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Journal articles on the topic 'African American youth African American youth African American youth'

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Published: 4 June 2021
Last updated: 5 February 2022

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1

Rosario, Vernon A. "African-American Transgender Youth." Journal of Gay & Lesbian Mental Health 13, no. 4 (2009): 298–308. http://dx.doi.org/10.1080/19359700903164871.

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2

Townsel, Kim T. "Mentoring African American Youth." Preventing School Failure: Alternative Education for Children and Youth 41, no. 3 (1997): 125–27. http://dx.doi.org/10.1080/10459889709603280.

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3

Iglehart, Alfreda P., and Rosina M. Becerra. "Hispanic and African American Youth." Journal of Ethnic And Cultural Diversity in Social Work 11, no. 1-2 (2002): 79–107. http://dx.doi.org/10.1300/j051v11n01_04.

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4

Gooden, Susan T., Lindsey L. Evans, Michael L. Perkins, Caper Gooden, and Yali Pang. "Examining Youth Outcomes of African American–Led Nonprofits." Nonprofit and Voluntary Sector Quarterly 47, no. 4_suppl (2018): 34S—54S. http://dx.doi.org/10.1177/0899764018757028.

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This article examines the outcomes of African American–led nonprofit organizations in improving the lives of the youth they serve. Using the framework of representative bureaucracy, this study suggests that demographic similarity among nonprofit leadership and nonprofit clients is transferable to increasing positive youth outcomes within African American–led youth-focused nonprofit organizations. Based on survey data from 727 youth, enhanced by qualitative interviews and focus groups, this research examines youth outcomes across three African American–led nonprofits and compares them with demographically similar youth in their communities. Youth outcomes are analyzed in the areas of academic performance, deviant behavior, family and social support, and self-esteem and resiliency. The findings suggest youth who participate in African American–led nonprofit organizations outperform their peers in the areas of academic performance and self-esteem. These outcomes are important because African American–led nonprofit organizations disproportionately serve African American youth who may not otherwise be served by other extracurricular programming.
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5

Smith, Carolyn A., Marvin D. Krohn, Rebekah Chu, and Oscar Best. "African American Fathers." Journal of Family Issues 26, no. 7 (2005): 975–1001. http://dx.doi.org/10.1177/0192513x05275421.

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Much of the literature on African American fathers has tended to perpetuate a stereotype of absent and unsupportive parenting. This study employs a life course perspective to investigate the extent and predictors of involvement by young fathers. Data come from the Rochester Youth Development Study, a longitudinal study that has followed a representative sample of urban youth since they were in the seventh or eighth grade. Analysis is based on the young men in the sample who became fathers by age 22, of whom 67% are African American. Results suggest that African American fathers do not differ significantly from other young fathers in their contact with and support provided to their eldest biological child. For African American fathers, fulfilling a father role is, as hypothesized, related to the success of transition to adult roles and relationships and to prosocial behavior and problem behavior.
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Sidibe, Turquoise, Kea Turner, Alicia Sparks, Briana Woods-Jaeger, and Alexandra Lightfoot. "“You Still Got to See Where She’s Coming From”: Using Photovoice to Understand African American Female Adolescents’ Perspectives on Sexual Risk." Journal of Early Adolescence 38, no. 1 (2015): 12–27. http://dx.doi.org/10.1177/0272431615611254.

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African Americans have the highest rate of new HIV infection in the United States. This photovoice study explored the perspectives and experiences of African American female youth and sought to understand how adolescent development impacts HIV risk. This study used the photovoice methodology with seven African American or Biracial female youth, in Grades 8 through 12, residing in North Carolina. Study findings indicate that African American female adolescents struggle to navigate adolescence, specifically in coping with race- and gender-related stressors. The photovoice study demonstrated that African American early adolescent females face unique challenges that influence sexual health and HIV risk. There is a need for HIV prevention programs that support positive racial and gender identity development and teach early adolescents how to cope with race- and gender-related stressors. Our findings suggest it is important for youth to be sources of positive support for their peers.
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McKay, Mary M., William M. Bannon, James Rodriguez, and Kelly Taber Chasse. "Understanding African American Youth HIV Knowledge." Social Work in Mental Health 5, no. 1-2 (2007): 81–100. http://dx.doi.org/10.1300/j200v05n01_04.

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8

Skinner, Olivenne D., Katherine Perkins, Dana Wood, and Beth Kurtz-Costes. "Gender Development in African American Youth." Journal of Black Psychology 42, no. 5 (2016): 394–423. http://dx.doi.org/10.1177/0095798415585217.

