about college from influential people, and 3) perception and interpretation of the importance of a college degree. The overall theme arising from the data is that the college choice process was complicated and inconsistent; however, ten of the twelve participants completed some type of postsecondary training. Deficient messages about postsecondary education manifested as low parental support for college attendance, low academic expectations, withholding of important information from school officials and little or no exposure to postsecondary institution campuses or students. Influential people for the participants ranged from parents to themselves, and from a combination of characteristics from different people, to peers, to no one. The informants did not consistently identify their role model as the one who influenced them to attend college. The perception of the value of a college degree varied among the participants. Some described the degree as a requirement for success; others felt that strengthening family and achieving financial independence was more important.
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Gines, Roger K. "Influencing African American males to participate in higher education : perceptions from the former members of the Boys Choir of Harlem /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974633.

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Jumal, O. Ajamu. "The vanishing African-American male student in middle and high school college preparatory classrooms." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/590.

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Respress, William. "Perceptions of African-american Males Regarding Factors Supporting Doctoral Completion in Colleges of Education." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2970.

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The primary purpose of the study was to examine what institutional factors most influenced the decision of African-American male doctoral scholars to persist unto graduation. The literature review showed mentoring, institutional climate, race relations, and social adjustment as key factors in persistence of minorities in graduate studies. An objective specific to the study was to explore the cumulative outcomes that mentoring, social adjustment, institutional climate, and race relations have upon persistence. The population included scholars at both Predominantly White Colleges (PWIs) and Historically Black Colleges and Universities (HBCUs) throughout the United States in Colleges of Education. One hundred sixty-four scholars responded representing a return rate of 96%. The African-American Male Doctoral Scholar Survey was employed to collect data. Analyses of the data included ANOVA, independent sample t-tests, analysis of frequencies, percentages of responses, and Tukey's Post-hoc analysis. Responses to open-ended questions were analyzed and cited from comments written by scholars. There were six major findings. Factors affecting scholars' decision to persist unto graduation at PWIs differed from those who attended HBCUs when considering mentoring, social adjustment, race relations, and institutional climate. No significant differences were discovered between age groups upon the decision of scholars to persist. Employment classification affected persistence of scholars at both types of institutions. Institutional geographical location affected the decision of scholars to persist. Scholars' classification status did not affect persistence at either type of institution. The number of scholars within the department significantly influenced persistence unto graduation. Recommendations were made for replication of the study and refinement of the instrument. A 13-point institutional plan of action was developed toward improving the persistence rate of scholars. A 12-point plan was developed to assist scholars in achieving a successful doctoral experience.
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Gibson, Michael A. Jr. "A Case Study on the Experiences of Black Men Participating in an African-American Male Initiative at a Post-secondary Institution." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10976527.

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<p> In the United States, African-American men are dominant in the entertainment industry mainly in sports and music. However, their success in entertainment does not translate to education. Many Black men grow up not having a positive experience in education, thus they do not see its value. However, many see the value in striving after a false sense of masculinity comprised of sex, drugs, money, and crime. This research was conducted to see how effective Black male mentorship through an African-American Male Initiative could be for Black males in a post-secondary institution in providing the positive experience in education that they need. To conduct the study, a questionnaire was provided to the African-American Male Initiative (AAMI) members and an interview was conducted with non-AAMI members and the AAMI Coordinator. The research yielded results showing how the AAMI members&rsquo; college experience was enhanced by being a part of the program. Due to the program, the AAMI members valued education, wanted to pursue a graduate degree, pursued a professional career, and became a leader for young Black males. Based on the results and pervious research, one recommendation the researcher provided was that the AAMI program and programs like AAMI promote more Black men working in education as teachers, counselors, principals, or school district administrators. Another recommendation was to promote HBCUs to participants because research showed that Black males have not only support, but a positive Black male role model. A contributor to the success and motivation of Black males at HBCUs was Black male leadership. According to Gasman (2013), 70% of HBCU presidents were Black males (p. 14). It was important for more post-secondary institutions to incorporate mentorship programs like the AAMI because it engaged Black males and brought them into leadership roles.</p><p>
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Terry, Clarence La Mont. "An exploration of the impact of critical math literacies and alternative schooling spaces on the identity development of high school-aged black males in South Los Angeles." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1970606961&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Books on the topic "African American men – Education (Higher)"

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Voices of the talented tenth: Values of young black males in higher education. University Press of America, 2007.

