Dissertations / Theses: 'African American youth African American youth African American youth'

1

Kalonji, Stéphane M. "Umoja youth ministry an educational youth program for African American churches /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

James, Katherine E. "Intraracial, intergenerational conflict and the victimization of African American adults by African American youth." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/835.

Full text

Abstract:

Black on Black victimization amongst inner-city African American youth is a well-documented phenomenon. Less understood are the shared lived experiences of inner-city, middle-aged African Americans who have been victims of crimes perpetrated by African American youth. The purpose of this study was to understand the lived, shared experience of this population. Social ecological theory, psychological sense of community, and crisis theory served as the theoretical frameworks for the study. A qualitative method of phenomenological inquiry was used to gain insight into the meaning ascribed to the victimization experiences, as well as the resulting thoughts, beliefs, attitudes, and life-impacting implications. In-person, audio-taped, semistructured interviews were conducted with 10 victimized, middle-aged African Americans. Data were analyzed using Moustakas' method of data analysis. The study produced seven major themes: (a) physical, psychological, and emotional responses; (b) coping, (c) hopelessness, (d) betrayal, (e) traditional values, (f) societal issues, and (g) disengaged acceptance. The data analysis indicated that African Americans residing in this metropolitan location struggle with myriad intraracial and intergenerational challenges; approaches to addressing the challenges were reflected in the seven major themes. The results of this study may contribute to an enhanced understanding of the effects of intraracial, intergenerational victimization, leading to the ability of the mental health community to effectively address the physical, psychological, and emotional outcomes of this victimization experience. This study may also lead to a decrease in mental health related issues and costs, as well as serve as a catalyst for conversation amongst stakeholders.

APA, Harvard, Vancouver, ISO, and other styles

3

Irvin, Matthew J. Farmer Thomas W. "Protective factors for aggression in rural African American youth." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,586.

Full text

Abstract:

Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006. Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.

APA, Harvard, Vancouver, ISO, and other styles

4

Bonaparte, Rachel. "REPRESENTATION OF AFRICAN AMERICAN YOUTH IN MENACE II SOCIETY." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1294519752.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Buchanan, Mariah Spann. "Educating black youth moral principles through black art." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/mariah_s_buchanan/buchanan_mariah_s_200801_edd.pdf.

Full text

Abstract:

Thesis (Ed.D.)--Georgia Southern University, 2008. "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Ming Fang He. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 203-215) and appendices.

APA, Harvard, Vancouver, ISO, and other styles

6

Griffin, Karen E. "Empowering African-American youth, 9--12, through moral character education." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/AAIDP14669.

Full text

Abstract:

This project that was designed to enhance the development of moral character of African-American children, ages nine to twelve (9-12). For purposes of this dissertation, moral development and character development are used interchangeably. A curriculum was developed for children and one for parents to assist them to help young people reach their potential in regard to moral character development. The underlying principles of the study were moral character, spiritual formation, and faith development. The major premise of the project was that if children feel good about themselves and feel a connection to God, then people will behave better, love themselves and God, and they will make better decisions to negotiate life. This pilot study was conducted at two urban churches. There was a total of 35 children participating in the study, and there were 38 parent participants. The training took place over a sixteen-week period. The results of the study indicate that there was a significant increase in self-esteem among the children. Additionally, findings from the behavioral scale demonstrated a significant positive change in behavior among children. There was also a significant improvement of the parents' level of contentment with their children.

APA, Harvard, Vancouver, ISO, and other styles

7

Coles, Gregory E. "Developing ethical leadership in youth to reduce violence among them a resource for the church and society /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Walker, Crystal. "A message of hope a model for training youth ministers in the Black church /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p028-0247.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Starker, Sharla. "Youth perspectives on their mother's influence and their relationship among crime-involved African-American male youth." Connect to resource, 2009. http://hdl.handle.net/1811/37046.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Broomfield, Kimberley Anne. "Mechanisms through which supportive adult relationships and future orientation contribute to positive outcomes in low-income African-American adolescents." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-08062007-152037/.

Full text

Abstract:

Thesis (Ph. D.)--Georgia State University, 2007. Title from file title page. Gabriel Kuperminc, committee chair; James Emshoff, Lisa Armistead, Stephen Erickson, Julia Perilla, ommittee members. Electronic text (106 p. : ill.) : digital, PDF file. Description based on contents viewed Nov. 7, 2007. Includes bibliographical references (p. 81-101).