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9

Carter, Rona. "Anxiety Symptoms in African American Youth." Journal of Early Adolescence 35, no. 3 (2014): 281–307. http://dx.doi.org/10.1177/0272431614530809.

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10

Uehara, Edwina S., Deborah Chalmers, Esther J. Jenkins, and Bambade H. Shakoor. "African American Youth Encounters With Violence." Journal of Black Studies 26, no. 6 (1996): 768–81. http://dx.doi.org/10.1177/002193479602600607.

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11

Battle, Stanley F. "Health Concerns for African American Youth." Journal of Health & Social Policy 15, no. 2 (2002): 35–44. http://dx.doi.org/10.1300/j045v15n02_04.

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12

Lingg, MaryAnn. "Preemployment Training for African American Youth." Journal of Career Development 22, no. 1 (1995): 67–82. http://dx.doi.org/10.1177/089484539502200105.

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13

Ovadia, Marc. "Exercise Testing in African American Youth." Pediatric Cardiology 24, no. 1 (2003): 92. http://dx.doi.org/10.1007/s00246-001-1106-8.

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Lingg, MaryAnn. "Preemployment training for African American youth." Journal of Career Development 22, no. 1 (1995): 67–82. http://dx.doi.org/10.1007/bf02247896.

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15

Assari, Shervin, and Cleopatra Howard Caldwell. "Teacher Discrimination Reduces School Performance of African American Youth: Role of Gender." Brain Sciences 8, no. 10 (2018): 183. http://dx.doi.org/10.3390/brainsci8100183.

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Background: Gender may alter African Americans’ vulnerability to discrimination. The type of outcomes that follow exposure to discrimination may also be gender-specific. Although teacher discrimination is known to deteriorate school performance, it is yet unknown whether male and female African American youth differ in the effect of teacher discrimination on school performance. Objective: This cross-sectional study explored the moderating role of gender on the effect of teacher discrimination on school performance in a national sample of African American youth. Methods: The National Survey of American Life-Adolescent Supplement (NSAL-A) enrolled a nationally representative sample (n = 810) of 13–17-year-old African American youth. Demographic factors, socioeconomic status, teacher discrimination, and school performance (grade point average, GPA) were measured. Linear multivariable regression models were applied for data analysis. Results: Males and females reported similar levels of perceived teacher discrimination. In the pooled sample, higher teacher discrimination was associated with lower school performance among African American youth (b = −0.35; 95% confidence interval (CI) = −0.49 to −0.22). Gender interacted with perceived teacher discrimination (b = 12; 95% CI = 0.24–2.02), suggesting a significant difference between males and females in the magnitude of the association between perceived teacher discrimination and GPA. In stratified models, perceived teacher discrimination was associated with worse school performance of females (b = −12; 95% CI = −0.03 to −2.78) but not males (b = 0.01; 95% CI = −0.07 to 0.08). Conclusion: In line with previous studies, gender was found to alter the vulnerability of African American youth to perceived discrimination. African American boys and girls may differ in their sensitivity to the effects of teacher discrimination on school performance.
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Kyere, Eric, Isaac Karikari, and Bettina C. Teegen. "The Associations Among Teacher Discrimination, Parents’ and Peer Emotional Supports, and African American Youth’s School Bonding." Families in Society: The Journal of Contemporary Social Services 101, no. 4 (2020): 469–83. http://dx.doi.org/10.1177/1044389419892277.

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Drawing on research about the positive benefits of school bonding on youth mental health, academic and overall well-being, and the inequities African American youth face in education, this study examined the associations among teacher discrimination, parents’ and peer emotional support, and African American youth school bonding. Using data from the National Survey of American Life Adolescent Supplement (NSAL-A), findings suggest that teacher discrimination negatively affects African American youth’s school bonding. In addition, while parents’ and peer emotional supports are positively associated with youth’s school bonding, and offset some of the negative effects of teacher discrimination on African American youth’s school bonding, these supports may not be enough to help youth realize the maximum benefits of school bonding, especially in the context of teacher discrimination. Implications for social work practice with African American youth and families are discussed.
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17

Molock, Sherry Davis, Samantha Matlin, Crystal Barksdale, Rupa Puri, and Joseph Lyles. "Developing Suicide Prevention Programs for African American Youth in African American Churches." Suicide and Life-Threatening Behavior 38, no. 3 (2008): 323–33. http://dx.doi.org/10.1521/suli.2008.38.3.323.

