Journal articles: 'Education; African American studies; Gender studies'

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Assari, Shervin. "Educational Attainment Better Protects African American Women than African American Men Against Depressive Symptoms and Psychological Distress." Brain Sciences 8, no. 10 (2018): 182. http://dx.doi.org/10.3390/brainsci8100182.

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Background: Recent research has shown smaller health effects of socioeconomic status (SES) indicators such as education attainment for African Americans as compared to whites. However, less is known about diminished returns based on gender within African Americans. Aim: To test whether among African American men are at a relative disadvantage compared to women in terms of having improved mental health as a result of their education attainment. This study thus explored gender differences in the association between education attainment and mental health, using a representative sample of American adults. Methods: The National Survey of American Life (NSAL; 2003) recruited 3570 African American adults (2299 females and 1271 males). The dependent variables were depressive symptoms and psychological distress. The independent variable was education attainment. Race was the focal moderator. Age, employment status, and marital status were covariates. Linear regressions were used for data analysis. Results: In the pooled sample that included both male and female African American adults, high education attainment was associated with lower depressive symptoms and psychological distress, net of covariates. Significant interactions were found between gender and education attainment with effects on depressive symptoms and psychological distress, suggesting stronger protective effects of high education attainment against depressive symptoms and psychological distress for female as compared to male African Americans. Conclusion: A smaller gain in mental health with respect to educational attainment for male African American males as compared to African American females is in line with studies showing high risk of depression in African American men of high-socioeconomic status. High-SES African American men need screening for depression and psychological distress.

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Oikelome, Gloria. "Pathway to the President:The Perceived Impact of Identity Structures on the Journey Experiences of Women College Presidents." International Journal of Multicultural Education 19, no. 3 (2017): 23. http://dx.doi.org/10.18251/ijme.v19i3.1377.

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This phenomenological study utilizes the framework of Intersectionality to explore the perceived impact of race, gender, and other identity structures on the journey experiences of seven White and six African American women college presidents. Findings suggest that while gender is becoming more peripheral, the interlocking tensions of race and gender often shape the journey experiences of African American women, with race appearing to be a salient factor. Despite challenges resulting from these social constructs, the women employed various strategies for navigating the presidential pipeline including mentorship, leadership development programs, and firm assurance of institutional fit.

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Uduku, Ola. "An architecture of education: African American women design the new south." Women's History Review 28, no. 4 (2019): 707–9. http://dx.doi.org/10.1080/09612025.2019.1616473.

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Coleman-Burns, Patricia. "African American women?education for what?" Sex Roles 21, no. 1-2 (1989): 145–60. http://dx.doi.org/10.1007/bf00289733.

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Jones, Martinque K., Mariel Buque, and Marie L. Miville. "African American Gender Roles: A Content Analysis of Empirical Research From 1981 to 2017." Journal of Black Psychology 44, no. 5 (2018): 450–86. http://dx.doi.org/10.1177/0095798418783561.

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The purpose of this study was to explore how gender roles research has been conducted among African Americans in the psychological literature. Accordingly, we completed a content analysis of empirical studies on this topic. We utilized the Table of Contents of several psychology journals, psychological databases, and search engines to identify relevant literature. Articles included for review met the following criteria: (a) published between 1981 and 2017, (b) empirically based, (c) psychologically focused on gender- or sex-role constructs, and (d) included samples that were solely African American or consisted of a substantial number of African American participants (range: 17-3,000). Qualifying articles ( N = 56) were categorized into one of five content areas (i.e., Self-Concept and Social Identity, Scale Development and Validation, Personality, Family and Gender Role Socialization, and Education/Vocation). We also analyzed sample characteristics, research methods, and publication trends across studies. A majority of the reviewed studies included samples of adults, utilized quantitative methods, and were published within the past 18 years. Using the results of the analysis, we highlight the strengths and limitations of the current scholarship focused on gender roles among African Americans and offer suggestions regarding future research and its significance within the field of Black psychology.

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Littlefield, Valinda W. "Using the Educational Histories of Individuals to Complicate Standard Historical Narratives about Expanding Citizenship Rights and Opportunity." History of Education Quarterly 56, no. 1 (2016): 157–63. http://dx.doi.org/10.1111/hoeq.12157.

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My History of Southern African American Education, 1865–Present class, a mid-level survey course, examines the history of education for African Americans in the South from Reconstruction to the twenty-first century. It draws a variety of undergraduate students, as it is cross-listed with the College of Education, Department of History, African American Studies Program, and the Institute of Southern Studies. We examine issues of power and privilege, and the ways that race, ethnicity, gender, and socioeconomic status interact with educational opportunities and achievement. A major objective is to help students understand the ways in which public education in the United States was shaped by competing economic, political, and ideological interests; this focus includes learning the ways in which schools reinforced and reshaped the larger society. Another objective is to use local, state, and regional educational issues to provide a background for understanding the history of education as well as patterns, trends, and changes in the larger historical narrative.

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Butler, Alana. "Quiltmaking among African-American women as a pedagogy of care, empowerment, and sisterhood." Gender and Education 31, no. 5 (2019): 590–603. http://dx.doi.org/10.1080/09540253.2019.1594708.

