African American adolescents' academic persistence: a strengths-based approach

Challenging Misconceptions about Race in Undergraduate Genetics

Racial biases, which harm marginalized and excluded communities, may be combatted by clarifying misconceptions about race during biology lessons. We developed a human genetics laboratory activity that challenges the misconception that race is biological (biological essentialism). We assessed the relationship between this activity and student outcomes using a survey of students' attitudes about biological essentialism and color-evasive ideology and a concept inventory about phylogeny and human diversity. Students in the human genetics laboratory activity showed a significant decrease in their acceptance of biological essentialism compared with a control group, but did not show changes in color-evasive ideology. Students in both groups exhibited increased knowledge in both areas of the concept inventory, but the gains were larger in the human genetics laboratory. In the second iteration of this activity, we found that only white students' decreases in biological essentialist beliefs were significant and the activity failed to decrease color-evasive ideologies for all students. Concept inventory gains were similar and significant for both white and non-white students in this iteration. Our findings underscore the effectiveness of addressing misconceptions about the biological origins of race and encourage more research on ways to effectively change damaging student attitudes about race in undergraduate genetics education.

The Strong African American Families Program: Disrupting the Negative Consequences of Racial Discrimination Through Culturally Tailored, Family-Based Prevention

Racism continues to be a major source of stress for African Americans and can impair psychological functioning. Adolescents experiencing discrimination may engage in self-soothing, but risky behaviors, which leave them at risk for negative life trajectories. Black pride has been identified as a key factor in explaining the heterogeneity in responses to discrimination. Racial socialization, strategies parents use to promote Black pride and protect youth from discrimination, is an important focus of family-based prevention programs serving African American families. This study tests the efficacy of a culturally tailored preventive intervention for rural African American families to disrupt the negative consequences of discrimination on adolescent psychological functioning. Four waves of data from the Strong African American Families (SAAF) efficacy trial (Murry & Brody in Journal of Marital & Family Therapy 30(3):271-283, 2004) with 667 African American families in rural Georgia were used for this study. Structural equation modeling was used to test study hypotheses. Adolescent experiences with discrimination at age 15 predicted concurrent psychological functioning and multiple risk behaviors at age 16, including sexual risk behavior, substance use problems, academic failure, and juvenile justice involvement. Mediation analyses demonstrated that psychological functioning was a significant mediator of these relations. The SAAF program was associated with increases in racial socialization, which in turn fostered gains in adolescent Black pride. Black pride was indirectly associated with reduced risk behavior through adolescent psychological functioning, but Black pride did not moderate the effect of discrimination on psychological functioning. This study confirms that family-based prevention can support African American adolescent mental health in the context of discrimination. However, more emphasis on reducing exposure to discrimination is needed.

Sexual Assault, Posttraumatic Stress, Alcohol Use, and Suicidality Among Diverse College Students

Suicide is the second leading cause of death among college-aged populations. This study examined the association of demographics (sexual orientation, gender identity, age, and race), sexual assault, posttraumatic stress symptoms (PTSS), and alcohol use with suicidality, current urge to self-harm, and current suicidal intent among a diverse sample of college students (n = 2,160) from two universities. Over half of participants reported any suicidality (63.5%), 12% reported current urge to harm themselves, and 5% reported current suicidal intent. A linear regression indicated that participants who identified as a sexual minority, gender minority, consumed more drinks per week, and had more severe PTSS reported higher levels of suicidality. University also was associated with suicidality. A negative binomial regression demonstrated that participants who identified as a sexual minority and had more severe PTSS had more current urge to harm themselves. Further, a negative binomial regression demonstrated that first-generation college students, students with more severe sexual assault histories, and students with more severe PTSS had higher current suicidal intent. Findings suggest that risk factors may differ for college students' general suicidality, self-harm urges, and suicidal intent, suggesting that these may be separate constructs. More comprehensive models, incorporating multiple risk factors and multiple ways of assessing suicidality, are needed to better understand the range of college student suicidal behavior and risks.

Ethnic/racial discrimination and academic grades among adolescents: moderation by sleep regularity

This study investigates how sleep regularity moderates the association between ethnic/racial discrimination and academic grades among diverse adolescents. The study included a 14-day, daily diary and actigraphy study of ninth-grade adolescents in the United States (N = 265; mean [SD] age 15.26 [0.62] years, 41.51% Asian, 21.13% Black, 37.35% Latinx, 71.32% female) who completed measures of demographic information and ethnic/racial discrimination (Daily Life Experiences Racism and Bother subscale). Sleep data were collected for 14 consecutive days with wrist actigraphy, and sleep regularity was calculated using the Sleep Regularity Index (SRI). Academic grades were provided by the Department of Education. Discrimination frequency was associated with lower academic grades, and the SRI moderated this association. Compared to adolescents who had moderate and regular SRI profiles, adolescents with irregular SRI (i.e., lower sleep regularity) had stronger negative associations between discrimination and grades. On the other hand, for adolescents who had moderate to high sleep regularity, there was no significant association between discrimination and grades. This study underscores the importance of sleep regularity for adolescents' academic achievement.