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18

Pierce, Walter J., and Sharron M. Singleton. "Improvisation as a Concept for Understanding and Treating Violent Behavior among African American Youth." Families in Society: The Journal of Contemporary Social Services 76, no. 7 (1995): 444–50. http://dx.doi.org/10.1177/104438949507600706.

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The prevalence of violent behavior among African American youth poses a serious threat to society in general and to the African American community in particular. Current efforts to stem the tide of violent behavior have focused primarily on mentoring and threat of punishment as deterrents. The authors present the concept of improvisation as a lens through which to view and analyze the behavioral style of African American youth. Information is presented relative to the use of improvisation as a preventive and rehabilitative strategy for intervening with African American youth.
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19

Edwards, Vera R., and Dianne Johnson. "Dianne Johnson's Revelations of African American Youth." African American Review 28, no. 1 (1994): 153. http://dx.doi.org/10.2307/3041965.

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20

Elsaesser, Caitlin M., and Dexter R. Voisin. "Correlates of Polyvictimization Among African American Youth." Journal of Interpersonal Violence 30, no. 17 (2014): 3022–42. http://dx.doi.org/10.1177/0886260514554424.

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21

Rozie-Battle, Judith L. "African American Youth in the New Millennium." Journal of Health & Social Policy 15, no. 2 (2002): 1–12. http://dx.doi.org/10.1300/j045v15n02_01.

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22

Teasley, Martell L., Edgar Tyson, and Laura House. "Understanding Leadership Development in African American Youth." Journal of Human Behavior in the Social Environment 15, no. 2-3 (2007): 79–98. http://dx.doi.org/10.1300/j137v15n02_06.

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23

Hong, Jun Sung, Bee Ryou, and Alex R. Piquero. "Do Family-Level Factors Associated With Bullying Perpetration and Peer Victimization Differ by Race? Comparing European American and African American Youth." Journal of Interpersonal Violence 35, no. 21-22 (2017): 4327–49. http://dx.doi.org/10.1177/0886260517714441.

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Patterns of—and correlates associated with—bullying perpetration and peer victimization have received widespread research attention. Somewhat less research has considered how protective factors in the parental domain help to buffer against both adverse behaviors. And perhaps more importantly, even less research has considered potential racial differences in the manner in which family-level variables relate to both bullying perpetration and peer victimization. Using a nationwide sample of adolescents, the present study examines (a) how parent/guardian support, mother’s parental monitoring, father’s parental monitoring, and family satisfaction buffer against bullying perpetration and peer victimization; and (b) whether these relationships vary across race. Data are derived from the 2009 to 2010 Health Behavior in School-Aged Children study in the United States. A total of 8,998 adolescents were included in the study sample, which consisted of 6,521 European Americans and 2,477 African Americans. Findings show that both European American and African American youth who received parental/guardian support were less likely to report being bullied. Among both African American and European American sub-samples, results showed that mother’s parental monitoring was negatively associated with both bullying perpetration and peer victimization. Father’s parental monitoring was negatively associated with peer victimization and bullying perpetration for European Americans only. Both European and African American youth who reported being satisfied with their family were less likely to report being bullied while European American youth who reported higher family satisfaction were less likely to engage in bullying. In sum, several family variables help to buffer against both bullying perpetration and peer victimization, but for the most part these relationships are race-invariant.
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24

Awokoya, Janet. "Identity Constructions and Negotiations Among 1.5- and Second-Generation Nigerians: The Impact of Family, School, and Peer Contexts." Harvard Educational Review 82, no. 2 (2012): 255–81. http://dx.doi.org/10.17763/haer.82.2.9v77p329367116vj.

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Past scholarship on immigrant racial and ethnic identity construction tends to ignore the processes by which social context influences identity at the individual level. In this qualitative study, Janet T. Awokoya presents a complex understanding of 1.5- and second-generation African immigrant youths’ identities. Awokoya explores how three major contexts—family, school, and peer groups—affect the ways in which African immigrant youth construct and negotiate their racial and ethnic identities. Further, she contends that the ways in which African immigrant youth are expected to conform to ideals of what it means to be African, Nigerian, African American, and Black, which dramatically shift across contexts, significantly confound the racial and ethnic identity constructions and negotiations for these youth. The article concludes with a discussion of practical and theoretical implications for identity development among Black immigrant youth.
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25

Murry, Velma McBride, Cady Berkel, Misha N. Inniss-Thompson, and Marlena L. Debreaux. "Pathways for African American Success: Results of Three-Arm Randomized Trial to Test the Effects of Technology-Based Delivery for Rural African American Families." Journal of Pediatric Psychology 44, no. 3 (2019): 375–87. http://dx.doi.org/10.1093/jpepsy/jsz001.