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Dancy, T. Elon. "Colleges in the making of manhood and masculinity: gendered perspectives on African American males." Gender and Education 23, no. 4 (2011): 477–95. http://dx.doi.org/10.1080/09540253.2010.508454.

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Simon, Cassandra E., Dorcas D. Bowles, Shirley W. King, and Lucinda L. Roff. "Mentoring in the Careers of African American Women in Social Work Education." Affilia 19, no. 2 (2004): 134–45. http://dx.doi.org/10.1177/0886109903262765.

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Bal, Aydin, Jennifer Betters-Bubon, and Rachel E. Fish. "A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance." Education and Urban Society 51, no. 2 (2017): 247–68. http://dx.doi.org/10.1177/0013124517716260.

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Racial minority youth are disproportionally removed from their learning environment due to school discipline and placed in special education for emotional disturbance. These disparities continue to trouble families, educators, and policy makers, particularly within urban schools. Yet there is a paucity of research on how behavioral outcome disparities occur in different states. This study addresses this gap examining the extent and predictors of behavioral outcome disparities in Wisconsin. Using the entire state’s data, we conducted multilevel logistic regression analyses. The analyses showed that African American students were seven times and Native American and Latino students were two times more likely to receive exclusionary discipline. African American students and Native American students were two to three times more likely to be labeled as emotionally disturbed. Students’ race, gender, income, language, attendance, and academic proficiency were related to outcome disparities while school characteristics were not substantively meaningful predictors, excepting the percentage of transferred students. Implications for future research and practice are discussed.

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West, Nicole M. "In the company of my sister-colleagues: professional counterspaces for African American women student affairs administrators." Gender and Education 31, no. 4 (2018): 543–59. http://dx.doi.org/10.1080/09540253.2018.1533926.

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Sakamoto, Arthur, Ernesto F. L. Amaral, Sharron Xuanren Wang, and Courtney Nelson. "The Socioeconomic Attainments of Second-Generation Nigerian and Other Black Americans: Evidence from the Current Population Survey, 2009 to 2019." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312110019. http://dx.doi.org/10.1177/23780231211001971.

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Second-generation black Americans have been inadequately studied in prior quantitative research. The authors seek to ameliorate this research gap by using the Current Population Survey to investigate education and wages among second-generation black Americans with a focus on Nigerian Americans. The latter group has been identified in some qualitative studies as having particularly notable socioeconomic attainments. The results indicate that the educational attainment of second-generation Nigerian Americans exceeds other second-generation black Americans, third- and higher generation African Americans, third- and higher generation whites, second-generation whites, and second-generation Asian Americans. Controlling for age, education, and disability, the wages of second-generation Nigerian Americans have reached parity with those of third- and higher generation whites. The educational attainment of other second-generation black Americans exceeds that of third- and higher generation African Americans but has reached parity with that of third- and higher generation whites only among women. These results indicate significant socioeconomic variation within the African American/black category by gender, ethnicity, and generational status that merits further research.

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Carlton-LaNey, Iris, and Annie McCullough Chavis. "Annie Mae Kenion (1912–2009)." Affilia 26, no. 4 (2011): 431–39. http://dx.doi.org/10.1177/0886109911428209.

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This article examines the career of Annie Mae Kenion who worked as a Jeanes teacher and supervisor of African American schools for more than 40 years. Strict racial segregation and disenfranchisement was the order of the day throughout most of her career, forcing her to negotiate the system gingerly in order to serve children. Kenion’s professional life illustrates an unyielding love of learning and the stark connection between education and the African American struggle against oppression.

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Venzant Chambers, Terah T., and Lance T. McCready. "“Making Space” for Ourselves." Urban Education 46, no. 6 (2011): 1352–78. http://dx.doi.org/10.1177/0042085911400322.

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Drawing from two separate case studies, one on lower track African American students and another on gay and gender nonconforming African American male students, this article explores how students with multiple stigmatized identities make sense of and respond to their marginalization, a process we term making space. In particular, we consider how making space can support students’ psychosocial needs and at the same time work against school engagement and academic striving. We describe types of “making space” strategies: sociospatial, performative, and political/institutional, and use these categories to describe the ways students in our projects responded to their perceived marginalization. Institutional processes that make these responses necessary are addressed as well as how schools can either mediate or intensify students’ feelings of marginalization and therefore their perceived need to “make space.”

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Wyche, Karen Fraser. "Teaching the Psychology of Women Courses in Another Discipline." Psychology of Women Quarterly 22, no. 1 (1998): 69–76. http://dx.doi.org/10.1111/j.1471-6402.1998.tb00142.x.

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A survey of course titles in African American Studies departments and programs was conducted to examine the course offerings on the psychology of women, the psychology of African American women, and other areas of psychology as well as courses on gender from other disciplines. A total of 82 programs or departments of African American Studies and 182 courses were listed. The course discipline was stated in the majority of courses, with psychology having the most courses. Only a small percentage of the psychology courses listed gender in addition to race in the title. Of those courses listed in psychology, the majority were in social, developmental, or clinical psychology. The disciplines of English, sociology, history, and political science had listings of courses with both gender and race titles. This small survey indicates that the psychology of women has not had much influence on the curriculum of African American Studies. Possible reasons for this are discussed, as are solutions to this problem.

