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Racial Identity Development and Psychological Coping Strategies of Undergraduate and Graduate African American Males  [PDF]
Eric Bridges
Journal of African American Males in Education , 2011,
Abstract: African American men face many socio-cultural, academic, and negative stressors that generate stress experiences and identity conflicts. These stressors, in turn, may lead to psychological pressures that negatively affect relationships that African American men have with African American women, children, other African American men, and the African American community. The purpose of this study was to examine the impact that racial identity has on the development of psychological healthy coping strategies among African American males at a predominantly White university in the southeastern United States. The goal of the study was to see what factors helped young African American men at this institution succeed academically.
Use of Multiple Intelligence Modalities to Convey Genetic and Genomic Concepts in African American College Biology Students  [PDF]
Jabril Johnson, Fatimah Jackson
Natural Science (NS) , 2015, DOI: 10.4236/ns.2015.76033
Abstract: Correct conceptualizations of genetics and genomics are central to understand many aspects of the STEM disciplines as they provide the foundational building blocks for later work in the life sciences. Our study of 435 African American college students investigated the use of culturally- relevant memes transmitted using multiple intelligence (MI) modalities to convey core genetic and genomic information as an alternative to the traditional teaching approaches. We observed that this approach appears to optimize the transmission and retention of core genetics concepts, identify and correct misconceptions, and serve as a conduit to increased African American (AA) access to further studies in STEM disciplines. A review of the relevant literature and specific examples of our interventions and their MI links are provided.
The influence of involvement with faculty and mentoring on the self-efficacy and academic achievement of African American and Latino college students  [cached]
Stacie Craft DeFreitas,Antonio Bravo Jr.
The Journal of Scholarship of Teaching and Learning , 2012,
Abstract: African American and Latino college students were surveyed to examine the influence of involvement with faculty and mentoring on self-efficacy and academic achievement. It was hypothesized that involvement with faculty and mentoring were related to greater academic achievement. It was suggested that the relationship of these factors was mediated by self- efficacy. Involvement with faculty and self efficacy were significantly related to academic achievement. The relationship between involvement with faculty and better academic achievement was partially explained by higher self-efficacy. Possible explanations for mentoring not being predictive of academic achievement are provided and the significance of faculty-student interactions is discussed.
A Nation at Risk: Increasing College Participation and Persistence Among African American Males to Stimulate U.S. Global Competitiveness  [PDF]
Robert T. Palmer,Ryan J. Davis,James L. Moore, III,Adriel A. Hilton
Journal of African American Males in Education , 2010,
Abstract: Today’s knowledge-based, global commerce requires continuous investment in human capital through postsecondary education for countries to be fiercely competitive. Countries, such as China and India, are experiencing growth in the number of people participating in postsecondary education; the United States has fallen behind. While America needs to focus on increasing college access and degree completion among underrepresented ethnic minorities, particularly in Science, Technology, Engineering, and Mathematics (STEM), educators and policymakers assert that this is particularly important for African American males. Increasing matriculation and graduation rates for African Americans is not only a matter of equity, but in the context of STEM, it has major implications for the competitiveness of the United States in the global economy. This article identifies strategies that educators and policymakers can employ to promote the participation of African American males in college in general, particularly in STEM.
I Am My Brother’s Keeper: The Impact of a Brother2Brother Program on African American Men in College  [PDF]
Maristella Zell
Journal of African American Males in Education , 2011,
Abstract: This qualitative study focuses on the perceived effects that Brother2Brother (B2B) peer groups had on African American male college students in the Chicago area. Students’ perception of their educational and personal experiences, commitment to scholastic achievement, and integration into the campus environment were highlighted. Seven focus groups with members of B2B chapters yielded six themes: Academic Motivation, Personal Presentation, Validation of Emerging Skills, Personal Growth, Ethic of Collaboration, and Rewarded through Accountability. These themes demonstrated the importance of supporting the development of African American male collegians’ non-cognitive skills. Implications for educators and recommendations for higher education institutions are discussed.