APA, Harvard, Vancouver, ISO, and other styles

11

Moore, Traymanesha Chante. "Experiences and expressions of power empowerment in a youth leadership program /." Diss., Connect to online resource - MSU authorized users, 2008.

Find full text

Abstract:

Thesis (PH. D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008. Title from PDF t.p. (viewed on Sept. 2, 2009) Includes bibliographical references (p. 192-195). Also issued in print.

APA, Harvard, Vancouver, ISO, and other styles

12

Peake, Laura Ann. "The Manassas Industrial School for Colored Youth, 1894-1916." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539625943.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Howard, Darryl E. "Educational strategies for Christian teachers and administrators instructing African American boys and youth in Christian schools." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Wolfe, Timothy W. "Fatherless homes and delinquency : a study of institutionalized African American male youth /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-07212009-040512/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Wheeler, Josselyn. "The effects of negative labeling on African American youth| A retrospective study." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527424.

Full text

Abstract:

This study explored the opinions and feelings of urban African American young adults and sought to investigate their perception of discrimination and negative labeling by agency professionals and the impact it had on their attitude and behavior. Furthermore, it sought to discover how personal and vicarious experiences with discrimination shape youth identity, community help seeking patterns and generate a mistrust of service providers. Results found that majority of the subjects reported that they felt mistrust and disconnect from agency professionals based on their personal experiences and those communicated to them by friends and family members. In addition, subjects described a reluctance to get involved or voluntarily engage with law enforcement based on acquired knowledge or past experiences or treatment.

APA, Harvard, Vancouver, ISO, and other styles

16

Biney, Fred Nana. "Experiences of Nonincarcerated African American Male Youth With an Incarcerated Male Sibling." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2788.

Full text

Abstract:

Approximately half of all incarcerated individuals in the United States are young African American men. Researchers have documented that nonincarcerated siblings may commit a crime when their sibling is in prison. The current study addressed literature regarding the experiences, and coping strategies of nonincarcerated young African American men who live in the inner city, and have a male sibling in prison. Guided by Bronfenbrenner's ecological systems theory, this interpretative phenomenological analysis (IPA) study explored the lived experiences and coping strategies of African American male youth with a brother in incarceration. Purposive sampling was used to select 3 nonincarcerated African American young men aged 18 to 24 years living in the inner city of a large city in southern Connecticut for in-depth interviews. Overall findings showed that while having an incarcerated sibling was a profoundly negative experience for study participants, and their families, the study participants also developed some positive coping strategies as a result of their experiences. These results could help policymakers, social workers, counselors, and criminal justice professionals understand the impacts of sibling incarceration, and learn how to deal more effectively with youth affected by it. .

APA, Harvard, Vancouver, ISO, and other styles

17

Strider, Sonya T. "Experiences Managing Type 1 Diabetes Mellitus among Parents of African-American Youth." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2508.

Full text

Abstract:

Type 1 diabetes mellitus (T1DM) is one of the most frequently diagnosed endocrine and metabolic conditions that occur during childhood. This research study utilized a phenomenological study design to examine how the lived experiences of 20 African American (AA) parents of children with T1DM recruited using social media affects their management and control of the disease among AA youth age 5-17 years old. The interview questions were outlined in categories that tested key constructs of the health belief model (HBM) to determine the perceived barriers, seriousness, and susceptibility to maintaining good glycemic control for their children. Data from each interview was classified and coded to identify and categorize, and then used as codes. Themes were then developed in order to determine intent and importance of the responses. Three themes emerged: the disease's impact on the life of the parents, its impact on the life of the child, and its social impact. The impact on the parents' lives included financial burden and time management. The impact on the lives of the child included, the parent's beliefs and fears about their child's future with diabetes and their child's ability to successfully manage their diabetes. The impact on the socialization for both the parent and the child, included family socialization, how others perceived diabetes and diabetes management, teaching diabetes management to others, and the parent's trust in other's ability to manage their child's diabetes. The findings of this research study provides insight into population based needs for successful diabetes management, such as how to make healthier cultural and ethnic meals and the need for culturally-centered whole family diabetes education, to enhance family relationships and diabetes management.