Centering the Heterogeneity of Black Adolescents' Experiences: Guidance for Within-Group Designs among African Diasporic Communities

Despite notable improvements in theory and methods that center the lived experiences of Black adolescents, White supremacy endures in developmental science. In this article, we focus on one methodological manifestation of White supremacy-sampling decisions that assume Black adolescents are a homogeneous group. We examine overlooked concerns about within-group designs with Black adolescents, such as the erasure of some African diasporic communities in the United States. We first describe the homogeneity assumption and join other scholars in advocating for within-group designs. We next describe challenges with current approaches to within-group designs. We then provide recommendations for antiracist research that makes informed within-group design sampling decisions. We conclude by describing the implications of these strategies for researchers and developmental science.

School Discrimination, Discipline Inequities, and Adjustment Among Black Adolescent Girls and Boys: An Intersectionality-Informed Approach: Dismantling Systems of Racism and Oppression during Adolescence

Employing an intersectionality-informed approach, this investigation examines how school discrimination and disciplinary inequities shape Black adolescent boys' and girls' adjustment. One hundred and twenty-six adolescents (M = 11.88 years; SD = 1.02) residing in the Southeastern United States comprised the study sample. Results indicated that school discrimination was associated with greater depressive symptoms, lower academic persistence, and lower school satisfaction (at 1-year follow-up). In a counterintuitive pattern, adolescents' perceptions of disciplinary inequities were associated with greater persistence. This investigation provided partial support for gender variation. Perceptions of school disciplinary inequities were associated with lower educational aspirations for girls, whereas systemic school discrimination was more strongly associated with boys' educational aspirations. Overall, our study suggests that school-specific systemic discrimination and disciplinary practices shape Black adolescents' adjustment.

Depression and Suicide Ideation: The Role of Self-Acceptance for Black Young Adults

Suicide is a leading cause of death for Black young adults. Though depression is commonly linked to increased risk for suicide, empirical literature examining the depression–suicide association and intrinsic buffers for this association remains limited among Black young adults. This study sought to address this gap in the literature by examining the relationship between depression and suicide ideation among Black young adults. Importantly, this study assessed the moderating role of self-acceptance, an index of how content one is with oneself. Study participants included 123 Black young adults (63.5% female, Mage = 20.91 years, SD = 2.45 years) who completed measures evaluating symptoms of depression, suicide ideation, and psychological well-being. Multivariate regression analyses revealed that self-acceptance moderated the association between depressive symptomatology and suicide ideation ( β = −0.05, p < .01, 95% CI [-1.01, −0.11]), such that the depression–suicide ideation association was not significant for individuals who reported high levels of self-acceptance. These findings suggest that self-acceptance may be an important treatment target for interventions aimed specifically at reducing suicide vulnerability among Black young adults.

Familial Interdependence, Socioeconomic Disadvantage, and the Formation of Familial Mentoring Relationships Within Black Families

This study used an explanatory sequential mixed-method design to explore the association between familial interdependence and familial mentoring relationship presence within black families. This study also examined how socioeconomic disadvantage may moderate the association between familial interdependence and familial mentoring presence. A sample of 216 black youth (59% girls; 41% boys) were surveyed, and a subsample of 25 participants were interviewed along with one of their parents, and one nonparental familial adult with whom the youth reported feeling emotionally close to learn more about the enactment of familial interdependence and the formation of familial mentoring relationships across social class. Logistic regression analyses revealed that greater valuing of familial interdependence was associated with a greater likelihood of having a familial mentoring relationship, but this association was present only among nonsocioeconomically disadvantaged youth. Data collected from participant interviews were analyzed to better understand this pattern of findings. These analyses provided some preliminary insights into why familial interdependence may predict familial mentor formation only among nonsocioeconomically disadvantaged youth. Implications of study findings for the promotion of familial mentoring relationships within black families are discussed.