“Wrap It Up!” Discourse on Condom Use among African American College-Attending Men in the Southern US  [PDF]
Taylor Coleman, Kenneth Gabriel, Nicole Coleman, Chakema Carmack
Open Journal of Social Sciences (JSS) , 2018, DOI: 10.4236/jss.2018.612011
Abstract: Historically Black colleges and universities (HBCUs) are in a unique position to impact the incidence and awareness of sexually transmitted infections (STIs) and prevention on campus. HBCUs, particularly in the South, have been associated with disproportionately high rates of STIs. In light of sexual activity, condom use remains the most effective prevention strategy. We sought to explore the facilitators of male condom use among college-attending African American men in the South. Six focus groups (N = 36) were conducted and analyzed. Thematic analysis resulted in eight emergent themes: Condom Use Avoids Pregnancy, STIs as Undesirable, Assertive Pro-Condom Partners, Condom Use Endorsements, Condom Non-use: Feelings and Timing, Condom Availability, Condom Use versus PrEP and Curability, and HIV Promotion on Campus. Recommendations include: gaining college leadership for STI and condom use awareness, incorporating peer education in prevention efforts, and capitalizing upon the intrapersonal benefits of condom use.
Journal of International Social Research , 2009,
Abstract: This article uses qualitative methods and a longitudinal time frame to examine the process of racial identity formation among African American students at a selective liberal arts college. It examines theories of racial identity development and performance, fictive kinship and racial authenticity, and the intersectionality of race and gender. The results demonstrate that students’ performances of blackness are dynamic and context-specific, but that they primarily reflect the struggle to resist stereotypes and to maintain racial authenticity. It is also evident that racial identity development is inextricably tied to gender identity, and that black male and female college experiences diverge sharply.
Calling Out the Elephant: An Examination of African American Male Achievement in Community Colleges  [PDF]
Edward C. Bush,Lawson Bush, V
Journal of African American Males in Education , 2010,
Abstract: This mixed method study examines the effects of community college institutional factors on the academic achievement of African American males and their perceptions of their college experience. We found that African American men in comparison to other ethnic and gender sub-groups (for both the California community college system and at Inland Community College) are disproportionately underachieving in all segments of the academic outcomes measured. African American men throughout California’s community college system (including Inland Community College) are the lowest performing subgroup when one considers: percentage of degrees earned, persistence rates, and average cumulative grade point average. The analysis of African American men’s perceptions of their college experience suggest that African American men have greater amounts of dissatisfaction and do not engage with the various segments of the college when compared to the other subgroups in the study. African American males were more likely not to meet with faculty members or have contact with them outside of the classroom. More importantly, faculty interaction predicted if African American male students persisted, transferred, and maintained a higher grade point average at the case study institution. The variables associated with campus climate predicted if African American male students transferred, had higher grade point averages, and graduated at higher rates from the case institution.
Sino-American College Students’ Perception of Self and Ideal Partner Concerning Psychological Characters

陈浩, 马颖, 刘依冉
Advances in Psychology (AP) , 2012, DOI: 10.12677/AP.2012.24025
Abstract: 理想伴侣研究一直亲密关系领域中的重要议题,但是依恋风格、性别角色、自尊和婚恋态度等心理特质较少在此领域讨论。本研究通过对664名中美大学生的问卷调查,分析了中美被试在这四方面的理想伴侣相对偏好,同时比较了性别差异和文化差异。结果发现,中美大学生被试都希望理想伴侣与自我相似,且对理想伴侣有较高期望;女性更重视关系保障性,男性更重视关系忠实度;女性的择偶标准更严苛。
The ideal partner has long been a focus in the field of marital Psychology. However, reviewing the previous works, we found that researches were lack in the domains of sex role, attachment style, self-esteem and marital attitudes. So this research focused on these varibles and tested the relative preference of ideal partner. Also, gender difference and culture difference were compared. Questionnaire surveys were underway in both ChinaandAmerica. Results showed that both Chinese and American students expressed high expections on their ideal partners, and preferred ideal partners similar to themselves; female students had stricter standards of choosing mates than the male.
Employment Psychological Analysis of College Students  [cached]
Aiqing Meng
International Journal of Psychological Studies , 2010, DOI: 10.5539/ijps.v2n1p179
Abstract: Employment crisis of college students has brought a certain psychological barrier. They can neither avoid nor underestimate such issues, but they should adjust their mentality by themselves, and go away from the employment mental mistakes in order to actively respond to the current employment situation.
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