APA, Harvard, Vancouver, ISO, and other styles

18

Jackson, LaTasha Irene. "Empowering African American Youth Who Live in Foster Care| A Grant Proposal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262633.

Full text

Abstract:

The purpose of this project was to write a grant proposal to develop and secure funding for a mentoring program for African American youth between the ages of 13 to 18. The host agency is the Dangerfield Institute of Urban Problems Group Home located in Los Angeles, California. The goal of the project is to implement a program that introduces African American youth to positive adult role models with the intent to secure a lasting relationship as the youth transition into adulthood. Another goal of the program is to provide the youth with the tools to explore self-development. After reviewing the funding options, the Weingart Foundation was selected as the best fit for the goals and objectives of the proposed project. The actual submission of this grant was not a requirement for the successful completion of this project.

APA, Harvard, Vancouver, ISO, and other styles

19

Carter, Terrolyn P. "Does it take a whole village? : influences of the family, community and school on African American and Hispanic youth's academic achievement /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091909.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

McDade, Rhyanne. "Parental Influences on African American Adolescent Marijuana Use." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1378113953.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Wandera, Mary P. "Breaking silence: gendered and sexual identities and HIV/AIDS risk amongst youth in Kenya." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/670.

Full text

Abstract:

The voices of youth are typically absent in research on African communities. The assumption is that children are not really active subjects, and that adults can speak and act on their behalf. This study addresses the walls of silence between children and parents; teachers and learners and between boys and girls, on matters of gender, sexuality and HIV/AIDS. Within these walls, youth construct and re-construct their roles as either feminine or masculine. We see them challenging social constructs and reclaiming their voices and their right to be heard as experts about their own gendered and sexual lives. Using interviews and focus group discussions, a tri-site study was carried out in Kenya, and the findings presented illustrate how boys and girls construct their identities, negotiating, adapting to and resisting common articulations of masculinity and femininity. It demonstrates why it is wrong to constantly associate gender with women and girls, focusing on masculinity and femininity, not in isolation of each other, but as relational identities which derive their meaning from each other. "Breaking Silence" focuses on gender, sexuality and HIV/AIDS risk amongst youth, demonstrating how youth can empower themselves to steer their agenda and articulate what it means to be particular boys or girls, while developing strategies to deal with their issues.

APA, Harvard, Vancouver, ISO, and other styles

22

Kirkland, David E. "The boys in the hood exploring literacy in the social lives of six urban adolescent black males /." Diss., Connect to online resource - MSU authorized users, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

23

LeSane, Chreyl Lamitia. "Race socialization and perceptions of academic and social competency within a sample of African American youth." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1825.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Summers, Christopher A. "An examination of the relationship between religiosity and depression and suicide for low-income, urban African American adolescents." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Fleming, Belinda J. "Metabolic syndrome, inflammation, heart rate variability, and fitness in obese African American Youth." View the abstract Download the full-text PDF version, 2009. http://etd.utmem.edu/ABSTRACTS/2009-026-Fleming-index.htm.

Full text

Abstract:

Thesis (Ph.D.)--University of Tennessee Health Science Center, 2009. Title from title page screen (viewed on August 6, 2009). Research advisor: Patricia A. Cowan, Ph.D. Document formatted into pages (xii,112p. : ill.). Vita. Abstract. Includes bibliographical references (p. 83-111).

APA, Harvard, Vancouver, ISO, and other styles

26

Hull, Susan Hall. "The fighting spirit of hip hop : an alternative ghetto experience." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28073.