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Men of color in higher education: New foundations for developing models for success. Stylus Publishing, LLC, 2014.

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African American males and education: Researching the convergence of race and identity. Information Age Pub., 2012.

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1982-, Wood J. Luke, ed. Black men in college: Implications for HBCUS and beyond. Routledge, 2012.

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Bonner, Fred A. Academically gifted African American male college students. Praeger, 2010.

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Bonner, Fred A. Academically gifted African American male college students. Praeger/ABC-CLIO, 2010.

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Academically gifted African American male college students. Praeger, 2010.

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Black men in the academy: Narratives of resiliency, achievement, and success. Palgrave Macmillan, 2015.

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Black males in postsecondary education: Examining their experiences in diverse institutional contexts. IAP - Information Age Pub., 2012.

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Dancy, T. Elon. The brother code: Manhood and masculinity among African American men in college. Information Age Pub., 2012.

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Book chapters on the topic "African American men – Education (Higher)"

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Lindsay, Beverly. "Public and higher education policies influencing African-American women." In Women’s Higher Education in Comparative Perspective. Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3816-1_6.

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Boafo-Arthur, Susan, and Linda Tsevi. "Experiences of Black African International Faculty at American Higher Education Institutions." In The Experiences of International Faculty in Institutions of Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003081562-3.

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Carter, Deborah Faye. "College Students’ Degree Aspirations: A Theoretical Model and Literature Review With a Focus on African American and Latino Students." In Higher Education: Handbook of Theory and Research. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0245-5_3.

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Perkins, Linda M. "African American Women, Femininity and Their History in Physical Education and Sports in American Higher Education: From World War I Through the Mid-century." In ‘Femininity’ and the History of Women's Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54233-7_3.

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Cuyjet, Michael J. "Invisible men – almost: the diminution of African American males in higher education." In Diversity in Higher Education. Emerald Group Publishing Limited, 2009. http://dx.doi.org/10.1108/s1479-3644(2009)0000006005.

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Smith, Craig. "The African-American Male First-Year Experience." In Advances in Higher Education and Professional Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch002.

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The retention of African-American male students in U.S. institutions of higher education is a complex and multifaceted problem that is comprised of both individual and institutional factors. Researchers have highlighted several individual factors that inhibit the academic persistence of African-American men in higher education institutions including poor academic preparation, financial constraints, low self-esteem, a lack of student involvement, and a lack of “connectedness” to the institution. This chapter will shed light on the state of the African-American male students engaged in higher education. It will also reveal the impact of this population's participation in various versions of first-year experience (FYE) programs.
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Strayhorn, Terrell L. "Chapter 10 Sense of Belonging and African-American Student Success in STEM: Comparative Insights Between Men and Women." In Diversity in Higher Education. Emerald Group Publishing Limited, 2011. http://dx.doi.org/10.1108/s1479-3644(2011)0000011014.

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Wallace, Jerry L., and Vida Robertson. "The Men of L.E.G.A.C.I. Student Success Program." In Overcoming Challenges and Creating Opportunity for African American Male Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5990-0.ch011.

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Strategic and intentional engagement of first-year collegiate males aligned with faculty cultural competency development are areas that can impact persistence in the first year. African Americans only represent 11.4% of the overall Texas population, with 12.6% of students enrolled in P-12 and 13.4% of students currently enrolled in institutions of higher education in Texas. The percentage of African American males that are entering college and persisting through the first year is already overwhelmingly in a category red based on overall numbers. Colleges will need to make sure that recruitment efforts and appropriate advertising is available in areas that African American males would generally search for job postings. This chapter will explore platforms in establishing a student success academic program at a university campus geared to support African American males.
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Okezie, Chukwunyere E., Judy Alhamisi, and Blanche Jackson Glimps. "The Promise for African American Male Students in Teacher Education at Marygrove College." In Gender and Diversity Issues in Religious-Based Institutions and Organizations. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8772-1.ch006.

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The recruitment of African American males into the teaching profession in the United States of America is an increasing challenge at national, state, and local levels. Gender and racial disparities between teachers in this country and the students they teach are present in classrooms. This chapter examines the Marygrove College's Griot program as an initiative established to address the underrepresentation of African American males in teaching. The philosophy and heritage from which the Griot Program was developed, along with key events and decisions throughout its life span are discussed. Model African American initiatives in K-12 and higher education that can help shape Griot's future as it tries to increase recruitment, retention, and graduation of African American men to assume positions in elementary, secondary, and post-secondary education also are presented.
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Travers, Christopher S. "Mapping Mindset and Academic Success Among Black Men at a Predominantly White Institution." In Overcoming Challenges and Creating Opportunity for African American Male Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5990-0.ch009.

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Based on a larger research project, this chapter highlights findings from an exploratory study investigating the link between mindset and academic success among Black college men. Drawing on a self-reported survey instrument designed by the researcher, a regression analysis was conducted to explore the relationship between academic mindset (i.e., growth, fixed) and college grade point average (GPA), controlling for high school GPA and parents' education level. While the final model from a hierarchical linear regression (N = 34) indicates that high school GPA, parents' education level, and mindset accounted for 31% of the variance in Black males' college GPA, mindset did not significantly predict college GPA above and beyond Black males' precollege academic ability and parents' education level. Practical considerations for research and practice are discussed.
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Conference papers on the topic "African American men – Education (Higher)"

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Mondisa, Joi-Lynn. "Increasing diversity in higher education by examining African-American STEM mentors' mentoring approaches." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318046.

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Culley, Soleil. "Bees at the Table: Ecological and Cultural Connections between African American and Native American Cuisines." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/61.

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August, Euna M., Sean Dickerson, Dawood Sultan, B. Lee Green, Richard Roetzheim, and Brian M. Rivers. "Abstract B10: Utilizing community-based participatory research and emerging technology to design a theory-based health education intervention on prostate cancer for African American men." In Abstracts: AACR International Conference on the Science of Cancer Health Disparities‐‐ Sep 18-Sep 21, 2011; Washington, DC. American Association for Cancer Research, 2011. http://dx.doi.org/10.1158/1055-9965.disp-11-b10.

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Safitri, Denanda Agnes, Setyo Sri Rahardjo, and Bhisma Murti. "Effect of Peer-Based Intervention on Unwanted Pregnancy Prevention Behavior in Adolescents: A Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.43.

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Abstract:
Background: Prevalence of adolescents’ unwanted pregnancy is relatively high in Asia (43%), Africa (45%), and both Latin America and Caribbean (74%). Unwanted pregnancy at an early age is correlated with social consequences as well as increased health risks for both mother and infants. Peer-based intervention is a program to promote sexual and reproductive health, including the prevention of unwanted pregnancy. This study aimed to assess the influence of peer-based intervention on unwanted pregnancy prevention behaviors in adolescents. Subject dan Method: Meta-analysis was conducted based on PRISMA guidelines. Articles with randomized controlled trial design published in 2000-2020 were included for meta-analysis. These articles were searched from PubMed, Science Direct, Research Gate, and Google Scholar databases. Keyword used “peer education” OR “peer led” OR “peer counseling” OR “peer approach” OR “peer teaching” OR “peer mentoring” AND “unwanted pregnancy” AND adolescent AND “randomized controlled trial”. Articles that met eligibility criteria were analyzed using Revman 5.4. Results: Ten articles met the criteria for a meta-analysis with sample size 15,439. This study showed that peer-based intervention (RR=1.12; 95% CI=0.95 to 1.32; p=0.160) improved unwanted pregnancy prevention behavior in adolescents, but it was statistically non-significant. Conclusion: Peer-based intervention improves unwanted pregnancy prevention behavior in adolescents, but it is statistically non-significant. Keywords: peer-based intervention, unwanted pregnancy, adolescents Correspondence: Denanda Agnes Safitri. Masters Program in Public Health, Universitas Sebelas Maret, Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indosesia. Email: denandagnesafitri@gmail.com. DOI: https://doi.org/10.26911/the7thicph.02.43
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