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Haynes, Christina S. "There’s no place like home? African American women in the residence halls of a predominantly white Midwestern University." Gender and Education 31, no. 4 (2018): 525–42. http://dx.doi.org/10.1080/09540253.2018.1484430.

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Dowling, Jacqueline, Renee Mahafee-Harris, and Rhyanne McDade. "Do Right! Nutrition Train the Trainer: an African American Community–Based Nutrition Education Initiative." Journal of African American Studies 24, no. 4 (2020): 627–40. http://dx.doi.org/10.1007/s12111-020-09507-1.

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Assari, Shervin, Hamid Helmi, and Mohsen Bazargan. "Polypharmacy in African American Adults: A National Epidemiological Study." Pharmacy 7, no. 2 (2019): 33. http://dx.doi.org/10.3390/pharmacy7020033.

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Background: Despite the association between polypharmacy and undesired health outcomes being well established, very little is known about epidemiology of polypharmacy in the African American community. We are not aware of any nationally representative studies that have described the socioeconomic, behavioral, and health determinants of polypharmacy among African Americans. Aims: We aimed to investigate the socioeconomic and health correlates of polypharmacy in a national sample of African American adults in the US. Methods: The National Survey of American Life (NSAL, 2003–2004) included 3,570 African American adults. Gender, age, socioeconomic status (SES; education attainment, poverty index, and marital status), access to the healthcare system (health insurance and having a usual source of care), and health (self-rated health [SRH], chronic medical disease, and psychiatric disorders) in addition to polypharmacy (5 + medications) as well as hyper-polypharmacy (10 + medications) were measured. Logistic regressions were applied for statistical analysis. Results: that About 9% and 1% of all African American adults had polypharmacy and hyper-polypharmacy, respectively. Overall, higher age, higher SES (education and poverty index), and worse health (poor SRH, more chronic medical disease, and psychiatric disorders) were associated with polypharmacy and hyper-polypharmacy. Individuals with insurance and those with a routine place for healthcare also had higher odds of polypharmacy and hyper-polypharmacy. Conclusions: Given the health risks associated with polypharmacy, there is a need for systemic evaluation of medication use in older African Americans with multiple chronic conditions. Such policies may prevent medication errors and harmful drug interactions, however, they require effective strategies that are tailored to African Americans.

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Pickett, Moneque Walker, Marvin P. Dawkins, and Jomills Henry Braddock. "Race and Gender Equity in Sports." American Behavioral Scientist 56, no. 11 (2012): 1581–603. http://dx.doi.org/10.1177/0002764212458282.

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Males have been the dominant focus of sports participation in America since the 19th century. Serious examination of women’s participation in sports did not begin to receive substantial treatment until the early 1970s, when social and legal forces led to the enactment of Title IX of the 1972 Education Amendments to the Civil Rights Act of 1964. The purpose of the present study is to address the question of whether Black and White women have benefited equally from Title IX by (a) examining Post–Title IX trends in Black and White females’ sport participation in high school and college, using data from national longitudinal surveys; (b) assessing the effect of race on sport participation opportunities for high school girls based on these data:, and (c) examining legal cases involving Title IX to assess the extent to which legal challenges have improved access to and participation of Black women in sports relative to their White female counterparts. The findings of the current study reveal that this benefit has not been shared equally by White and African American females. High schools attended by African American females do not offer the same range of sports as those available in schools attended by White females.

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Greer, Tawanda M., Adrian Laseter, and David Asiamah. "Gender as a Moderator of the Relation between Race-Related Stress and Mental Health Symptoms for African Americans." Psychology of Women Quarterly 33, no. 3 (2009): 295–307. http://dx.doi.org/10.1177/036168430903300305.

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The present study tested gender as a moderator of the relationship between race-related stress and mental health symptoms among African American adults. Because African American women are exposed to stressors associated with race and gender, we hypothesized that African American women would have higher levels of race-related stress and more severe mental health outcomes related to experiences of race-related stress compared to African American men. Multivariate analyses revealed that African American men had higher stress appraisals for institutional racism than did women. No significant gender differences were found for cultural and individual racism. Moderated regression analyses revealed that increases in stress appraisals for individual racism were associated with increases in anxiety and obsessive-compulsive symptoms for African American women. Race-related stress had no significant effects on mental health symptoms for African American men. The findings suggest that gender is an important factor in determining the impact of race-related stress on mental health.

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Barber, Clifton E. "Olfactory Acuity as a Function of Age and Gender: A Comparison of African and American Samples." International Journal of Aging and Human Development 44, no. 4 (1997): 317–34. http://dx.doi.org/10.2190/81ee-ckjd-redm-fj9g.

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A frequently reported finding in age-related sensory impairment is that olfaction shows consistent and uniform decline with age. In most studies, discerning whether loss in olfaction is due to aging per se or to factors extrinsic to the aging process (e.g., smoking, chemical exposure, head injury) is difficult. Moreover, studies of olfaction have generally relied on data collected from samples drawn primarily from Western societies. As such, little is known regarding differences in olfaction involving non-Western cultures. Using international data from the 1986 National Geographic Smell Survey, responses of 19,219 American respondents and 3,204 respondents from Africa were analyzed. All respondents were screened for factors negatively affecting olfaction. Measures of olfactory acuity included odor detection, identification, intensity, and quality. The odor of interest was androstenone, a scent produced by bacteria on the human body and appearing in sweat. The results indicate that some measures of olfactory acuity tend to decline across age groups, but that this decline is less marked than reported in previous studies. The most important finding is that loss of olfaction is not consistent or uniform between geographic regions of America or Africa, between male vs. female respondents, or among the four measures of olfactory acuity. African respondents (both men and women) had significantly higher percentages of detection than did American respondents, women generally reported higher levels of olfactory functioning than did men, and some measures of olfaction were stable across age groups, or were higher among older respondents (e.g., odor identification).

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Shepherd, Michael A. "Effects of Race/Ethnicity, Gender, and Intonation on Secondary Science Teachers’ Evaluation of Spoken Responses." Urban Education 55, no. 5 (2016): 730–52. http://dx.doi.org/10.1177/0042085916660346.

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To explore the role of teachers’ biases in the underrepresentation of minorities and women in STEM, 128 secondary science teachers were asked to evaluate responses spoken with either falling or rising intonation by African American, Latino, and White ninth-grade boys and girls. Responses spoken by minority students were evaluated less favorably than identically worded responses spoken by White students, and rising intonation responses were evaluated less favorably than falling intonation responses. Female speakers have been shown to use rising intonation nearly twice as often as male speakers, so this bias against rising intonation responses disproportionately affects female students (an indirect effect of gender).

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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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Shantz, Jeff. "“Shakin' Up” Race and Gender: Intercultural Connections in Puerto Rican, African American, and Chicano Narratives and Culture(1965–1995)." Journal of Latinos and Education 9, no. 3 (2010): 249–50. http://dx.doi.org/10.1080/15348431003761307.

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Goldbarg, Rosalyn Negrón, and Emma J. Brown. "Gender, Personal Networks, and Drug Use among Rural African Americans." International Quarterly of Community Health Education 30, no. 1 (2010): 41–54. http://dx.doi.org/10.2190/iq.30.1.d.

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One of the main unifying concepts of research examining gender variations in drug use behavior is the social network. Yet, research specifically focusing on how the social networks of these groups differ by gender is limited. Few studies have investigated the social networks of rural African Americans who use drugs. In this study, we compared the personal networks of 20 rural African-American men and women addicted to cocaine using social network analysis (SNA) methods. The data do not support strong assertions about gender differences in the personal networks of the study sample. However, the results of the study suggest that men tend to have more drug users in their networks than women, as well as less structurally cohesive networks. Women tend to include more men in their personal networks than men included women. Implications of the research results for network-based drug prevention intervention as well as the value of SNA methods for drug use research are discussed.

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Olitsky, Stacy. "Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers." Education and Urban Society 52, no. 4 (2019): 590–618. http://dx.doi.org/10.1177/0013124519873676.

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To effectively teach historically marginalized groups of students, educators have argued for increasing recruitment and retention of teachers of color. This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African American woman science teacher. In this study, the teacher experienced identity conflicts because structures in her school conflicted with her professional identity, shaped by race and gender, as warm and connected. Results from this study indicate that policies that prioritize measurement over relationships can cause contradictions with culturally responsive approaches and the emotional practice of teaching.

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Weisz, Arlene N., and Maria Schell. "Responding to Intimate Partner Violence: Urban Women’s Decisions About Getting Personal Protection Orders When Other Resources are Scarce." Violence Against Women 26, no. 10 (2019): 1242–61. http://dx.doi.org/10.1177/1077801219854537.

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Intimate partner violence continues to be a widespread and serious problem. African American women experience a high lifetime prevalence of physical intimate partner violence, but resources for them are often scarce. This mixed-methods analysis of telephone survey responses found that women who were African American, had less education, and were dissatisfied with criminal justice responses to an abusive incident were less likely to seek personal protection orders (PPOs). The qualitative analysis showed that many women did not seek POs because their assessment of their partners indicated it was not needed or increased risk. Practical obstacles in obtaining orders were noteworthy.

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Weisenfeld, Leslie W., and Ida B. Robinson-Backmon. "Upward Mobility and the African American Accountant: An Analysis of Perceived Discrimination, Perceived Career Advancement Curtailment, and Intent to Remain." Accounting and the Public Interest 7, no. 1 (2007): 26–49. http://dx.doi.org/10.2308/api.2007.7.1.26.

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Accounting studies related to minority issues have focused mainly on gender and public accountants. As a result, the purpose of this study is to investigate perceptions of discrimination and career advancement among African American accountants, the second largest minority group in accounting today, and reveal any differences between males and females. Although research on African American accountants exists, it does not empirically investigate male/female differences related to perceived discrimination (race and gender), perceived career curtailment, and intent to remain. To address this dearth of research focus, this study analyzes survey results from 553 African American accountants, primarily employed in nonpublic accounting organizations. The results suggest females perceive more race and gender discrimination in private industry and other sectors, than in public accounting, and males perceive race discrimination in all three industry types. Females are less likely to remain with their current employers in all three industry types, than their male counterparts, and only females employed in the other sectors (e.g., governmental and education) feel their career advancements have been curtailed.

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Assari, Shervin, and Mohsen Bazargan. "Polypharmacy and Psychological Distress May Be Associated in African American Adults." Pharmacy 7, no. 1 (2019): 14. http://dx.doi.org/10.3390/pharmacy7010014.

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Background: Compared to Whites, African Americans are at a higher risk of multiple chronic conditions, which places them at a higher risk of polypharmacy. Few national studies, however, have tested whether polypharmacy is associated with psychological distress—the net of socioeconomic status, health status, and stress—in African Americans. Aims: In a national sample of African Americans in the US, this study investigated the association between polypharmacy and psychological distress. Methods: The National Survey of American Life (NSAL, 2003) included 3570 African American adults who were 18 years or over. This number was composed of 2299 women and 1271 men. Polypharmacy (using ≥ 5 medications) and hyper-polypharmacy (using ≥ 10 medications) were the independent variables. Psychological distress was the dependent variable. Age, gender, socioeconomic status (education attainment, income, employment, and marital status), health care access (insurance status and usual place of care), and health status (multimorbidity and psychiatric disorders) were the covariates. Linear multivariable regression was applied to perform the data analysis. Results: Both polypharmacy and hyper-polypharmacy were associated with psychological distress. This association was significant after controlling for all the covariates. Conclusions: African Americans with polypharmacy, particularly those with hyper-polypharmacy, are experiencing higher levels of psychological distress, which itself is a known risk factor for poor adherence to medications. There is a need for a comprehensive evaluation of medications as well as screening for psychopathology in African Americans with multiple medical conditions.

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Hurt, Tera R., Sarah L. Francis, Asani H. Seawell, et al. "Revising Diabetes Programming for Black Men and Their Families." Global Qualitative Nursing Research 7 (January 2020): 233339362096018. http://dx.doi.org/10.1177/2333393620960183.

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Type-2 diabetes has increased 160% for African American males in the United States. This two-part study’s purpose was to apply social marketing theory to understand the Type-2 diabetes education needs of men in Iowa. Study One was a preference assessment of Type-2 diabetes education strategies. Four African American men participated in a series of four focus groups and indicated that they were interested in diabetes prevention programming with their families but not in having it labeled as diabetes education. Participating men would rather increase their physical activity as opposed to tracking their food intake. As a follow-up to this study, nine other African American males took part in Study Two, which used cooking demonstrations and recipe taste-testing with the men to examine their relationship to food in the context of managing their Type-2 diabetes. The findings of both studies, which provided insight into these African American men’s lifestyle as related to their Type-2 diabetes, could be useful for nursing professionals who have a critical role in navigating cultural, gender, and family norms while developing care plans, offering patient education, and promoting quality of life.

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Neal-Barnett, Angela M., and Janis H. Crowther. "To Be Female, Middle Class, Anxious, and Black." Psychology of Women Quarterly 24, no. 2 (2000): 129–36. http://dx.doi.org/10.1111/j.1471-6402.2000.tb00193.x.

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Women of color theorists have suggested that the double minority status of gender and ethnicity places African American women at higher risk for anxiety. However, little information is available about anxiety disorders among African American women. The existing literature subsumes Black women under the general category of African Americans and focuses on low-income samples. In this study, we examine the manifestation of panic disorder in a sample of 15 predominantly middle-class African American women. We then compare these women to a group of 35 predominantly middle-class African American women without panic disorder on several factors, including presence of isolated sleep paralysis, presence of other anxiety disorders, help-seeking behavior, and victimization. Results indicate that African American women with panic disorder experienced isolated sleep paralysis, and that both groups had high levels of sexual victimization. Help-seeking among women with panic and other anxiety disorders was limited to relationship difficulties, sexual assault, and bereavement.

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Owen, Jesse, L. Kevin Chapman, Kelley Quirk, Leslie J. Inch, Tiffany France, and Carrie Bergen. "Processes of Change in Relationship Education for Lower-Income African American Couples." Journal of Couple & Relationship Therapy 11, no. 1 (2012): 51–68. http://dx.doi.org/10.1080/15332691.2012.639704.

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Wang, Fei, and Ann W. Nguyen. "CORRELATES OF FAMILY CAREGIVING FOR OLDER ADULTS AND EMOTIONAL STRAIN AMONG AFRICAN AMERICANS." Innovation in Aging 3, Supplement_1 (2019): S514. http://dx.doi.org/10.1093/geroni/igz038.1897.

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Abstract Objectives: Despite the growing older African American population and its increasing needs for informal care, few caregiving studies have focused specifically on African Americans. This study aims to 1) identify demographic correlates of caregiving for older family members among African Americans and 2) identify caregiving and demographic correlates of emotional strain among African American caregivers. Method: Logistic regression and linear regression were based on the African American sub-sample of the 2015 Caregiving in the U.S. Survey (N=260). Demographic characteristics included age, gender, education, income, marital status, co-residence of care recipient in the caregiver’s home, relationship of care recipients to caregivers, and household size. Caregiving characteristics included hours of caregiving and whether respondents provide care for an older adult. Results: With respect to demographic correlates of family caregiving, older respondents were more likely to provide care for an older family member, and respondents were more likely to provide care to a parent/parent-in-law than to other relatives. Regarding emotional strain, age and household size were negatively associated with emotional strain, and hours of caregiving was positively associated with emotional strain. Discussion: This study identified demographic profiles of family caregiving and emotional strain. It also suggested the presence of unique risk and protective factors among older African American caregivers. Future research should test the underlying mechanisms between these factors and mental health outcomes for a better understanding of how caregiving strain can be attenuated.

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Wade, Jay C. "African American men's Gender Role Conflict: The significance of racial identity." Sex Roles 34, no. 1-2 (1996): 17–33. http://dx.doi.org/10.1007/bf01544793.

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Hoelscher, Deanna M., Cristina Barroso, Andrew Springer, Brian Castrucci, and Steven H. Kelder. "Prevalence of Self-Reported Activity and Sedentary Behaviors Among 4th-, 8th-, and 11th-Grade Texas Public School Children: The School Physical Activity and Nutrition Study." Journal of Physical Activity and Health 6, no. 5 (2009): 535–47. http://dx.doi.org/10.1123/jpah.6.5.535.

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Background:Few studies have compared physical activity (PA) and sedentary activity (SA) by grade and ethnicity, specifically including elementary school students. A cross-sectional probability-based design was used to provide data by ethnicity (African American, Hispanic, and White/Other), gender, and grade (4th, 8th, and 11th) from 2000 to 2002.Methods:Two validated questionnaires (elementary and secondary) assessed self-reported PA and SA. Point-prevalence estimates and 95% confidence intervals were computed.Results:Over 70% of students reported vigorous PA on ≥3 days/week, but <50% participated in daily physical education. A significant percentage (30% to 50%) of students reported ≥3 hours per day in SA. Fourth-grade boys and girls reported equal PA; however, 8th and 11th grade girls reported lowered vigorous PA. African American 8th- and 11th-grade boys reported the highest PA, but African American children also reported the highest prevalence of SA.Conclusions:Findings from this study highlight the disparities in physical and sedentary activities by gender, grade, and race/ethnicity, and the need to address these differences with programs and policy. In general, grade level and gender differences were more striking and consistent than racial/ethnic differences.

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Wyche, Karen Fraser. "African American Muslim Women: An Invisible Group." Sex Roles 51, no. 5/6 (2004): 319–28. http://dx.doi.org/10.1023/b:sers.0000046615.22900.b2.

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Yoder, Janice D., and Patricia Aniakudo. "The responses of African American women firefighters to gender harassment at work." Sex Roles 32, no. 3-4 (1995): 125–37. http://dx.doi.org/10.1007/bf01544784.

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Mandara, Jelani, Carolyn B. Murray, and Toya N. Joyner. "The Impact of Fathers' Absence on African American Adolescents' Gender Role Development." Sex Roles 53, no. 3-4 (2005): 207–20. http://dx.doi.org/10.1007/s11199-005-5679-1.

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Basile, Vincent, and Enrique J. Lopez. "ASSUMING BRILLIANCE: A DECRIMINALIZING APPROACH TO EDUCATING AFRICAN AMERICAN AND LATINO BOYS IN ELEMENTARY SCHOOL STEM SETTINGS." Journal of Women and Minorities in Science and Engineering 24, no. 4 (2018): 361–79. http://dx.doi.org/10.1615/jwomenminorscieneng.2018020378.

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Scott, Kimberly A., and Mary Aleta White. "COMPUGIRLS’ Standpoint." Urban Education 48, no. 5 (2013): 657–81. http://dx.doi.org/10.1177/0042085913491219.

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This article investigates the motivations of African American and Latino girls ( N = 41) who navigate urban Southwest school districts during the day, but voluntarily attend a 2-year, culturally responsive multimedia program after school and into the summer. Understanding that girls from economically disadvantaged settings are indeed motivated to become technological innovators but often do not have access to the necessary resources to follow their interest, our program—entitled COMPUGIRLS—assumes a culturally responsive computing approach. This research examines particular features of the program (e.g., asset building, reflections, and connectedness) that attracted and retained the Latina (74%) and African American (19%) adolescent (ages 13-18) participants as well as to what extent the culturally relevant aspects of the curriculum assist with program retention and/or affect the students’ vision of themselves as a future technologist. An evaluative approach gathered 2 years of data from the participants. Field notes from observations and interviews were transcribed and reviewed to extract themes and areas of convergence. As a standpoint theory project, the authors center the girls’ voices as the primary data sources. Two primary themes emerged from the data to explain girls’ sustained motivation. The first was the challenge of learning and mastering the technology. For many, this also included disproving the stereotypes of their abilities by age, gender, and race. The second theme was being able to manipulate technology and learning experiences as a means of self-expression and research, particularly if the results could be used to inform their community and peers. The authors posit that much of the program impact was because of the culturally responsive practices (asset building, reflection, and connectedness) embedded within the curriculum. Implications for urban educators and program developers are considered.

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Butler, Barbara Marie. "Shifting Patterns in the Premedical Education of African Americans and the Role of the HBCU." Journal of African American Studies 15, no. 4 (2010): 541–56. http://dx.doi.org/10.1007/s12111-010-9135-0.

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Harris, Keshia L. "Biracial American Colorism: Passing for White." American Behavioral Scientist 62, no. 14 (2018): 2072–86. http://dx.doi.org/10.1177/0002764218810747.

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Biracial Americans constitute a larger portion of the U.S. population than is often acknowledged. According to the U.S. Census, 8.4 million people or 2.6% of the population identified with two or more racial origins in 2016. Arguably, these numbers are misleading considering extensive occurrences of interracial pairings between Whites and minority racial groups throughout U.S. history. Many theorists posit that the hypodescent principle of colorism, colloquially known as “the one drop rule,” has influenced American racial socialization in such a way that numerous individuals primarily identify with one racial group despite having parents from two different racial backgrounds. While much of social science literature examines the racial identification processes of biracial Americans who identify with their minority heritage, this article focuses on contextual factors such as family income, neighborhood, religion, and gender that influence the decision for otherwise African/Asian/Latino/Native Americans to identify as White.

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Assari, Shervin, Shanika Boyce, Mohsen Bazargan, and Cleopatra H. Caldwell. "African Americans’ Diminished Returns of Parental Education on Adolescents’ Depression and Suicide in the Adolescent Brain Cognitive Development (ABCD) Study." European Journal of Investigation in Health, Psychology and Education 10, no. 2 (2020): 656–68. http://dx.doi.org/10.3390/ejihpe10020048.

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To investigate racial and ethnic differences in the protective effects of parental education and marital status against adolescents’ depressed mood and suicidal attempts in the U.S. As proposed by the Marginalization-related Diminished Returns (MDRs), parental education generates fewer tangible outcomes for non-White compared to White families. Our existing knowledge is very limited regarding diminished returns of parental education and marital status on adolescents’ depressed mood and suicidal attempts. To compare racial groups for the effects of parental education and marital status on adolescents’ depressed mood and suicidal attempt. This cross-sectional study included 7076 non-Hispanic White or African American 8-11 years old adolescents from the Adolescent Brain Cognitive Development (ABCD) study. The independent variables were parental education and marital status. The main outcomes were depressed mood and suicidal attempts based on parents’ reports using the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS). Age and gender were the covariates. Race was the moderator. Logistic regression was used to analyze the ABCD data. Overall, parental education was associated with lower odds of depressed mood (OR = 0.81; 95% CI = 0.67–0.99; p = 0.037) and having married parents was associated with lower odds of suicidal attempts (OR = 0.50; 95% CI = 0.28–0.91; p = 0.022). In the pooled sample, we found interaction terms between race with parental education and marital status on the outcomes, suggesting that the protective effect of having married parents against depressed mood (OR = 1.54; 95% CI = 1.00–2.37; p = 0.048) and the protective effect of having married parents against suicidal attempts (OR = 6.62; 95% CI = 2.21–19.86; p = 0.001) are weaker for African Americans when compared to Whites. The protective effects of parent education and marital status against depressed mood and suicidal attempts are diminished for African American adolescents compared to White adolescents. There is a need for programs and interventions that equalize not only socioeconomic status (SES) but also the marginal returns of SES for racial minority groups. Such efforts require addressing structural and societal barriers that hinder African American families from translating their SES resources and human capital into tangible outcomes. There is a need for studies that can minimize MDRs for African American families, so that every individual and every family can benefit from their resources regardless of their skin color. To achieve such a goal, we need to help middle-class African American families secure tangible outcomes in the presence of SES resources.

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Perzigian, Aaron B., Kemal Afacan, Whitney Justin, and Kimber L. Wilkerson. "Characteristics of Students in Traditional Versus Alternative High Schools: A Cross-Sectional Analysis of Enrollment in One Urban District." Education and Urban Society 49, no. 7 (2016): 676–700. http://dx.doi.org/10.1177/0013124516658520.

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Urban school districts are comprised of many diverse high school environments including comprehensive neighborhood schools as well as a variety of smaller alternative models that focus on innovative practices, behavior remediation, or academic recovery. In terms of enrollment distribution, urban school districts are increasingly offering nontraditional school placement options for students presenting academic and behavioral difficulty or for students seeking specific curricular emphasis or pedagogy, including—but not limited to—use of school choice voucher programs. In this study, we examined student distribution across school types in one large urban district to investigate enrollment patterns with regard to gender, race, socioeconomic status, and disability status. The results of this cross-sectional analysis indicated significant disproportionality in student demographics within different school types, including overrepresentation of African American students, male students, and students with disabilities in restrictive and segregated alternative schools; overrepresentation of White students and female students in self-selected and innovative alternative schools; and underrepresentation of Hispanic and Asian students in remedial alternative schools. Implications of this disproportionality for policy and practice are discussed.

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Sellars, Besangie. "Real Talk from Real Men: African American Men as Feminists." Sex Roles 62, no. 1-2 (2009): 143–45. http://dx.doi.org/10.1007/s11199-009-9688-3.

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Cruz, Rebecca A., Allison R. Firestone, and Janelle E. Rodl. "Disproportionality Reduction in Exclusionary School Discipline: A Best-Evidence Synthesis." Review of Educational Research 91, no. 3 (2021): 397–431. http://dx.doi.org/10.3102/0034654321995255.

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A full canon of empirical literature shows that students who are African American, Latinx, or American Indian/Alaskan Native, and students who are male, diagnosed with disabilities, or from low socioeconomic backgrounds are more likely to experience exclusionary discipline practices in U.S. schools. Though there is a growing commitment to mitigating discipline disparities through alternative programming, it is clear that disproportionality in the application of harmful discipline practices persists. The purpose of this literature synthesis was to examine the effectiveness of empirically studied school-based interventions in reducing disproportionality in discipline practices. We analyzed articles that assessed both prevention and intervention program effects using at least one outcome variable representing exclusionary discipline, either in the form of office discipline referrals or suspension/expulsion rates. Included studies used experimental, quasi-experimental, or observational research designs that disaggregated student outcomes by race, ethnicity, gender, disability, or other sociodemographic categories. We identified 20 articles meeting inclusion criteria, four of which provided direct evidence of disproportionality reduction using interaction terms. Results indicate limited evidence that available programs reduce discipline disparities and that common programs may function as a protective factor for White and female students while failing to do so for marginalized students. Findings identify promising areas for future research.

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Snitz, Beth E., Frederick W. Unverzagt, Chung-Chou H. Chang, et al. "Effects of age, gender, education and race on two tests of language ability in community-based older adults." International Psychogeriatrics 21, no. 6 (2009): 1051–62. http://dx.doi.org/10.1017/s1041610209990214.

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ABSTRACTBackground:Neuropsychological tests, including tests of language ability, are frequently used to differentiate normal from pathological cognitive aging. However, language can be particularly difficult to assess in a standardized manner in cross-cultural studies and in patients from different educational and cultural backgrounds. This study examined the effects of age, gender, education and race on performance of two language tests: the animal fluency task (AFT) and the Indiana University Token Test (IUTT). We report population-based normative data on these tests from two combined ethnically divergent, cognitively normal, representative population samples of older adults.Methods:Participants aged ≥65 years from the Monongahela-Youghiogheny Healthy Aging Team (MYHAT) and from the Indianapolis Study of Health and Aging (ISHA) were selected based on (1) a Clinical Dementia Rating (CDR) score of 0; (2) non-missing baseline language test data; and (3) race self-reported as African-American or white. The combined sample (n = 1885) was 28.1% African-American. Multivariate ordinal logistic regression was used to model the effects of demographic characteristics on test scores.Results:On both language tests, better performance was significantly associated with higher education, younger age, and white race. On the IUTT, better performance was also associated with female gender. We found no significant interactions between age and sex, and between race and education.Conclusions:Age and education are more potent variables than are race and gender influencing performance on these language tests. Demographically stratified normative tables for these measures can be used to guide test interpretation and aid clinical diagnosis of impaired cognition.

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King, Kimberly R. "Do You See What I See? Effects of Group Consciousness on African American Women's Attributions to Prejudice." Psychology of Women Quarterly 27, no. 1 (2003): 17–30. http://dx.doi.org/10.1111/1471-6402.t01-2-00003.

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This study examined the effects of three types of group consciousness among African American women ( ethnic, feminist, and womanist) on prejudice attributions and appraised personal significance ( centrality) of a negative intergroup event. African American female college students ( N = 123) imagined themselves in an audiotaped scenario in which they overheard two European American male classmates make negative evaluations of them. The scenario provided no cause for the negative evaluations and no references to race or gender. Multiple regression analyses revealed that higher ethnic and womanist consciousness were related to increased prejudice attributions and greater centrality appraisals ( p < .05), while feminism had no effect. Results suggest that womanist consciousness may be more relevant than traditional feminist consciousness in predicting African American women's perceptions of prejudice.

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Liddell, Christine, Jane Kvalsvig, Nina Strydom, Pumla Qotyana, and Agnes Shabalala. "An Observational Study of 5-year-old South African Children in the Year Before School." International Journal of Behavioral Development 16, no. 4 (1993): 537–61. http://dx.doi.org/10.1177/016502549301600402.

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This paper presents data from an observational investigation of 80 African children growing up at home in the year before school. Data cover aspects of social interaction, language use, activity patterns, and object utilisation. Gender differences are examined, and results are compared with those from observational studies of Euro-American children of similar age. These data provide baseline data on black South African children, about whom relatively little has been published, and offers insight into the everyday lives of preschool-aged children from the developing world.

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Tao, Yu. "Earnings of Academic Scientists and Engineers: Intersectionality of Gender and Race/Ethnicity Effects." American Behavioral Scientist 62, no. 5 (2018): 625–44. http://dx.doi.org/10.1177/0002764218768870.

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While research increasingly examines the intersection of gender and race/ethnicity in science and engineering, not much is known regarding how they work together to affect career outcomes. This article examines gender earnings gaps among academic scientists and engineers by race/ethnicity. Using data from National Science Foundation’s Survey of Doctorate Recipients (2003, 2006, 2008, 2010, and 2013), I find that White women earned less than their male counterparts in 2003 and 2006, but the earnings gap closed over time. African American women did not earn less than their male counterparts in any year. Asian American women earned less only in 2013 (due to the high income of Asian American men), and Hispanic women earned less only in 2010 (due to their low income relative to other groups). The findings of relative improvement in gender earnings equality are analyzed in the context of disadvantages women face in other aspects of their careers.

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Journal articles on the topic 'Education; African American studies; Gender studies'

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