Full text

Abstract:

This study investigates the expressive youth movement hip hop, a predominately black male subculture defined through participation in the competitive activities of graffiti writing, rapping and breakdancing. The general objective is to determine what is being communicated through these expressive forms, to whom, how, and finally to suggest why it is being communicated. The extent to which the encoded messages are consistent with reports of the subculture's goals is then discussed. It is asserted that hip hop operates as an alternative identity management and problem-solving mechanism within the black American ghetto. Drawing on traditional aspects of black cultural identity and expressiveness, hip hop creates a distinct way of life, reflecting a constructive and optimistic philosophy, to challenge the existing roles of the street hustler and gang member. Developed in the inner city boroughs of New York City in the late 1960's and early 1970's, hip hop functioned as a non-violent means of projecting a self-image and of measuring self-worth. It continues to be used to confront fundamental issues in a fight to overcome the restrictions of ghetto living, providing an expression of both an aesthetic and a cultural style based on the pursuit of excellence. The focus of the study is a form and content analysis of a selection of recorded raps, which parallels an interpretation of the messages conveyed in the musical form with assertions made by insiders regarding the functioning of hip hop. The thesis explores the hip hop male persona and worldview, his social relations and his role in the community, as they are articulated in the raps. The results of this analysis are then applied to a discussion of hip hop graffiti and breakdancing symbolism. The study concludes that the three expressive forms are communicating the cultural agenda of its members as well as providing the means through which to achieve their goals. It is contended that within hip hop, members empower themselves through aggressive self-glorifying imagery and role-playing, and that they apply this sense of greatness to motivating their community, outlining a strategy for coping with their existence by re-energizing it and transforming it into a positive experience. Arts, Faculty of Anthropology, Department of Graduate

APA, Harvard, Vancouver, ISO, and other styles

27

Williams, Robert A. "The ecology of antisocial behavior in urban African American youths /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901301.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Young, Maureen Ann Vazsonyi Alexander T. "Parents, peers, and risky sexual behavior in rural African American adolescents." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Human_Development_and_Family_Studies/Thesis/Young_Maureen_46.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Funchess, Joe M. "Toward the development of an equipping model to help African American youth become more successful in life." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Turner, William L. "Ego identity development in black college students: the effects of self-esteem, ethnic identity and family environment." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39099.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Hudgens, Tanée M. Kurtz-Costes Beth. "Racial socialization and identity across the transition to middle school among African American youth." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2349.

Full text

Abstract:

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009. Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology Developmental. " Discipline: Psychology; Department/School: Psychology.

APA, Harvard, Vancouver, ISO, and other styles

32

Ogley-Oliver, Emma J. F. "Natural mentors and African American girls' sexual efficacy." restricted, 2009. http://etd.gsu.edu/theses/available/etd-07172009-113958/.

Full text

Abstract:

Thesis (M.A.)--Georgia State University, 2009. Title from file title page. Gabriel P. Kuperminc, committee chair; Lisa P. Armistead, James G. Emshoff, committee members. Description based on contents viewed Sept. 4, 2009. Includes bibliographical references (p. 50-66).

APA, Harvard, Vancouver, ISO, and other styles

33

Kimiecik, Carlyn. "Underserved African American Adolescent Girls: “Her” Perspective on the LiFEsports Experience." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524150426112502.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Bobby, Kim Renee. "Small school conversion and African-American student academic identity and aspiration /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7822.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Ford, Herbert G. "A program to promote black manhood from a Christian perspective." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Judd, Karen. "THE RELATIONSHIP BETWEEN RESILIENCY IN RURAL AFRICAN AMERICAN MALE YOUTH AND THEIR AWARENESS OF CITIZENSHIP PRACTICES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4475.

Full text

Abstract:

Effective citizenship practice in the United States has several important characteristics, which can provide the foundation for young people to access opportunity in employment and education. A continuum of policies, programs, and strategies meant to alleviate poverty have central themes of providing education and vocational opportunities, and yet large numbers of young minority people remain disenfranchised with no chance to succeed. There is even greater loss in the population of African American males who otherwise could achieve stable and strong economic life styles. Large unemployment and under-employment of African American males is documented through U.S. data sources where declining rates of labor force participation of black males is starkly evident (U.S. Census 2000). Geographic influences for minority youth also increase limited access to educational and employment opportunities (Slack & Jenson, 2002). What is clear is that minority youth are faced with a disproportionately difficult access to educational and employment opportunities as a result of diminished community social support, which should be the encouraging force in directing their goal achievements. Resiliency, as a strengths-based perspective, gained convincing prominence through the 1970s and 1980s. Initiative, self-control, self-esteem, and attachment are four protective factors of resiliency. Risk and protective factors are vital for intervention practices with individuals, families and communities. This study utilized protective factors that promote the skills and abilities necessary for encouraging resiliency and creating effective citizenship. Resiliency and the awareness of citizenship practices may bolster African American male youth successes in educational and employment opportunities. Youth who consistently and routinely engage in employment can increase the well-being of themselves, their families, and their communities. This study utilized a self-administered survey design to obtain responses from rural African Americans male youth, between the ages of 12 and 19 inclusive, to determine their resiliency skills and their awareness of citizenship practices (p=.005, one-tailed). In a pre-post test for significance, participants were asked to take a citizenship practices survey after the viewing of the video. This paired t-test displayed statistically significant results (p= .0015, t= 2.998, df =98). It is important to examine resiliency in rural African American male youth and how that resiliency interacts with the awareness of citizenship practices. There is little known about how rural African American, male youth perceive effective citizenship based on their level of resiliency. African American youth are better served toward successful employment and education through programs that are designed to increase citizenship practices awareness. There is reason to believe that citizenship practices, by way of training and community affirmation, with an infusion of resiliency skill techniques modeling, could open the doors wider for African American male youth who, for some, suffer from poverty, but for most suffer from the lack of free and open educational access which inhibits viable entry level employment opportunities. Ph.D. Program of Public Affairs; Health and Public Affairs Public Affairs

APA, Harvard, Vancouver, ISO, and other styles

37

Guy, Mignonne Catherine. "Othering the Other: How Stereotypes Influence African American and Black African High School Students' Perceptions and Expectations of Higher Education." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195950.

Full text

Abstract:

For decades, researchers have sought greater understanding of the educational achievement gap between Blacks and Whites in the U.S. Past studies have concentrated heavily on K-12 attainment, and more recently on that of minority paths to higher education as well as obstacles to academic achievement. Often unnoticed are the interactions between social forces and the individual level psycho-social and cultural factors that may place a significant role; the stigmatization and resultant marginalization of Black students by negative stereotypes that classify them as intellectually inferior. This study explores African American and Black African highs school students' perceptions of negative stereotypes placed upon them through the conceptual frameworks of critical race theory (CRT) and the multidimensional model of racial identity (MMRI). Examining differences by immigrant status, this study seeks to uncover the intersection between the socially constructed images assigned to stigmatized groups differently influenced by negative stereotypes of Blacks and the subsequent influence on the students' perceptions and expectations of higher education. The narratives of this study illustrate the complexity of and interplay between external forces, minority youth social identities and pathways to academic attainment. This study finds that African American and Black African youth have multiple social identities that are not always reflective of the most accessible one of race. This study finds that salient social identities, personal or vicarious experiences of discrimination and being negatively stereotyped shape Black youths' individual aspirations and strategies for achievement. The present study calls into question the claim that Black youth process and respond to negative stereotypes of Blacks in a predictable manner and that these students respond to them independently of other social forces such as their families and communities in which they reside.

APA, Harvard, Vancouver, ISO, and other styles

38

Martin, Monica June. "Racial discrimination and delinquency : economic hardship, communities, discrimination, and conduct disorder among African American youth /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2005. http://uclibs.org/PID/11984.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Hernandez, Mayra Alejandra. "Relationship between substance use and teen dating violence among urban Hispanic and African American youth." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587903.

Full text

Abstract:

Teen dating violence greatly differs from Adult interpersonal violence and as such should be viewed from a biopsychosocial lens. The purpose of this study was to examine the relationship between substance use and teen dating violence among Black/African American and Hispanic/Latino youth. A quantitative study was conducted with 24 youth attending an alternative charter high school in an urban city. The majority of the participants engaged in substance use with more than half using two or more substances within the past 30 days. Psychological teen dating violence was the most reported type of victimization and perpetration. Implications for social work and future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

40

Kaplan, Lauren E. "Disrupting the School to Prison Pipeline| REBT with African-American Youth in a School Setting." Thesis, Spalding University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932445.