The Strengths-Based Inclusive Theory of Work

This paper describes a new vocational theory—the strengths-based inclusive theory of work (S-BIT of Work). This theory addresses the ever-changing, dynamic nature of the world of work and integrates counseling psychology’s core values of emphasizing vocational psychology, strengths-based perspectives, multiculturalism, and social justice. We aim to provide a holistic vocational theory to inform career and work counseling practice by increasing clinicians’ cultural responsivity, promoting clients’ strengths and optimal functioning, and addressing a variety of vocational challenges across developmental stages. This first article in the Major Contribution includes a discussion of the S-BIT of Work’s core assumptions and theoretical propositions, research supporting the development of the S-BIT of Work, as well as future directions. The second and third articles in this Major Contribution discuss a model of fulfulling work, and the infusion of positive psychology and cultural responsivity in work counseling practice, respectively.

The Importance of Racial Socialization: School-Based Racial Discrimination and Racial Identity Among African American Adolescent Boys and Girls

This study examined various parental racial socialization messages as mediators between school-based racial discrimination and racial identity formation over 4 years for African American boys (N = 639) and African American girls (N = 711). Findings indicated that school-based racial discrimination was associated with racial identity beliefs. For African American boys, behavioral racial socialization messages mediated the relation between school-based racial discrimination and racial centrality over time. Mediation also resulted for African American girls, but for a different set of race-related messages (negative messages and racial barriers) and racial identity beliefs. The developmental significance of the findings and implications for future research are discussed.

Natural Mentors, Racial Pride, and Academic Engagement Among Black Adolescents: Resilience in the Context of Perceived Discrimination

The current study examined the potential of relational closeness in the natural mentoring relationships (NMRs) of Black students to counter and protect against the noxious effects of school-based discrimination on academic engagement. The study sample included 663 Black students between the ages of 12 and 19 (M = 14.96 years, SD = 1.81 years), all reporting a natural mentor. Approximately half of participants were female (53%). Participants were recruited from three different school districts in a Midwestern metropolitan area. Findings indicated that perceived school-based discrimination was negatively associated with academic engagement. Relational closeness in NMRs countered, but did not protect against, the negative effects of perceived school-based discrimination on students' academic engagement. Additional analyses indicated that one mechanism through which relational closeness in NMRs may promote greater academic engagement among Black students is via increased racial pride. Results highlight the potential of NMRs to counter messages of inferiority communicated through discriminatory experiences in the school. Fostering relational closeness between Black students and supportive non-parental adults in their lives may be an effective strategy to boost academic achievement among Black youth experiencing discrimination in the school environment. In addition to fostering stronger bonds with natural mentors, strategic efforts to reduce school-based discrimination are needed to truly bolster the academic success of Black youth.

Racial/ethnic discrimination and well-being during adolescence: A meta-analytic review

This meta-analytic study systematically investigates the relations between perceived racial/ethnic discrimination and socioemotional distress, academics, and risky health behaviors during adolescence, and potential variation in these relations. The study included 214 peer-reviewed articles, theses, and dissertations, with 489 unique effect sizes on 91,338 unique adolescents. Random-effects meta-analyses across 11 separate indicators of well-being identified significant detrimental effects. Greater perceptions of racial/ethnic discrimination were linked to more depressive and internalizing symptoms; greater psychological distress; poorer self-esteem; lower academic achievement and engagement; less academic motivation; greater engagement in externalizing behaviors, risky sexual behaviors, and substance use; and more associations with deviant peers. Metaregression and subgroup analyses indicated differences by race/ethnicity, Gender × Race/Ethnicity interactions, developmental stage, timing of retrospective measurement of discrimination, and country. Overall, this study highlights the pernicious effects of racial/ethnic discrimination for adolescents across developmental domains and suggests who is potentially at greater risk. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

African American adolescents' gender and perceived school climate moderate how academic coping relates to achievement

Using stereotype threat and motivational resilience theories as the guiding frameworks, this study examined how African American adolescents' academic coping strategies (i.e., problem solving, help seeking, self-encouragement, comfort seeking, and commitment) were associated with academic achievement, and whether these associations varied by adolescents' gender and perceptions of school climate (i.e., school mastery goal structure and support for cultural pluralism). Data were collected from 274 African American seventh graders (M_age = 12.84 years; 55% female; 91% low-income). Results suggested that associations between academic coping and achievement depended on adolescents' gender and school climate perceptions. Problem solving was associated with higher achievement for males only. Comfort seeking was associated with lower achievement among females and for adolescents who perceived their schools to be less mastery-oriented. Commitment related to lower achievement among males who perceived less supportive school climates. Importantly, self-encouragement was associated with higher achievement among males who perceived greater school support for cultural pluralism. Replication analyses with White adolescents from the same schools indicated that these findings were unique to African American adolescents.