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Abstract Objective The objective of this study was to test the effectiveness of a technology-based program to avert risky behaviors among rural African American youth. We hypothesized that the technology-based and group-based formats of the Pathways for African Americans Success (PAAS) program would lead to improvements in primary outcomes, and that the technology condition would perform at least as well as the group condition. Methods A three-arm Randomized Control Trial (RCT) ([N = 141] technology-based delivery, [N = 141] small group delivery, and [N = 136] literature control) was conducted with 421 sixth graders and their caregivers, Summer 2009–Fall 2012. Families were recruited from five rural counties in Tennessee and completed baseline, posttest [M = 14.5 (4.4) months after pretest] and long-term follow-up [M = 22.6 (3.7) months after posttest]. Structural Equation Modeling (SEM) was used to test intervention-induced changes in both parents and youths’ primary outcomes (pretest to posttest) and on secondary targeted outcome, youth sexual risk, and substance use patterns (pretest to follow-up). Results Parents in the technology condition reported significant increases in strategies to reduce risk. Youth in the technology condition experienced a significant decline in intent to engage in risk behaviors and reduction in substance use and sexual risk behavior. Youth in the group condition experienced a significant increase in affiliation with deviant peers. Conclusions This study provides evidence of the ability of eHealth to improve parenting and reduce adolescent engagement in substance use and sexual risk behavior. Suggestions for dissemination in schools and health-care systems are offered.
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26

Hawkins, Celeste. "Making Youth Matter." Boyhood Studies 11, no. 2 (2018): 70–93. http://dx.doi.org/10.3167/bhs.2018.110205.

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This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.
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27

Kemper, Karen A., Hugh Spitler, Eunice Williams, and Cheryl Rainey. "Youth Service Agencies: Promoting Success for At-Risk African American Youth." Family & Community Health 22, no. 2 (1999): 1–15. http://dx.doi.org/10.1097/00003727-199907000-00003.

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28

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 (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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29

Voisin, Dexter R., and Dong Ha Kim. "“Broken windows”: Relationship between neighborhood conditions and behavioral health among low-income African American adolescents." Journal of Health Psychology 23, no. 4 (2016): 527–37. http://dx.doi.org/10.1177/1359105316681064.

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This study explored the association between neighborhood conditions and behavioral health among African American youth. Cross-sectional data were collected from 683 African American youth from low-income communities. Measures for demographics, neighborhood conditions (i.e. broken windows index), mental health, delinquency, substance use, and sexual risk behaviors were assessed. Major findings indicated that participants who reported poorer neighborhood conditions compared to those who lived in better living conditions were more likely to report higher rates of mental health problems, delinquency, substance use, and unsafe sexual behaviors. Environmental factors need to be considered when addressing the behavioral health of low-income African American youth.
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30

Zapolski, Tamika C. B., Tianyi Yu, Gene H. Brody, Devin E. Banks, and Allen W. Barton. "Why now? Examining antecedents for substance use initiation among African American adolescents." Development and Psychopathology 32, no. 2 (2019): 719–34. http://dx.doi.org/10.1017/s0954579419000713.

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AbstractCurrent adolescent substance use risk models have inadequately predicted use for African Americans, offering limited knowledge about differential predictability as a function of developmental period. Among a sample of 500 African American youth (ages 11–21), four risk indices (i.e., social risk, attitudinal risk, intrapersonal risk, and racial discrimination risk) were examined in the prediction of alcohol, marijuana, and cigarette initiation during early (ages 11–13), mid (ages 16–18), and late (ages 19–21) adolescence. Results showed that when developmental periods were combined, racial discrimination was the only index that predicted initiation for all three substances. However, when risk models were stratified based on developmental period, variation was found within and across substance types. Results highlight the importance of racial discrimination in understanding substance use initiation among African American youth and the need for tailored interventions based on developmental stage.
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31

Scott, David, and Danny Bernard Martin. "Mathematics Success and Failure among African-American Youth." American Mathematical Monthly 108, no. 5 (2001): 481. http://dx.doi.org/10.2307/2695817.

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32

WEST, CAROLYN M., and SUZANNA ROSE. "Dating Aggression Among Low Income African American Youth." Violence Against Women 6, no. 5 (2000): 470–94. http://dx.doi.org/10.1177/10778010022181985.

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33

Herman, Keith C., Reid Trotter, Wendy M. Reinke, and Nicholas Ialongo. "Developmental origins of perfectionism among African American youth." Journal of Counseling Psychology 58, no. 3 (2011): 321–34. http://dx.doi.org/10.1037/a0023108.

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34

BOWSER, BENJAMIN P., MINDY THOMPSON FULLILOVE, and ROBERT E. FULLILOVE. "African-American Youth and Aids High-Risk Behavior." Youth & Society 22, no. 1 (1990): 54–66. http://dx.doi.org/10.1177/0044118x90022001004.

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35

Shelton, Deborah, and Nina Lyon-Jenkins. "Mental Health Promotion for Vulnerable African American Youth." Journal of Forensic Nursing 2, no. 1 (2006): 7–13. http://dx.doi.org/10.1097/01263942-200603000-00002.

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36

FORD, KATHLEEN, and ANNE NORRIS. "Sexual Networks of African-American and Hispanic Youth." Sexually Transmitted Diseases 24, no. 6 (1997): 327–33. http://dx.doi.org/10.1097/00007435-199707000-00004.

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37

Spitler, Hugh D., Karen A. Kemper, and Veronica G. Parker. "Promoting Success for At-Risk African-American Youth." Family & Community Health 25, no. 2 (2002): 37–52. http://dx.doi.org/10.1097/00003727-200207000-00006.

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38

Winfield, Linda F. "Resilience, Schooling, and Development in African-American Youth." Education and Urban Society 24, no. 1 (1991): 5–14. http://dx.doi.org/10.1177/0013124591024001001.

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39

Bailey, Rahn K., Shahid Ali, Shagufta Jabeen, et al. "Attention-Deficit/Hyperactivity Disorder in African American Youth." Current Psychiatry Reports 12, no. 5 (2010): 396–402. http://dx.doi.org/10.1007/s11920-010-0144-4.

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40

Breunig, Michelle. "Abstinence-Only Sex Education Fails African American Youth." Journal of Christian Nursing 34, no. 3 (2017): E41—E48. http://dx.doi.org/10.1097/cnj.0000000000000409.

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JAGERS, ROBERT J., and GRACE CARROLL. "Issues in Educating African American Children and Youth." Yearbook of the National Society for the Study of Education 101, no. 2 (2005): 49–65. http://dx.doi.org/10.1111/j.1744-7984.2002.tb00075.x.

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Garrett, Bridgette E., Phillip S. Gardiner, La Tanisha C. Wright, and Terry F. Pechacek. "The African American Youth Smoking Experience: An Overview." Nicotine & Tobacco Research 18, suppl 1 (2016): S11—S15. http://dx.doi.org/10.1093/ntr/ntv203.

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Bauermeister, José A., Marc A. Zimmerman, Gilbert C. Gee, Cleopatra Caldwell, and Yange Xue. "Work and Sexual Trajectories Among African American Youth." Journal of Sex Research 46, no. 4 (2009): 290–300. http://dx.doi.org/10.1080/00224490802666241.

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Mitchell, Mark A. "Benefits of Violence Prevention for African-American Youth." Journal of Health Care for the Poor and Underserved 2, no. 4 (1991): 413–14. http://dx.doi.org/10.1353/hpu.2010.0061.

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Hammond, W. Rodney, and Betty R. Yung. "Preventing Violence in At-Risk African-American Youth." Journal of Health Care for the Poor and Underserved 2, no. 3 (1991): 359–73. http://dx.doi.org/10.1353/hpu.2010.0341.

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46

Shelton, Deborah, and Nina Lyon-Jenkins. "Mental Health Promotion for Vulnerable African American Youth." Journal of Forensic Nursing 2, no. 1 (2008): 7–14. http://dx.doi.org/10.1111/j.1939-3938.2006.tb00048.x.

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47

Farmer, Thomas W., LeShawndra N. Price, Keri K. O'Neal, et al. "Exploring Risk in Early Adolescent African American Youth." American Journal of Community Psychology 33, no. 1-2 (2004): 51–59. http://dx.doi.org/10.1023/b:ajcp.0000014318.16652.30.

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48

McCabe, Kristen M., and Rodney Clark. "Family protective factors among urban African American youth." Journal of Clinical Child Psychology 28, no. 2 (1999): 137–50. http://dx.doi.org/10.1207/s15374424jccp2802_2.

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Smitherman, Geneva, and Sylvia Cunningham. "Moving Beyond Resistance: Ebonics and African American Youth." Journal of Black Psychology 23, no. 3 (1997): 227–32. http://dx.doi.org/10.1177/00957984970233004.

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50

Lee, Courtland C. "Successful african American male youth: A psychosocial profile." Journal of African American Men 1, no. 3 (1995): 63–71. http://dx.doi.org/10.1007/bf02692071.

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