Full text

Abstract:

Poor academic performance and low academic aspirations can lead to involvement with the criminal justice system. Therefore, schools play an important role in mitigating risk factors as they create a supportive, accessible opportunity for intervention delivery. The population impacted most by academic zero-tolerance punishments are African-American students, whose current suspension rate is two to five times that of their White counterparts. This disproportionate representation also exists within the juvenile justice system, with African-American youths almost five times more likely to be detained than White youths. Therefore, finding effective school-based treatment interventions is essential to reducing disproportionate minority punishment and confinement. In order to address this need, a randomized controlled trial was conducted to examine the effectiveness of Rational Emotive Education (REE), a REBT school-based intervention, on the reduction of disruptive behavior amongst at-risk, male, African-American adolescents. Nineteen participants were assigned to either the treatment or the control condition. Data measuring disruptive behavior, anxiety, depression, anger, self-concept, and school engagement was collected for both groups pre-and post-intervention. Overall the results of the study revealed contradictory findings. Although participants assigned to the REE intervention saw a larger reduction in disruptive behavior over the course of treatment than the control group, on self-report measures they reported an increase in symptoms related to depression, anxiety, anger and a decrease in self-concept and school engagement. Treatment implications are discussed.

APA, Harvard, Vancouver, ISO, and other styles

41

LaViscount, David F. "Inside the Black Box of Mentoring: African-American Adolescents, Youth Mentoring, and Stereotype Threat Conditions." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2622.

Full text

Abstract:

Despite a narrowing trend over the past forty years, the racial academic performance gap between non-Asian-American minority students and European-American students remains an overarching issue in K-12 schooling according to the Stanford Center for Education Policy Analysis (2017). Du Bois’s (1903) theory of double consciousness is implicated in the performance gap phenomenon. Though not explicitly connected, Steele and Aronson’s 1995 study revealed stereotype threat (STT) to be an empirical explanation of the negative impact of double consciousness. Steele et al.’s study revealed a psycho-social contributor to the racial academic performance gap, STT. STT is characterized by performance suppression caused by the fear of fulfilling a negative stereotype or the fear of being judged based on a negative stereotype attributed to one’s social identity group. The activation of this phenomenon is related to identity threatening cues, a systemic issue laden in the academic environment (Purdie-Vaughns, Steele, Davies, Ditlmann, & Crosby, 2008). To date, over 300 studies have been conducted on STT according to a meta-analysis conducted by Pennington, Heim, Levy, and Larkin (2016). Though certain experimental studies featuring mentoring as a vehicle for shifting stereotype narratives have yielded useful practices for STT reduction (Good et al., 2003), qualitative design, which is seldomly employed in the STT field, may produce an understanding of the phenomenon that is not possible through a deductive approach (Ezzy, 2002; van Kaam, 1966). The purpose of this phenomenological study was to explore African-American adolescent student perceptions of the impact that mentoring has on their schooling experiences while under STT conditions. The findings of this study demonstrated that African-American adolescents perceived mentoring to positively impact their schooling experiences and helped them to cope with STT activating cues in the environment. The participants discussed structural aspects of the relationships, personality attributes of the mentor, and specific mentor guidance. Participants also discussed a documented STT intervention that fell outside of the parameters of their mentoring relationships that positively impacted their schooling experiences and abilities to cope with STT cues – affirmations (Cohen, Garcia, Apfel, & Master, 2006; Walton et al., 2012). Recommendations for practice and future research are presented.

APA, Harvard, Vancouver, ISO, and other styles

42

Florkey, Laura Elizabeth. "Effectiveness of Peer-mediated Social Skills Instruction on Indicators of Psychopathology in African American Youth." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312993462.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Johnson, Randall J. "Developmental Assets Supporting High School Graduation Among African American Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3147.

Full text

Abstract:

The focus of this study was individual and community assets and barriers that African American students living in disadvantaged low income communities encounter in their efforts to complete high school. The research questions were focused on understanding the high school experiences of students who graduated and of students who dropped out. The study was a comparison of the data collected from interviews of former students to the 15 interventions identified as most effective by the National Dropout Prevention Network (http://dropoutprevention.org/effective-strategies/). Findings suggested that 6 of the 15 developmental assets were effective for enabling African American students to graduate from high school. These developmental assets were school-community collaboration, mentoring, family engagement, alternative schooling, after school opportunities, and active learning. The findings of this study may improve teaching and learning in K-12 schools and communities to increase graduation rates for minority students.

APA, Harvard, Vancouver, ISO, and other styles

44

McKinstry, Tashlai. "Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522865843049559.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Sunni-Ali, Asantewa Fulani. "Impact Repertory Theatre as a Tool of Empowerment: Black Youth Describe their Experiences and Perceptions." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/aas_theses/3.