Racial discrimination experiences and African American youth adjustment: The role of parenting profiles based on racial socialization and involved-vigilant parenting

OBJECTIVES

The purpose of this study was to test whether parenting profiles based on racial socialization and involved-vigilant parenting would compensate for or moderate associations between racial discrimination experiences and academic outcomes and psychological well-being among African American adolescents.

METHOD

Participants were 1,363 African American adolescents (M_age = 14.19; 52.3% female) from 3 Midwestern suburban school districts. Latent profile analysis was used to examine whether there were distinct combinations of parenting. The relationships among racial discrimination experiences, parenting profiles, and adjustment were examined using structural equation modeling (SEM).

RESULTS

Three distinct parenting profiles were found: moderate positive (n = 767; moderately high involved-vigilant parenting and racial barrier, racial pride, behavioral, and egalitarian messages, and low negative messages), unengaged (n = 351; low racial socialization messages and moderately low involved-vigilant parenting), and high negative parenting (n = 242; high negative messages, moderate other racial socialization messages, and moderately low involved-vigilant parenting). Racial discrimination experiences were negatively associated with youth adjustment. Moderate positive parenting was related to the best academic outcomes and unengaged parenting was associated with more positive academic outcomes than high negative parenting. Moderate positive parenting was associated with better psychological well-being than unengaged or high negative parenting although the benefits were greater for adolescents with fewer racial discrimination experiences.

CONCLUSIONS

Distinct patterns of racial socialization messages and involved-vigilant parenting contribute to differences in African American youth adjustment. (PsycINFO Database Record

School Racial Climate and Academic Outcomes in African American Adolescents: The Protective Role of Peers

Using a risk and resilience framework, the current investigation explored the relationship between school racial climate and academic outcomes among African American adolescents. Additionally, this study examined whether positive peer characteristics (e.g., peer support; peer academic values) were a protective factor for African American youth who reported perceiving a negative school racial climate. Participants were 126 middle school students (65% female), ranging in age from 11 to 15 years, who resided in the Midwestern region of the United States. Moderating relationships partially supported hypotheses. Findings revealed that peer values moderated the association between interracial interactions and African American adolescents’ academic values, as well as the relationship between fairness and racial equity and classroom effort. Results suggest that peer academic values may be an important contextual factor for understanding the association between school racial climate and academic outcomes. Implications of findings for prevention programming are discussed.

The Cost of Being Cool: How Adolescent Pseudomature Behavior Maps onto Adult Adjustment

During adolescence, one's status among peers is a major concern. Such status is often largely a function of popularity and establishing oneself as "cool." While there are conventional avenues to achieving status among adolescents, engaging in adult-like, or pseudomature, behaviors such as substance use or sexual activity is a frequent occurrence. Although past research has examined the consequences of adolescent delinquency, what remains unclear is the long-term fate of adolescents who are both popular and antisocial. Using data from a sample of African American males (N = 339) we employ latent class analysis to examine the adult consequences of achieving popularity during adolescence by engaging in pseudomature behavior. Our results identified four classes of adolescents: the conventionals, the pseudomatures, the delinquents, and the detached. The conventionals were low on popularity, pseudomature behavior, and affiliation with deviant peers but high on academic commitment. The pseudomatures were high on popularity, adult-like behavior, and academic commitment but low on affiliation with delinquent peers. The delinquents were low on popularity and school achievement but high on pseudomature behavior and affiliations with delinquent peers. Finally, the detached were low on school commitment, popularity and pseudomature behavior but they report high involvement with a delinquent peer group. By early adulthood, the costs of adolescent adult-like behavior were evident. Early popularity and academic commitment did not portend later social competence or college completion for the pseudomatures. Instead, they frequently experienced an early transition to parenthood, a likely consequence of precocious sexual activity. These findings suggest that interventions should not focus only on the most delinquent adolescents but also need to attend to the pseudomature students who are brimming with promise but are flirting with behaviors that may subvert realization of this potential.

Applying a Social Justice Lens to Youth Mentoring: A Review of the Literature and Recommendations for Practice

Youth mentoring interventions are often designed with the intention of promoting improved outcomes among marginalized youth. Despite their promise to reduce inequality through the provision of novel opportunities and increased social capital to marginalized youth, youth mentoring interventions hold the potential to reproduce rather than reduce inequality. In the current review, we explore literature on youth mentoring that has incorporated a social justice lens. We conclude that there is a need for greater attention to principles of social justice in the design, implementation, and evaluation of youth mentoring interventions. After reviewing the literature, we make recommendations for research and practice based on a social justice perspective and explore alternatives to traditional youth mentoring that may allow for better alignment with social justice principles.