Full text

Abstract:

This qualitative phenomenological study explores the role of Theatre as a tool of empowerment for Black youth. This study involves IMPACT Repertory Theatre of Harlem (IMPACT), a Theatre group that consists of Black youth between the ages of 12-19. Observations, focus-group interviews and audiovisual material were used to explore Black youth's experiences with and perceptions of Theatre via IMPACT. The existing literature surrounding the topic of Theatre for youth empowerment contains the following gaps: they do not give a voice to the youth in question, they are seldom conducted in the U.S. and they do not specifically focus on Black youth. Analysis included categorizing the data and then putting it into themes. In the study’s findings, participants reveal that Theatre via IMPACT offers a source of family like support, a safe space and opportunities for self discovery and transformation.

APA, Harvard, Vancouver, ISO, and other styles

46

Fuqua, Stephon H. "School Factors, Legal Involvement and Marijuana Use among African American Adolescent Males." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1553514022127236.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Wood, Osie Leon Jr. "Family Support Factors in African American Families That Promote Academic Achievement for Male Middle-School Students." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/37.

Full text

Abstract:

One of the most consistently reported challenges in the education literature is the underachievement of African American males at all levels of the education pipeline - from elementary and secondary schools through to postsecondary education. African American boys are falling behind and they are falling behind early. This research focuses on resources within the home environment that are available to support the educational achievement of African American boys. There are a number of mechanisms through which parental involvement in the home and at school may promote academic success that are being examined: parental involvement in school activities, expectations that parents share with their sons and for which they hold them accountable, and parental trust and support for both their sons and their sons' schools. This research sampled families of African American boys in the eighth grade attending Middle Schools in the North Long Beach area of Southern California. It employed a mixed methods approach in using both questionnaires and surveys for collecting data. Thirty two parents were selected at random and completed questionnaires about attitudes and behaviors related to the home environment that impact their sons' educations. An additional group of randomly selected parents were personally interviewed to gain more in-depth responses. The sample was then divided into two groups according to the STAR Math scores attained by eighth grade boys in the families responding. This measure was used as an indicator of academic success because the STAR test score determines the Math class level for children in the local school district - with those scoring above 325 advancing to Geometry and those scoring below 325 taking lower level classes. The results of the questionnaires and interviews indicate an overall relationship in both groups showing trust and high expectations as being very important in fostering academic success in African American boys in the eighth grade. The consistency of positive home structural factors contributed to the academic success of boys in the families studied in spite of negative factors such as economic deprivation, parental unemployment, previous parental incarceration and lack of transportation.

APA, Harvard, Vancouver, ISO, and other styles

48

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Pallotta, Robert. "Factors contributing to African Americans graduating high school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1509.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Alshammari, Aiyad Aswed. "The Role of Socioeconomic Status, Strain, Parental, and Peer Influence on Delinquency among African-American Youth." Thesis, Howard University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10688098.

Full text

Abstract:

The purpose of this study is to examine the relationship between socioeconomic status (SES) and delinquent behavior among African American youth. First, this study explores whether SES influences parental monitoring, parent-child attachment, deviant peer associations, and strain among African American adolescents from varying socioeconomic status backgrounds. Next an assessment was conducted to decipher whether theoretical construct variables from foundational criminological theories rooted in social control, strain, and social learning are valid predictors of delinquency among African American adolescents from varying SES backgrounds. Finally, a statistical framework was created to test whether parenting, deviant peers, or strain moderates the relationship between SES and delinquency. This study uses simple linear and a hierarchical linear regression to examine the relationship between SES and delinquency while taking into account potential interactive effects of parenting practices, deviant peer associations, and strain experienced by African American adolescents. The results from this study reveal that no direct, statistically significant relationship exists between SES and delinquency for African American adolescents. However, SES plays an important role in influencing parental monitoring, parent-child attachment, deviant peer association, and strain variables. In addition, some of the theoretical construct variables from social control, social learning, and strain theories are strong predictors of delinquent behavior among African American adolescents from varying SES backgrounds. These results offer partial support for social control, strain, and social learning theories.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'African American youth African American youth African American youth'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles