subject:( Black Adolescents)

Tulane University

1. Hodge, Jarrad. Believe and Achieve: Examining how Academic Self-Esteem promotes Academic Achievement and College Aspirations in Black Adolescents.

Degree: 2020, Tulane University

URL: https://digitallibrary.tulane.edu/islandora/object/tulane:120394

►

[email protected]

Academic Self-Esteem was examined as a moderator between two dimensions of positive and negative youth experiences (community experiences and perceptions of teacher beliefs) and… (more)

Subjects/Keywords: Black adolescents

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APA (6^th Edition):

Hodge, J. (2020). Believe and Achieve: Examining how Academic Self-Esteem promotes Academic Achievement and College Aspirations in Black Adolescents. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:120394

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hodge, Jarrad. “Believe and Achieve: Examining how Academic Self-Esteem promotes Academic Achievement and College Aspirations in Black Adolescents.” 2020. Thesis, Tulane University. Accessed March 05, 2021. https://digitallibrary.tulane.edu/islandora/object/tulane:120394.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hodge, Jarrad. “Believe and Achieve: Examining how Academic Self-Esteem promotes Academic Achievement and College Aspirations in Black Adolescents.” 2020. Web. 05 Mar 2021.

Vancouver:

Hodge J. Believe and Achieve: Examining how Academic Self-Esteem promotes Academic Achievement and College Aspirations in Black Adolescents. [Internet] [Thesis]. Tulane University; 2020. [cited 2021 Mar 05]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:120394.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hodge J. Believe and Achieve: Examining how Academic Self-Esteem promotes Academic Achievement and College Aspirations in Black Adolescents. [Thesis]. Tulane University; 2020. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:120394

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

2. Harrison, Lisa Michele. African American young adolescent girls' negotiation of identities in and out of school.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/26345

► While there has been much literature focusing on African American identity construction, little research has been conducted on the racial identity construction of African American… (more)

Subjects/Keywords: Black identity; narrative analysis; African American young adolescents girls

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APA (6^th Edition):

Harrison, L. M. (2014). African American young adolescent girls' negotiation of identities in and out of school. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harrison, Lisa Michele. “African American young adolescent girls' negotiation of identities in and out of school.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/26345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harrison, Lisa Michele. “African American young adolescent girls' negotiation of identities in and out of school.” 2014. Web. 05 Mar 2021.

Vancouver:

Harrison LM. African American young adolescent girls' negotiation of identities in and out of school. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/26345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harrison LM. African American young adolescent girls' negotiation of identities in and out of school. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Albien, Anouk Jasmine. A mixed-methods analysis of black adolescents’ vocational identity status and career adaptability competencies in a south african township.

Degree: PhD, Psychology, 2018, Stellenbosch University

URL: http://hdl.handle.net/10019.1/105086

► ENGLISH ABSTRACT: A critical standpoint is taken in the present research study to explore the extent to which key career constructs, such as career adaptability… (more)

▼ ENGLISH ABSTRACT: A critical standpoint is taken in the present research study to explore the extent to which key career constructs, such as career adaptability and vocational identity, may manifest differently in a non-Western and developing world context, such as that of the Kayamandi township in South Africa. This research process consisted of six phases as part of a multi-phase mixed-methods research design. In Phase 1, relevant role players were included in the development of a culturally sensitive life-designing career intervention. In Phase 2, a psychometric analysis was undertaken that determined that the Career Adapt-abilities Scale (CAAS) and Vocational Identity Status Assessment (VISA) measures had moderate reliability and validity in the Kayamandi township context. This data was contextualised with qualitative Delphi interviews. Thereafter, Phase 3 consisted of the pilot intervention, which established the content, structure and applicability of the career intervention, both quantitatively and qualitatively. Phase 4 included the final administration of the Shaping Career Voices intervention. In Phase 4, the career measures were administered to 582 Grade 10, 11, and 12 isiXhosa-speaking high school students between the ages of 14 and 22 years old (M=17, SD=1.3) from a peri-urban low-income setting. Participants included 314 Grade 10 (55%), 237 Grade 11 (41%) and 31 Grade 12 (5%) students, of whom 169 (31%) were males and 369 (69%) were females. A repeated-measures research design was utilised and scores were tracked at four time points: T1 and T2 before administering a culturally-constructed career life-designing intervention, as well as at two time points after the intervention (T3 and T4). Scores were observed in all of the subscales of the VISA and CAAS to have increased significantly as a result of the intervention. The most significant results were seen between T1 and T4, where scores remained high at the follow-up (T4). The results indicated gender differences, as female participants were seen to score significantly higher on the CAAS subscales of concern and co-operation, in contrast to male participants, who scored higher on the VISA subscales of career flexibility (CF) and self-doubt (SD). Grade differences were also observed, which indicated that learners who were facing high school graduation (Grade 12) had the highest increases in scores across the two instruments. Most interesting was the finding that vocational identity statuses began shifting at T1 and then remained consistent from T3 onwards. In addition, the CAAS subscales increased monotonically across vocational identity statuses from least to more adaptive as a result of the intervention. Lastly, two new vocational identity statuses were uncovered in this sample, namely undifferentiated moratorium and foreclosed moratorium, due to the increase in vocational identity subscale scores that resulted from the intervention process. The implications for research and career counselling practice are discussed. Furthermore, quantitative data… Advisors/Committee Members: Naidoo, A. V., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology..

Subjects/Keywords: Career management; Adolescents – Vocational identity; UCTD; Black Africans – Guidance, Vocational

10 more images…

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APA (6^th Edition):

Albien, A. J. (2018). A mixed-methods analysis of black adolescents’ vocational identity status and career adaptability competencies in a south african township. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105086

Chicago Manual of Style (16^th Edition):

Albien, Anouk Jasmine. “A mixed-methods analysis of black adolescents’ vocational identity status and career adaptability competencies in a south african township.” 2018. Doctoral Dissertation, Stellenbosch University. Accessed March 05, 2021. http://hdl.handle.net/10019.1/105086.

MLA Handbook (7^th Edition):

Albien, Anouk Jasmine. “A mixed-methods analysis of black adolescents’ vocational identity status and career adaptability competencies in a south african township.” 2018. Web. 05 Mar 2021.

Vancouver:

Albien AJ. A mixed-methods analysis of black adolescents’ vocational identity status and career adaptability competencies in a south african township. [Internet] [Doctoral dissertation]. Stellenbosch University; 2018. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10019.1/105086.

Council of Science Editors:

Albien AJ. A mixed-methods analysis of black adolescents’ vocational identity status and career adaptability competencies in a south african township. [Doctoral Dissertation]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/105086

North-West University

4. Louw, Pieter Johannes. Die invloed van 'n avontuurgerigte ervaringsleerprogram op die persoonlike funksionering van swart hoërskoolleerlinge / Pieter Johannes Louw .

Degree: 2008, North-West University

URL: http://hdl.handle.net/10394/2886

► Adventure based experiential learning programmes (AEPs) are certainly nothing new (Louw et al., 2007). Its inception can be traced back as far as Plato after… (more)

▼ Adventure based experiential learning programmes (AEPs) are certainly nothing new (Louw et al., 2007). Its inception can be traced back as far as Plato after which it was revised as a result of the contributions of Kurt Hahn, the German educationalist and organisations such as Outward Bound (Hattie et al., 1997). The positive contribution to personal- and life effectiveness as a result of participation in AEPs and which adventure enthusiasts have laid claim to, has been in existence since the start of Outward Bound in 1942 (Neill, 2000:3). Witt and Crompton (1996) further emphasised value of AEPs by stating that they are internationally recognised as a scientific method that assist in developing the life effectiveness of adolescents and adults. One of the most critical challenges for adventure based experiential learning organisations in the 21st century is the development of applicable AEPs for less privileged groups, according to Neill and Flory (2000a). High school pupils in this day and age pose much bigger challenges to educational institutions. They are more diverse in terms of age, race, socio-economic status, culture, sex, stability, attitudes and values (Upcraft, 1993). To adhere to the above mentioned challenges Kimball and Bacon (1993) recommend AEPs that take place in nature as this serves as a therapy for the gaps in the current educational- and community systems. The purpose of this study was to obtain scientific information regarding the contribution of an adventure based experiential learning program (AEP1) to the improvement of the life- and personal effectiveness of black high school pupils, specifically in light of the current transformation- and empowerment processes. Black high school students were specifically used in this study because no results regarding their participation in AEPs have been found in South Africa. The results of this study will deliver important scientific information regarding this topic, especially in light of the current focus on transformation and empowerment. The test subject consisted of an experimental- (20 boys and 20 girls) and a control group (20 boys and 20 girls) aged between twelve and seventeen years with an average age of 14.5. The experimental group participated in a five day AEP in the Vredefort Dome in the North West province. The study is conducted in the form of a quantitative pre-test post-test design (Thomas & Nelson, 1996:321-322). The questionnaires were administered before, directly after and six months after the initial evaluation to determine the immediate and long term effect thereof. To measure life effectiveness, use was made of the Life Effectiveness Questionnaire (LEQ-H) (Neill et al., 1997:6) with a Cronbach Alpha-value of between 0.78 and 0.93 to measure the development of life effectiveness of the group. The instrument focuses on psychological and behavioural aspects that are key components of life effectiveness. The LEQ-H consists of 24 questions and assesses the following dimensions: achievement motivation, active initiative,…

Subjects/Keywords: Adventure; Experiential learning; Black adolescents; Personal effectiveness; Life effectiveness

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APA (6^th Edition):

Louw, P. J. (2008). Die invloed van 'n avontuurgerigte ervaringsleerprogram op die persoonlike funksionering van swart hoërskoolleerlinge / Pieter Johannes Louw . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/2886

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Louw, Pieter Johannes. “Die invloed van 'n avontuurgerigte ervaringsleerprogram op die persoonlike funksionering van swart hoërskoolleerlinge / Pieter Johannes Louw .” 2008. Thesis, North-West University. Accessed March 05, 2021. http://hdl.handle.net/10394/2886.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Louw, Pieter Johannes. “Die invloed van 'n avontuurgerigte ervaringsleerprogram op die persoonlike funksionering van swart hoërskoolleerlinge / Pieter Johannes Louw .” 2008. Web. 05 Mar 2021.

Vancouver:

Louw PJ. Die invloed van 'n avontuurgerigte ervaringsleerprogram op die persoonlike funksionering van swart hoërskoolleerlinge / Pieter Johannes Louw . [Internet] [Thesis]. North-West University; 2008. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10394/2886.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Louw PJ. Die invloed van 'n avontuurgerigte ervaringsleerprogram op die persoonlike funksionering van swart hoërskoolleerlinge / Pieter Johannes Louw . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/2886

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

5. Belin, Comel. Ethnic Identity, Self-Esteem, Self-Efficacy, and Satisfaction with Life as Determinants of Sex Differences in Achievement among Black Adolescents .

Degree: 2011, University of Arizona

URL: http://hdl.handle.net/10150/145439

► Adolescence among Black high school youth is a challenging period of social, emotional and psychological development; particularly as it relates to factors of ethnic identity,… (more)

Subjects/Keywords: adolescents; Black; ethnic identity; life satisfaction; self-efficacy; self-esteem

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APA (6^th Edition):

Belin, C. (2011). Ethnic Identity, Self-Esteem, Self-Efficacy, and Satisfaction with Life as Determinants of Sex Differences in Achievement among Black Adolescents . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145439

Chicago Manual of Style (16^th Edition):

Belin, Comel. “Ethnic Identity, Self-Esteem, Self-Efficacy, and Satisfaction with Life as Determinants of Sex Differences in Achievement among Black Adolescents .” 2011. Doctoral Dissertation, University of Arizona. Accessed March 05, 2021. http://hdl.handle.net/10150/145439.

MLA Handbook (7^th Edition):

Belin, Comel. “Ethnic Identity, Self-Esteem, Self-Efficacy, and Satisfaction with Life as Determinants of Sex Differences in Achievement among Black Adolescents .” 2011. Web. 05 Mar 2021.

Vancouver:

Belin C. Ethnic Identity, Self-Esteem, Self-Efficacy, and Satisfaction with Life as Determinants of Sex Differences in Achievement among Black Adolescents . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10150/145439.

Council of Science Editors:

Belin C. Ethnic Identity, Self-Esteem, Self-Efficacy, and Satisfaction with Life as Determinants of Sex Differences in Achievement among Black Adolescents . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145439

Loyola University Chicago

6. Quimby, Dakari. Positive Peer Pressure Among Black American Youth and the Roles of Ethnic Identity and Gender.

Degree: MA, Psychology, 2015, Loyola University Chicago

URL: https://ecommons.luc.edu/luc_theses/2791

► Peer pressure is a phenomenon that affects many youth due to the importance of peer relations during adolescence (Brinthaupt, 2002). Consequences associated with negative… (more)

Subjects/Keywords: adolescents; Black American; ethnic identity; peers; positive psychology; Clinical Psychology

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APA (6^th Edition):

Quimby, D. (2015). Positive Peer Pressure Among Black American Youth and the Roles of Ethnic Identity and Gender. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/2791

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Quimby, Dakari. “Positive Peer Pressure Among Black American Youth and the Roles of Ethnic Identity and Gender.” 2015. Thesis, Loyola University Chicago. Accessed March 05, 2021. https://ecommons.luc.edu/luc_theses/2791.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Quimby, Dakari. “Positive Peer Pressure Among Black American Youth and the Roles of Ethnic Identity and Gender.” 2015. Web. 05 Mar 2021.

Vancouver:

Quimby D. Positive Peer Pressure Among Black American Youth and the Roles of Ethnic Identity and Gender. [Internet] [Thesis]. Loyola University Chicago; 2015. [cited 2021 Mar 05]. Available from: https://ecommons.luc.edu/luc_theses/2791.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Quimby D. Positive Peer Pressure Among Black American Youth and the Roles of Ethnic Identity and Gender. [Thesis]. Loyola University Chicago; 2015. Available from: https://ecommons.luc.edu/luc_theses/2791

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Georgia State University

7. Lindsley, Josephine Grant. Resistance and Accommodation: A Case Study of Social-Emotional Learning for Adolescent Black Boys Led by Black Men.

Degree: PhD, Educational Psychology and Special Education, 2021, Georgia State University

URL: https://scholarworks.gsu.edu/ltd_diss/18

► This two-part paper considers the relationship of research to practice when developing and implementing school-based social-emotional learning (SEL) programs. The first chapter reviews conventional… (more)

▼ This two-part paper considers the relationship of research to practice when developing and implementing school-based social-emotional learning (SEL) programs. The first chapter reviews conventional implementation values for SEL. Since the passage of No Child Left Behind, educators have been tasked with bringing research findings to the classroom (Every Student Succeeds Act (ESSA), 2015). The emphasis on research-informed instruction has brought teaching into the arena of implementation science, a field typically associated with interventions in health care (Bauer, Damschroder, Hagedorn, Smith, & Kilbourne, 2015; Biesta, 2007). The migration of implementation science concepts to education is evident in federal and state documents where terms like fidelity and response to intervention (RtI) describe teaching and learning (ESSA, 2015; NCLB, 2003; Georgia Department of Education SST Resource Manual, 2011). But for educators adopting SEL interventions—interventions which are value-laden, occur in messy environments, and can be difficult to reliably measure—fidelity may be an ill-equipped guide. I propose reciprocity is an alternative to fidelity, based on its congruence with a complex systems framework of learning, and the growing field of improvement science (Bryk, 2016; Jacobson, Kapur, & Reimann, 2016; Lewis, 2015). With the understanding that successful collaborations require structures that maximize the expertise of both researchers and educators, I offer markers (and risks) of reciprocity to stimulate conversation about implementation integrity for SEL. The second chapter is a case study (Stake, 1995) of an unscripted SEL intervention led by two Black men for ten adolescent Black boys. The case offers a naturalistic picture of how resistance and accommodation to stereotypes permeate reasoning about social competence for Black boys and men (García Coll et al., 2006; Rogers & Way, 2018). There is scant attention in traditional SEL programs to how adults interpret and pass on particular social competencies that grow up around experiences of bias. The intervention presented here offers an example. It was developed to address concerns about sexualized behavior among boys and girls at a middle school, using a Participatory, Culture-Specific Intervention Model (PC-SIM) (Varjas et al., 2006). Following Gilligan and Eddy’s (2017) Listening Guide, I found the men's talk focused on concern for the boys’ safety. Their talk was characterized by survival-oriented resistance to stereotypes about Black male criminality (Ward, 2018) and an embrace of traditional masculinity, to the detriment of considering alternative ways of relating to girls. As an example of a collaborative SEL intervention, the case offers a foretaste of blind spots and questions that may arise when university-driven research interacts with event-sensitive, community-generated goals. Advisors/Committee Members: Ann Cale Kruger, Namisi Chilungu, Joel Meyers, Maggie Renken, Brian Williams.

Subjects/Keywords: Black males; adolescents; resistance; accommodation; stereotypes; social-emotional learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lindsley, J. G. (2021). Resistance and Accommodation: A Case Study of Social-Emotional Learning for Adolescent Black Boys Led by Black Men. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ltd_diss/18

Chicago Manual of Style (16^th Edition):

Lindsley, Josephine Grant. “Resistance and Accommodation: A Case Study of Social-Emotional Learning for Adolescent Black Boys Led by Black Men.” 2021. Doctoral Dissertation, Georgia State University. Accessed March 05, 2021. https://scholarworks.gsu.edu/ltd_diss/18.

MLA Handbook (7^th Edition):

Lindsley, Josephine Grant. “Resistance and Accommodation: A Case Study of Social-Emotional Learning for Adolescent Black Boys Led by Black Men.” 2021. Web. 05 Mar 2021.

Vancouver:

Lindsley JG. Resistance and Accommodation: A Case Study of Social-Emotional Learning for Adolescent Black Boys Led by Black Men. [Internet] [Doctoral dissertation]. Georgia State University; 2021. [cited 2021 Mar 05]. Available from: https://scholarworks.gsu.edu/ltd_diss/18.

Council of Science Editors:

Lindsley JG. Resistance and Accommodation: A Case Study of Social-Emotional Learning for Adolescent Black Boys Led by Black Men. [Doctoral Dissertation]. Georgia State University; 2021. Available from: https://scholarworks.gsu.edu/ltd_diss/18

8. Bryan, Augustina. Understanding the Lived Experiences of African American Males in a Middle School: What Makes Them Achieve.

Degree: EdD Doctor of Education, Curriculum, Advocacy, and Policy, 2020, National-Louis University

URL: https://digitalcommons.nl.edu/diss/523

► The purpose of this study was to allow students to make meaning of and understand their positionality within an academic setting while providing teachers… (more)

Subjects/Keywords: Black male students; black male adolescents; lived experiences with Black males; Black middle school boys; Black male student voice; Curriculum and Social Inquiry

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APA (6^th Edition):

Bryan, A. (2020). Understanding the Lived Experiences of African American Males in a Middle School: What Makes Them Achieve. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/523

Chicago Manual of Style (16^th Edition):

Bryan, Augustina. “Understanding the Lived Experiences of African American Males in a Middle School: What Makes Them Achieve.” 2020. Doctoral Dissertation, National-Louis University. Accessed March 05, 2021. https://digitalcommons.nl.edu/diss/523.

MLA Handbook (7^th Edition):

Bryan, Augustina. “Understanding the Lived Experiences of African American Males in a Middle School: What Makes Them Achieve.” 2020. Web. 05 Mar 2021.

Vancouver:

Bryan A. Understanding the Lived Experiences of African American Males in a Middle School: What Makes Them Achieve. [Internet] [Doctoral dissertation]. National-Louis University; 2020. [cited 2021 Mar 05]. Available from: https://digitalcommons.nl.edu/diss/523.

Council of Science Editors:

Bryan A. Understanding the Lived Experiences of African American Males in a Middle School: What Makes Them Achieve. [Doctoral Dissertation]. National-Louis University; 2020. Available from: https://digitalcommons.nl.edu/diss/523

University of Southern California

9. Derbigny, La Tonya Renee. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.

Degree: EdD, Education, 2011, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7169

► This quantitative study examined the relationship of racial identity, stereotype subscription, and perceived environmental expectations to academic achievement in 134 adolescent African-American girls. Students from… (more)

Subjects/Keywords: achievement; academic achievement; African-American girls; black adolescents; black girls; expectations; racial identity; race; identity; stereotype; quantitative; CST; environmental expectations

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APA (6^th Edition):

Derbigny, L. T. R. (2011). The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7169

Chicago Manual of Style (16^th Edition):

Derbigny, La Tonya Renee. “The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.” 2011. Doctoral Dissertation, University of Southern California. Accessed March 05, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7169.

MLA Handbook (7^th Edition):

Derbigny, La Tonya Renee. “The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls.” 2011. Web. 05 Mar 2021.

Vancouver:

Derbigny LTR. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2021 Mar 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7169.

Council of Science Editors:

Derbigny LTR. The relationship of racial identity, subscription to stereotypic roles, and perceived environmental expectations to academic achievement in adolescent African-American girls. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639058/rec/7169

Kent State University

10. Ellzey, Delilah. Musical Cognitive Restructuring Based App for Black Females’ Negative Thoughts and Anxiety.

Degree: MA, College of Arts and Sciences / Department of Psychological Sciences, 2018, Kent State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1524174359408583

► Anxiety is the leading disorder among adolescents and often goes untreated. Given adolescents’ frequent technology use, mental health mobile applications may be one viable option… (more)

Subjects/Keywords: Psychology; cognitive restructuring; CBT; Black adolescents; anxiety; negative thought; negative thinking; anxious; cognitive behavioral therapy; Black girls

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APA (6^th Edition):

Ellzey, D. (2018). Musical Cognitive Restructuring Based App for Black Females’ Negative Thoughts and Anxiety. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1524174359408583

Chicago Manual of Style (16^th Edition):

Ellzey, Delilah. “Musical Cognitive Restructuring Based App for Black Females’ Negative Thoughts and Anxiety.” 2018. Masters Thesis, Kent State University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524174359408583.

MLA Handbook (7^th Edition):

Ellzey, Delilah. “Musical Cognitive Restructuring Based App for Black Females’ Negative Thoughts and Anxiety.” 2018. Web. 05 Mar 2021.

Vancouver:

Ellzey D. Musical Cognitive Restructuring Based App for Black Females’ Negative Thoughts and Anxiety. [Internet] [Masters thesis]. Kent State University; 2018. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1524174359408583.

Council of Science Editors:

Ellzey D. Musical Cognitive Restructuring Based App for Black Females’ Negative Thoughts and Anxiety. [Masters Thesis]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1524174359408583

University of Pretoria

11. Sedibe, Edward Morewane. The black adolescent in the single parent family : a guidance perspective.

Degree: Education Management and Policy Studies, 2009, University of Pretoria

URL: http://hdl.handle.net/2263/26160

Please read the abstract in the section 07 summury of this document Copyright Advisors/Committee Members: Maree, J.G. (advisor).

Subjects/Keywords: Black adolescents needs; Single parent families; Black adolescents career choice; UCTD

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APA (6^th Edition):

Sedibe, E. (2009). The black adolescent in the single parent family : a guidance perspective. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26160

Chicago Manual of Style (16^th Edition):

Sedibe, Edward. “The black adolescent in the single parent family : a guidance perspective.” 2009. Doctoral Dissertation, University of Pretoria. Accessed March 05, 2021. http://hdl.handle.net/2263/26160.

MLA Handbook (7^th Edition):

Sedibe, Edward. “The black adolescent in the single parent family : a guidance perspective.” 2009. Web. 05 Mar 2021.

Vancouver:

Sedibe E. The black adolescent in the single parent family : a guidance perspective. [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2263/26160.

Council of Science Editors:

Sedibe E. The black adolescent in the single parent family : a guidance perspective. [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/26160

University of Pretoria

12. [No author]. The black adolescent in the single parent family : a guidance perspective .

Degree: 2009, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-07092009-135011/

Please read the abstract in the section 07 summury of this document Copyright Advisors/Committee Members: Maree, J.G (advisor).

Subjects/Keywords: Black adolescents needs; Single parent families; Black adolescents career choice; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2009). The black adolescent in the single parent family : a guidance perspective . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07092009-135011/

Chicago Manual of Style (16^th Edition):

author], [No. “The black adolescent in the single parent family : a guidance perspective .” 2009. Doctoral Dissertation, University of Pretoria. Accessed March 05, 2021. http://upetd.up.ac.za/thesis/available/etd-07092009-135011/.

MLA Handbook (7^th Edition):

author], [No. “The black adolescent in the single parent family : a guidance perspective .” 2009. Web. 05 Mar 2021.

Vancouver:

author] [. The black adolescent in the single parent family : a guidance perspective . [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2021 Mar 05]. Available from: http://upetd.up.ac.za/thesis/available/etd-07092009-135011/.

Council of Science Editors:

author] [. The black adolescent in the single parent family : a guidance perspective . [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-07092009-135011/

Temple University

13. Lovelace, Taiwan Michelle. Evaluation of a Group Treatment of Urban Black Adolescent Females Exposed to Violence.

Degree: PhD, 2011, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,151106

►

Counseling Psychology

The current study examined the effectiveness of GTREM, a group treatment for urban Black adolescent females exposed to violence on their symptoms of… (more)

Subjects/Keywords: Counseling psychology; Psychology; African American studies; adolescents; Black; female; mental; psychology; violence

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APA (6^th Edition):

Lovelace, T. M. (2011). Evaluation of a Group Treatment of Urban Black Adolescent Females Exposed to Violence. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,151106

Chicago Manual of Style (16^th Edition):

Lovelace, Taiwan Michelle. “Evaluation of a Group Treatment of Urban Black Adolescent Females Exposed to Violence.” 2011. Doctoral Dissertation, Temple University. Accessed March 05, 2021. http://digital.library.temple.edu/u?/p245801coll10,151106.

MLA Handbook (7^th Edition):

Lovelace, Taiwan Michelle. “Evaluation of a Group Treatment of Urban Black Adolescent Females Exposed to Violence.” 2011. Web. 05 Mar 2021.

Vancouver:

Lovelace TM. Evaluation of a Group Treatment of Urban Black Adolescent Females Exposed to Violence. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2021 Mar 05]. Available from: http://digital.library.temple.edu/u?/p245801coll10,151106.

Council of Science Editors:

Lovelace TM. Evaluation of a Group Treatment of Urban Black Adolescent Females Exposed to Violence. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,151106

University of Michigan

14. Robinson, Shanta R. Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color.

Degree: PhD, Educational Studies, 2015, University of Michigan

URL: http://hdl.handle.net/2027.42/113458

► This dissertation study explored how homeless young adults, particularly those who identify as racial or ethnic minorities, made sense of their educational experiences (formal and… (more)

▼ This dissertation study explored how homeless young adults, particularly those who identify as racial or ethnic minorities, made sense of their educational experiences (formal and informal) and occupational futures given their self-proclaimed intersecting identities (i.e. race, class, gender, homeless status) and their interactions with schools and Empower, a nonprofit organization. More specifically, I investigated the adolescents’ past school experiences and present educational statuses, examined the supports and obstacles to their expectations and aspirations, and considered how their future life chances are influenced by the articulation of care in institutional settings. This year-long study set in the suburbs of a major metropolitan area employs ethnographic methods (i.e., semi-structured interviews and participant observations) to capture the complex, situated experiences of homeless youth. Data consists of 25 homeless young adult interviews, 12 nonprofit organizational staff interviews, and over 150 hours of participant observation. My method of analysis involved an iterative process between data collection, coding, and memo generation as informed by constant comparative analysis. Several findings emerged from the analyses. The youths’ identities, particularly the intersections of race and gender, shaped their professed aspirations of “ballin”—or living extravagantly and aggressively—in distinct, albeit fantastical ways. The homeless youth formed three distinct subcultures based on their aspirations, social identities, and past experiences—the Homeboys, the Sistergirls, and the EmoCores. These subcultures provided (mostly unvalued) social capital and a sense of belonging. The findings also suggest that school members (via youth and staff renderings) and non-profit staff interacted with these three subcultures in significantly different ways, shaping the educational experiences and occupational opportunities of homeless youth through formal and informal means. The Black boys and Black girls are most positioned to obtain occupations that reproduce their ascribed social status, while the White youth are poised to improve their socioeconomic conditions. Advisors/Committee Members: O'Connor, Carla (committee member), Young Jr., Alford A. (committee member), Jagers, Robert Jeffries (committee member), Mirel, Jeffrey E. (committee member).

Subjects/Keywords: homeless adolescents; ethic of care; African American; Black Female; Emo; Education; Social Sciences

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APA (6^th Edition):

Robinson, S. R. (2015). Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/113458

Chicago Manual of Style (16^th Edition):

Robinson, Shanta R. “Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color.” 2015. Doctoral Dissertation, University of Michigan. Accessed March 05, 2021. http://hdl.handle.net/2027.42/113458.

MLA Handbook (7^th Edition):

Robinson, Shanta R. “Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color.” 2015. Web. 05 Mar 2021.

Vancouver:

Robinson SR. Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2027.42/113458.

Council of Science Editors:

Robinson SR. Fantasies of Ballin': The Educational and Occupational Aspirations of Homeless Youth of Color. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/113458

University of Georgia

15. Tuff, Raegan Alexandria. Herstory.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/25681

► The purpose of this study was to investigate Black women’s physical activity experiences from elementary to high school with the goal of helping health promotion… (more)

▼ The purpose of this study was to investigate Black women’s physical activity experiences from elementary to high school with the goal of helping health promotion practitioners and researchers develop programs to prevent decline in physical activity among Black adolescents. The following research questions guided the study: 1) What factors in the community shape physical activity for young Black women? 2) How does being Black and female shape attitudes and engagement concerning physical activity from elementary to high school? The researcher employed a purposive and snowball sampling technique to select nine Black women, who ranged in age from 20 to 26 years. Participants included in the study self-identified as Black women, were not currently pregnant, and had attended middle and/or high school in a metropolitan area in the Southeast. The researcher used a semi-structured interview guide to gather data. Participants also completed a demographic survey and the International Physical Activity Questionnaire, a 7-day physical activity recall. Interviews lasted between 1.5-2 hours. Using biographic qualitiatve methods, and constant comparative methods to identify the major themes in the study, the researcher arranged each participant’s interview data in narrative form, chronologically, and in first person to keep true to the voice of the participants. Seven factors emerged as salient to Black women’s physical activity experiences: 1) having physically active role models during childhood encouraged participants to become involved in active and structured play activities such as walking, soccer, cheerleading, and basketball; 2) living in close proximity to parks and recreation centers facilitated physical activity; 3) providing physical opportunities for girls served as a convenient and inexpensive way to participate in physical activity programs; 4) as the participants entered high school, perceiving that peers expected them to behave in appropriately “feminine” ways caused participants to engage in less vigorous forms of physical activity; 5) participating in physical activity with same sex peers became salient to physical activity engagement in high school; 6) taking long bus rides home through the Minority to Majority bus program discouraged physical activity participation after school; and 7) managing priorities and other adult responsibilities, such as preparing for college and pregnancy, decreased participants’ interest in physical activity. To conclude, physical activity of most participants declined between the ages of 13-17, several factors in the community shaped participants’ physical activity to enhance or buffer that decline, and race—when examined in context with socioeconomic status and gender—interacted in unique ways to limit physical activity opportunities and contribute to physical activity decline. Implications for practice, education, and research are discussed for increasing physical activity and preventing its decline.

Subjects/Keywords: Adolescents; African Americans; Black Women; Health Promotion; Narrative Analysis; Physical Activity; Qualitative Research

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APA (6^th Edition):

Tuff, R. A. (2014). Herstory. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25681

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tuff, Raegan Alexandria. “Herstory.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/25681.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tuff, Raegan Alexandria. “Herstory.” 2014. Web. 05 Mar 2021.

Vancouver:

Tuff RA. Herstory. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/25681.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tuff RA. Herstory. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25681

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Rose, Theda Y. Social Integration and Mental Health Promotion: A Study of Black Adolescents.

Degree: PhD, Social Work, 2010, The Catholic University of America

URL: http://hdl.handle.net/1961/9223

►

Degree awarded: Ph.D. Social Work. The Catholic University of America

The relationship between adolescent social contexts and their mental health has not been well investigated,… (more)

▼

Degree awarded: Ph.D. Social Work. The Catholic University of America

The relationship between adolescent social contexts and their mental health has not been well investigated, particularly in the lives of Black adolescents. Within the available literature, how family, school, and religious contexts foster better mental health in adolescents is even less explored. Statistics on the prevalence of adolescent mental disorders necessitate a comprehensive approach that moves beyond an emphasis on pathology to a focus on fostering mental health. As mental health promotion has received the least amount of scientific attention, and knowledge about Black adolescent mental health is lacking, the purpose of this study is to explore whether adolescent social contexts positively impact the mental health of Black adolescents, using a Durkheimian theoretical framework. The present study is a secondary analysis of the National Survey of American Life-Adolescent (NSAL-A), a national probability sample of 1170 African American and Caribbean Black adolescents. The NSAL-A is characterized as a complex sample survey based on the use of a stratified and clustered sample design, along with sample weights, to obtain the nationally representative sample. The study hypothesizes that family, school, and religious integration will be positively related to mental health in Black adolescents, while accounting for significant demographic variables. Mental health is defined by indicators of both positive and negative aspects of psychosocial well-being. Structural equation modeling is used to investigate the relationships between the social integration and mental health latent variables. The findings reveal that integration into family, school, and religion was important for Black adolescent mental health. Greater family and school integration fostered better psychosocial well-being and protected against lower psychosocial well-being. Both higher religious commitment and lower religious involvement significantly predicted better psychosocial well-being; the latter, however, was an unexpected finding. Neither religious commitment nor religious involvement was significantly related to lower psychosocial well-being. The results of the study contribute to the mental health research literature for Black adolescents and can inform the development or enhancement of social work direct practice or program level interventions targeted to this group.

Made available in DSpace on 2011-02-24T20:48:53Z (GMT). No. of bitstreams: 1 Rose_cua_0043A_10085display.pdf: 754818 bytes, checksum: cf94712bb9365feed186eaa34d2aa92d (MD5)

Advisors/Committee Members: Shields, Joseph J (Advisor), BrintzenhofeSzoc, Karlynn (Other), Joe, Sean (Other).

Subjects/Keywords: Social Work; Black Adolescents; Durkheim; Family Integration; Mental Health Promotion; Religious Integration; School Integration

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APA (6^th Edition):

Rose, T. Y. (2010). Social Integration and Mental Health Promotion: A Study of Black Adolescents. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/9223

Chicago Manual of Style (16^th Edition):

Rose, Theda Y. “Social Integration and Mental Health Promotion: A Study of Black Adolescents.” 2010. Doctoral Dissertation, The Catholic University of America. Accessed March 05, 2021. http://hdl.handle.net/1961/9223.

MLA Handbook (7^th Edition):

Rose, Theda Y. “Social Integration and Mental Health Promotion: A Study of Black Adolescents.” 2010. Web. 05 Mar 2021.

Vancouver:

Rose TY. Social Integration and Mental Health Promotion: A Study of Black Adolescents. [Internet] [Doctoral dissertation]. The Catholic University of America; 2010. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1961/9223.

Council of Science Editors:

Rose TY. Social Integration and Mental Health Promotion: A Study of Black Adolescents. [Doctoral Dissertation]. The Catholic University of America; 2010. Available from: http://hdl.handle.net/1961/9223

Brunel University

17. Olyedemi, Michael. Towards a psychology of mixed-race identity development in the United Kingdom.

Degree: PhD, 2013, Brunel University

URL: http://bura.brunel.ac.uk/handle/2438/7728 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582921

► Racial identity can be defined as the personal understanding, both explicitly and implicitly, that one is similar to some people and different from others, according… (more)

▼ Racial identity can be defined as the personal understanding, both explicitly and implicitly, that one is similar to some people and different from others, according to concepts based around the idea of race. In the US, there has been a lot of research, including on the identity of persons having parents from different races. However, in the UK, there is the view that race is a taboo topic, and this is particularly true in psychology; hence strikingly little such research has been conducted. This situation seems most evident particularly regarding how mixed-race persons develop their racial identity. This thesis begins to redress the imbalance. A literature review on "race (Chapter 1)", is followed by a literature review on "mixed-race (Chapter 2)", with many ideas forwarded in these two chapters then tested in five further qualitative and/or quantitative research chapters. In order, these investigate the salience of race at the explicit level (Chapter 3), then at the implicit level (Chapter 4, regarding black and white persons). Chapters then investigate the mixed-race identity qualitatively first in adults (Chapter 5), and then qualitatively/quantitatively alongside self-esteem measures in adolescents (Chapter 6); before a fifth empirical chapter considers the implicit level again but this time specifically regarding attitudes by and towards mixed-race persons (Chapter 7). Taken together, the five empirical chapters find that the parental races tend to see "race" differently to each other. Regarding specifically mixed-race, we find that mixed-race persons shift in identity first from childhood (a more black identity) to adolescence (white identity), and then back again from adolescence to young adulthood (black identity). We additionally find that mixed-race persons tend to have a less definite sense of identity than their parental races, and that this view of mixed-race is also held by one of the parental groups (the white group). It is hoped that further research will now begin to build on these findings. The final chapter (Chapter 8) offers a start at this, outlining a new theoretical account of the development of a mixed-race identity.

Subjects/Keywords: 155.8; Black and white; Psychological development; Stroop; Mixed-race adolescents; Discrimination; Racism

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APA (6^th Edition):

Olyedemi, M. (2013). Towards a psychology of mixed-race identity development in the United Kingdom. (Doctoral Dissertation). Brunel University. Retrieved from http://bura.brunel.ac.uk/handle/2438/7728 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582921

Chicago Manual of Style (16^th Edition):

Olyedemi, Michael. “Towards a psychology of mixed-race identity development in the United Kingdom.” 2013. Doctoral Dissertation, Brunel University. Accessed March 05, 2021. http://bura.brunel.ac.uk/handle/2438/7728 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582921.

MLA Handbook (7^th Edition):

Olyedemi, Michael. “Towards a psychology of mixed-race identity development in the United Kingdom.” 2013. Web. 05 Mar 2021.

Vancouver:

Olyedemi M. Towards a psychology of mixed-race identity development in the United Kingdom. [Internet] [Doctoral dissertation]. Brunel University; 2013. [cited 2021 Mar 05]. Available from: http://bura.brunel.ac.uk/handle/2438/7728 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582921.

Council of Science Editors:

Olyedemi M. Towards a psychology of mixed-race identity development in the United Kingdom. [Doctoral Dissertation]. Brunel University; 2013. Available from: http://bura.brunel.ac.uk/handle/2438/7728 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582921

Duke University

18. Winkler, Megan. Obesity and Overweight among Black American Adolescent Females: The Role of Social Influences in Everyday Dietary Practices .

Degree: 2016, Duke University

URL: http://hdl.handle.net/10161/12859

► Obesity and overweight disproportionately impact Black American adolescent females—placing them at a lifetime of elevated physical health risks. Despite this burden, the literature that… (more)

Subjects/Keywords: Nursing; Nutrition; Social research; Adolescents; Black/African American; Dietary Behavior; Females; Interpersonal relations; Obesity

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APA (6^th Edition):

Winkler, M. (2016). Obesity and Overweight among Black American Adolescent Females: The Role of Social Influences in Everyday Dietary Practices . (Thesis). Duke University. Retrieved from http://hdl.handle.net/10161/12859

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Winkler, Megan. “Obesity and Overweight among Black American Adolescent Females: The Role of Social Influences in Everyday Dietary Practices .” 2016. Thesis, Duke University. Accessed March 05, 2021. http://hdl.handle.net/10161/12859.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Winkler, Megan. “Obesity and Overweight among Black American Adolescent Females: The Role of Social Influences in Everyday Dietary Practices .” 2016. Web. 05 Mar 2021.

Vancouver:

Winkler M. Obesity and Overweight among Black American Adolescent Females: The Role of Social Influences in Everyday Dietary Practices . [Internet] [Thesis]. Duke University; 2016. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10161/12859.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Winkler M. Obesity and Overweight among Black American Adolescent Females: The Role of Social Influences in Everyday Dietary Practices . [Thesis]. Duke University; 2016. Available from: http://hdl.handle.net/10161/12859

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

19. Sims, Lisa Lynette. An exploratory study of black adolescents’ perceptions of “Empowered Youth Programs”.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/28605

► The purpose of this study was to explore the perceptions of Black adolescent students regarding their academic and social performance in school by participating in… (more)

Subjects/Keywords: Academic Achievement; After-School Programs; Black Adolescents; Empowered Youth Programs; Enrichment Programs; Social Performance

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APA (6^th Edition):

Sims, L. L. (2014). An exploratory study of black adolescents’ perceptions of “Empowered Youth Programs”. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28605

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sims, Lisa Lynette. “An exploratory study of black adolescents’ perceptions of “Empowered Youth Programs”.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/28605.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sims, Lisa Lynette. “An exploratory study of black adolescents’ perceptions of “Empowered Youth Programs”.” 2014. Web. 05 Mar 2021.

Vancouver:

Sims LL. An exploratory study of black adolescents’ perceptions of “Empowered Youth Programs”. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/28605.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sims LL. An exploratory study of black adolescents’ perceptions of “Empowered Youth Programs”. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28605

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Michigan

20. DeFreece, Alfred W., Jr. Black visions through colorblind frames: Opposition in the Obama era – a discursive exploration of Black urban adolescent ideology.

Degree: PhD, Social Sciences, 2011, University of Michigan

URL: http://hdl.handle.net/2027.42/127199

► This dissertation applied a discourse analytic method to a body of text gathered through semi-structured in-depth interviews with 24 self-identified African American/Black adolescents finishing their… (more)

▼ This dissertation applied a discourse analytic method to a body of text gathered through semi-structured in-depth interviews with 24 self-identified African American/Black adolescents finishing their senior year at a college preparatory public high school academy in Detroit. The goal of this exploration was twofold: to identify the frames or grounding assumptions underlying these young peoples' articulations of racial stratification and to assess the extent to which the frames of colorblind racism – the dominant racial ideology in the US – were operative in their articulations. Stratification was conceptualized in three dimensions. The interview texts were coded for instances where the participants were speaking to the following topics: (1) understandings of oppression or the ways youth discussed the domains and nature of race-related oppression; (2) explanations of racial disparity; and (3) future visions of America's racial hierarchy. The analysis revealed two sets of frames, one set operative in each of two emergent categories of youth distinguished by post-secondary plans and related experiential factors around family and schooling. Both groups of youth rely upon colorblind frames to make sense of racial stratification, to different extents, in varying combinations, and in ways that vary across dimensions of stratification talk. While abstract liberalism inspires HI-SET youth to imagine and work toward a tangible notion of racial equality, LO-SET youth invest little in this vision, adhering to a weakened liberalism that is not concerned with altering the racial status quo so much as individual and collective preservation. Both groups rely upon naturalizing and biologizing frames to characterize white and black Americans. HI-SET youths combine these with abstract liberalism and minimization in ways that construct whites as salvageable and racism as entrenched but changeable. LO-SET youth, conversely, produce versions of whites and racism as fixed in rigid opposition to black dignity. HI-SET youth rely on minimization to maintain a belief in the dream, while LO-SET youth turn to an internal critique due in large part to an inability to penetrate racism. The current trend suggests that race will continue to recede in its effectiveness to provide a central foundation for organizing and mobilizing political interests. Advisors/Committee Members: Jr., Alford A. Young, (advisor).

Subjects/Keywords: Adolescent; Black Youth; Colorblind; Detroit; Discursive; Era; Exploration; Frames; Michigan; Obama; Opposition; Racial Ideology; Racial Stratification; Urban Adolescents; Visions

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APA (6^th Edition):

DeFreece, Alfred W., J. (2011). Black visions through colorblind frames: Opposition in the Obama era – a discursive exploration of Black urban adolescent ideology. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/127199

Chicago Manual of Style (16^th Edition):

DeFreece, Alfred W., Jr. “Black visions through colorblind frames: Opposition in the Obama era – a discursive exploration of Black urban adolescent ideology.” 2011. Doctoral Dissertation, University of Michigan. Accessed March 05, 2021. http://hdl.handle.net/2027.42/127199.

MLA Handbook (7^th Edition):

DeFreece, Alfred W., Jr. “Black visions through colorblind frames: Opposition in the Obama era – a discursive exploration of Black urban adolescent ideology.” 2011. Web. 05 Mar 2021.

Vancouver:

DeFreece, Alfred W. J. Black visions through colorblind frames: Opposition in the Obama era – a discursive exploration of Black urban adolescent ideology. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2027.42/127199.

Council of Science Editors:

DeFreece, Alfred W. J. Black visions through colorblind frames: Opposition in the Obama era – a discursive exploration of Black urban adolescent ideology. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/127199

North Carolina State University

21. Froyum Roise, Carissa May. "Doing What I Do": African American Teenagers, Gender, and Sexuality In an Inner City.

Degree: MS, Sociology, 2004, North Carolina State University

URL: http://www.lib.ncsu.edu/resolver/1840.16/687

► This study is an ethnographic exploration of how African American teenagers at an inner city summer program called Emmaus deal with their poor living conditions.… (more)

Subjects/Keywords: poverty; black; adolescents; Washington; D.C.; heterosexism; masculinity; femininity

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APA (6^th Edition):

Froyum Roise, C. M. (2004). "Doing What I Do": African American Teenagers, Gender, and Sexuality In an Inner City. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/687

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Froyum Roise, Carissa May. “"Doing What I Do": African American Teenagers, Gender, and Sexuality In an Inner City.” 2004. Thesis, North Carolina State University. Accessed March 05, 2021. http://www.lib.ncsu.edu/resolver/1840.16/687.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Froyum Roise, Carissa May. “"Doing What I Do": African American Teenagers, Gender, and Sexuality In an Inner City.” 2004. Web. 05 Mar 2021.

Vancouver:

Froyum Roise CM. "Doing What I Do": African American Teenagers, Gender, and Sexuality In an Inner City. [Internet] [Thesis]. North Carolina State University; 2004. [cited 2021 Mar 05]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/687.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Froyum Roise CM. "Doing What I Do": African American Teenagers, Gender, and Sexuality In an Inner City. [Thesis]. North Carolina State University; 2004. Available from: http://www.lib.ncsu.edu/resolver/1840.16/687

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Maryland

22. Jacobs, Dawn Marie. WHAT IS THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND ACHIEVEMENT FOR STUDENTS WITH AND WITHOUTHOUT LEARNING DISABILITIES FROM BLACK AND LATINO BACKGROUNDS?.

Degree: Special Education, 2011, University of Maryland

URL: http://hdl.handle.net/1903/11653

► The purpose of this study was to explore the relationship between social support sources (i.e., Parents, Teachers, Classmates, and A Close Friend) and subtypes (i.e.… (more)

Subjects/Keywords: Special Education; Achievement; Adolescents; Black Students; Child and Adolescent Social Support Scale; Latino Students; Social Support

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APA (6^th Edition):

Jacobs, D. M. (2011). WHAT IS THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND ACHIEVEMENT FOR STUDENTS WITH AND WITHOUTHOUT LEARNING DISABILITIES FROM BLACK AND LATINO BACKGROUNDS?. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/11653

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jacobs, Dawn Marie. “WHAT IS THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND ACHIEVEMENT FOR STUDENTS WITH AND WITHOUTHOUT LEARNING DISABILITIES FROM BLACK AND LATINO BACKGROUNDS?.” 2011. Thesis, University of Maryland. Accessed March 05, 2021. http://hdl.handle.net/1903/11653.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jacobs, Dawn Marie. “WHAT IS THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND ACHIEVEMENT FOR STUDENTS WITH AND WITHOUTHOUT LEARNING DISABILITIES FROM BLACK AND LATINO BACKGROUNDS?.” 2011. Web. 05 Mar 2021.

Vancouver:

Jacobs DM. WHAT IS THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND ACHIEVEMENT FOR STUDENTS WITH AND WITHOUTHOUT LEARNING DISABILITIES FROM BLACK AND LATINO BACKGROUNDS?. [Internet] [Thesis]. University of Maryland; 2011. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1903/11653.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jacobs DM. WHAT IS THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND ACHIEVEMENT FOR STUDENTS WITH AND WITHOUTHOUT LEARNING DISABILITIES FROM BLACK AND LATINO BACKGROUNDS?. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/11653

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Womack, Erica Nicole. Uncovering the Literate Lives of Black Female Adolescents.

Degree: PhD, EDU Teaching and Learning, 2013, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1369915833

► Given that the lives and literacies of Black female youth remain under-researched (Evans-Winters, 2005; Hill-Collins, 2009), the purpose of this dissertation is to highlight the… (more)

▼ Given that the lives and literacies of Black female youth remain under-researched (Evans-Winters, 2005; Hill-Collins, 2009), the purpose of this dissertation is to highlight the ways in which Black female adolescents conceive of self and society. Although the interests and identities of Black females have been brought to the fore by a number of writers and researchers, more attention is often placed on Black women and not on Black girls. Therefore, this dissertation, which draws on qualitative data collected during a two-year period, focuses on: 1) Black female adolescents’ understandings of themselves and the world around them, 2) how their use of autoethnography—a common methodological approach to researching the self—helps to shape these understandings, and 3) the implications of using autoethnography for deeper investigations into the lives and literacies of Black female adolescents. In this study, theories in Black feminism, critical pedagogy, and research in adolescent literacy are employed to further address Black female adolescents’ conceptions of self and society. Qualitative data were collected and analyzed through the use of note-taking in a research journal, video-taped recordings of weekly meetings, video-taped interviews with participants, writings by participants (e.g., their autoethnographic work), and literacy artifacts that were utilized and/or produced within weekly meetings. Findings reveal the girls’ understandings that society places lesser value on young Black woman- and/or Black girlhood, the girls’ resistance to commonplace notions of young Black woman- and/or Black girlhood, the girls’ desire to engage in both traumatic and triumphant story-telling, and shared understandings of self and society. Therefore, this dissertation study has greater implications for: 1) extending conversations on what counts as (qualitative) research and how research can be carried out by and with Black female adolescents specifically and youth, generally, 2) engaging in research that highlights the lives and literacies of Black female adolescents, and 3) addressing the socio-emotional needs and academic interests of Black female adolescents in schools. Advisors/Committee Members: Kinloch, Valerie (Committee Chair).

Subjects/Keywords: Education; Black girls; adolescents; literacies; lives; autoethnography

…literacy, and listening: Reflections on learning with and from Black female adolescents. In C.B… …Female Adolescents' Lives and Literacies ��….....36 Black Female Adolescents: Readin'… …Writin', and Flippin' Scripts ��…...........39 Black Female Adolescents: Exploring… …a Critical Pedagogy for Black Female Adolescents �� .62 Critical… …Anew with Critical Pedagogy and Black Female Adolescents ��....88 Chapter 4: Autoethnography…

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APA (6^th Edition):

Womack, E. N. (2013). Uncovering the Literate Lives of Black Female Adolescents. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1369915833

Chicago Manual of Style (16^th Edition):

Womack, Erica Nicole. “Uncovering the Literate Lives of Black Female Adolescents.” 2013. Doctoral Dissertation, The Ohio State University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1369915833.

MLA Handbook (7^th Edition):

Womack, Erica Nicole. “Uncovering the Literate Lives of Black Female Adolescents.” 2013. Web. 05 Mar 2021.

Vancouver:

Womack EN. Uncovering the Literate Lives of Black Female Adolescents. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1369915833.

Council of Science Editors:

Womack EN. Uncovering the Literate Lives of Black Female Adolescents. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1369915833

Texas A&M University

24. Pinckney, Harrison P. The Influence of Racial Socialization, Racial Ideology, and Racial Saliency on Black Adolescents’ Free-Time Activities.

Degree: PhD, Recreation, Park, and Tourism Sciences, 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7207

► Race has been considered to serve as a barrier to leisure for most Blacks. Such claims have been based on a few studies many of… (more)

Subjects/Keywords: Racial Identity; Racial Socialization; Salience of Race; Leisure; Black Adolescents; Black Youth

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APA (6^th Edition):

Pinckney, H. P. (2010). The Influence of Racial Socialization, Racial Ideology, and Racial Saliency on Black Adolescents’ Free-Time Activities. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7207

Chicago Manual of Style (16^th Edition):

Pinckney, Harrison P. “The Influence of Racial Socialization, Racial Ideology, and Racial Saliency on Black Adolescents’ Free-Time Activities.” 2010. Doctoral Dissertation, Texas A&M University. Accessed March 05, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7207.

MLA Handbook (7^th Edition):

Pinckney, Harrison P. “The Influence of Racial Socialization, Racial Ideology, and Racial Saliency on Black Adolescents’ Free-Time Activities.” 2010. Web. 05 Mar 2021.

Vancouver:

Pinckney HP. The Influence of Racial Socialization, Racial Ideology, and Racial Saliency on Black Adolescents’ Free-Time Activities. [Internet] [Doctoral dissertation]. Texas A&M University; 2010. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7207.

Council of Science Editors:

Pinckney HP. The Influence of Racial Socialization, Racial Ideology, and Racial Saliency on Black Adolescents’ Free-Time Activities. [Doctoral Dissertation]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7207

North-West University

25. Snyman, Lourien. Physical activity and homocysteine in Tswana adolescents : the play : study / L. Snyman .

Degree: 2008, North-West University

URL: http://hdl.handle.net/10394/4319

Subjects/Keywords: Adolescents; Black population; Age; Gender; Ethnicity; Physical activity; Physical activity; Plasma homocysteine

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APA (6^th Edition):

Snyman, L. (2008). Physical activity and homocysteine in Tswana adolescents : the play : study / L. Snyman . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4319

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Snyman, Lourien. “Physical activity and homocysteine in Tswana adolescents : the play : study / L. Snyman .” 2008. Thesis, North-West University. Accessed March 05, 2021. http://hdl.handle.net/10394/4319.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Snyman, Lourien. “Physical activity and homocysteine in Tswana adolescents : the play : study / L. Snyman .” 2008. Web. 05 Mar 2021.

Vancouver:

Snyman L. Physical activity and homocysteine in Tswana adolescents : the play : study / L. Snyman . [Internet] [Thesis]. North-West University; 2008. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10394/4319.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Snyman L. Physical activity and homocysteine in Tswana adolescents : the play : study / L. Snyman . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/4319

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Kent State University

26. Davis, Martale J, . The acting White accusation, social anxiety, and bullying among Black girls in a STEM and non-STEM school.

Degree: PhD, College of Arts and Sciences / Department of Psychological Sciences, 2019, Kent State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1560622110082959

► Previous research indicates that the acting White accusation (AWA) is one of the most pertinent and detrimental accusations a Black adolescent can encounter. The AWA… (more)

Subjects/Keywords: Clinical Psychology; Black; African Americans; Girls; Adolescents; Anxiety; Bullying; Ethnic Identity; Racial Identity; Culture; STEM; Acting White; Students; Adolescence; Race; Ethnicity; Academic Achievement

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APA (6^th Edition):

Davis, Martale J, .. (2019). The acting White accusation, social anxiety, and bullying among Black girls in a STEM and non-STEM school. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1560622110082959

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

Davis, Martale J, .. “The acting White accusation, social anxiety, and bullying among Black girls in a STEM and non-STEM school.” 2019. Doctoral Dissertation, Kent State University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1560622110082959.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

Davis, Martale J, .. “The acting White accusation, social anxiety, and bullying among Black girls in a STEM and non-STEM school.” 2019. Web. 05 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Davis, Martale J, .. The acting White accusation, social anxiety, and bullying among Black girls in a STEM and non-STEM school. [Internet] [Doctoral dissertation]. Kent State University; 2019. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1560622110082959.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Davis, Martale J, .. The acting White accusation, social anxiety, and bullying among Black girls in a STEM and non-STEM school. [Doctoral Dissertation]. Kent State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1560622110082959

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Kent State University

27. Marbury, Ja'Nitta. Racial Socialization of Biracial Adolescents.

Degree: PhD, College of Education, Health, and Human Services / Department of Adult, Counseling, Health and Vocational Education, 2006, Kent State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1145567711

► The purpose in conducting this research was to develop grounded theory regarding the racial socialization process of Biracial adolescents who were the offspring of an… (more)

Subjects/Keywords: Biracial; African American; Multiracial; multicultural; diversity; adolescents; Black; White; Race

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APA (6^th Edition):

Marbury, J. (2006). Racial Socialization of Biracial Adolescents. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1145567711

Chicago Manual of Style (16^th Edition):

Marbury, Ja'Nitta. “Racial Socialization of Biracial Adolescents.” 2006. Doctoral Dissertation, Kent State University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1145567711.

MLA Handbook (7^th Edition):

Marbury, Ja'Nitta. “Racial Socialization of Biracial Adolescents.” 2006. Web. 05 Mar 2021.

Vancouver:

Marbury J. Racial Socialization of Biracial Adolescents. [Internet] [Doctoral dissertation]. Kent State University; 2006. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1145567711.

Council of Science Editors:

Marbury J. Racial Socialization of Biracial Adolescents. [Doctoral Dissertation]. Kent State University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1145567711

28. Diez, Stephanie L. The Mediating Effects of Problematic Internet and Video Gaming Behaviors on Family, Cultural, and Individual Constructs among Latinx and non-Latinx Black Youth.

Degree: PhD, Social Welfare, 2019, Florida International University

URL: https://digitalcommons.fiu.edu/etd/3966 ; 10.25148/etd.FIDC007680 ; FIDC007680

► Problematic Internet use (PIU) and problematic video gaming (PVG) are associated with various negative health outcomes and are increasingly concerning behavioral health issues among… (more)

▼ Problematic Internet use (PIU) and problematic video gaming (PVG) are associated with various negative health outcomes and are increasingly concerning behavioral health issues among youth. While market research indicates that US Latinx use the Internet and video games more frequently than non-Latinx US youth, research on PIU and PVG among this historically understudied population is lacking. Accordingly, data on PIU, PVG, parental monitoring, sleep quality, substance use, anxiety, depression, parental attachment, acculturation, and positive future orientation were collected using validated standardized measures from three separate samples of US Latinx and non-Latinx youth. The aims of this research were to explore the associations between PIU, PVG, and family, cultural, and individual wellbeing outcomes in a community sample of US Latinx and non-Latinx black adolescents. The first study (N = 159) examined the incidence of PVG among youth and found that younger elementary school aged males (ages 6-11) had the highest PVG scores, followed by middle school aged males (ages 12-14), and high school aged males (ages 15-18). Building off previous research, the second study collected data (N = 247) examined PIU as a mediator of the association between parental monitoring and academic achievement, sleep quality, substance use, anxiety, and depression. Structural equation modelling (SEM) was used to estimate the relationships between the variables, controlling for adolescent’s age, sex, and race/ethnicity. Results revealed that PIU is a significant mediator between parental monitoring and low academic achievement, sleep quality, substance use, anxiety, and depression. A third study was conducted to examine if PIU and PVG mediate the relation between family, cultural, individual constructs and academic achievement. Two separate simple mediation models were tested using PROCESS^© macro v3.0 for SPSS 25. Results from the hypothesized mediation models were not significant. Suggestions for future research to examine critical Latinx cultural values and their influence on behavioral health is discussed. Advisors/Committee Members: Mario De La Rosa, Hui Huang, Nicole Fava, Maureen Kenny.

Subjects/Keywords: problematic internet use; problematic video gaming; adolescents; latinx adolescents; non-latinx black youth; Social Work

…Latinx and non-Latinx Black adolescents despite their significant representation in the United… …Outcomes among Latinx and non-Latinx Black Adolescents Introduction Internet use is nearly… …Lenhart, 2015). Historically, Latinx and non-Latinx Black adolescents with lower… …x29;. Scant literature has investigated PIU among Latinx and non-Latinx Black adolescents… …non-Latinx Black adolescents engage in more frequent use of the Internet and may have a…

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APA (6^th Edition):

Diez, S. L. (2019). The Mediating Effects of Problematic Internet and Video Gaming Behaviors on Family, Cultural, and Individual Constructs among Latinx and non-Latinx Black Youth. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3966 ; 10.25148/etd.FIDC007680 ; FIDC007680

Chicago Manual of Style (16^th Edition):

Diez, Stephanie L. “The Mediating Effects of Problematic Internet and Video Gaming Behaviors on Family, Cultural, and Individual Constructs among Latinx and non-Latinx Black Youth.” 2019. Doctoral Dissertation, Florida International University. Accessed March 05, 2021. https://digitalcommons.fiu.edu/etd/3966 ; 10.25148/etd.FIDC007680 ; FIDC007680.

MLA Handbook (7^th Edition):

Diez, Stephanie L. “The Mediating Effects of Problematic Internet and Video Gaming Behaviors on Family, Cultural, and Individual Constructs among Latinx and non-Latinx Black Youth.” 2019. Web. 05 Mar 2021.

Vancouver:

Diez SL. The Mediating Effects of Problematic Internet and Video Gaming Behaviors on Family, Cultural, and Individual Constructs among Latinx and non-Latinx Black Youth. [Internet] [Doctoral dissertation]. Florida International University; 2019. [cited 2021 Mar 05]. Available from: https://digitalcommons.fiu.edu/etd/3966 ; 10.25148/etd.FIDC007680 ; FIDC007680.

Council of Science Editors:

Diez SL. The Mediating Effects of Problematic Internet and Video Gaming Behaviors on Family, Cultural, and Individual Constructs among Latinx and non-Latinx Black Youth. [Doctoral Dissertation]. Florida International University; 2019. Available from: https://digitalcommons.fiu.edu/etd/3966 ; 10.25148/etd.FIDC007680 ; FIDC007680

29. Collins Ayanlaja, Carole R. Emerging Lenses: Perspectives of Parents of Black Students on School Success.

Degree: 2012, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/9085

► Emerging Lenses: Perspectives of Parents of Black Students on School Success Carole R. Collins Ayanlaja Department of Educational Policy Studies University of Illinois at Chicago… (more)

▼ Emerging Lenses: Perspectives of Parents of Black Students on School Success Carole R. Collins Ayanlaja Department of Educational Policy Studies University of Illinois at Chicago Chicago, Illinois (2011) Dissertation Chairperson: Dr. Ward Weldon This study highlighted the relationship parents have with their child’s schooling from the context of race, culture, social networks, and parents’ perceptions of social and cultural capital sources that are operative for their children. It focused on how race matters to parents, and acknowledged parents’ perspectives of how school reacts to them and their children. The study identified how parents view the practices in schools and to what degree school makes connections with parents to support students. The theory that guided the study emphasized social capital, networks, race and schooling. Stanton Salazar’s network analytic approach recognized the formation of supportive relationships as critical for the success of minority youth. Coleman’s, Intergenerational Closure, established the concept of networking among families to propel student success. Ogbu’s argument offered a compelling, counter explanation of Black American achievement. Literature on race, ethnicity, parent involvement, and student resilience informed the study. Several findings emerged from the study. Parents believed that their children experienced racism and that the school was uncommunicative. They perceived the school to lack an effective means for them to get information and become involved. Parents didn’t form strong networks with peer parents that transmitted school information. They had a sense of social capital, but didn’t use it to maximize advocacy and connections with school. The researcher offered recommendations for school personnel to create opportunities for school-family bonds and to support in- home involvement that complements family strengths. The study directed policy makers to develop neighborhood-enhancement programs and work with families to identify obstacles that prevented families from partnering with the school. The study suggests that students identify school and community advocates. Parents were advised to seek opportunities for involvement and monitor the progress of their adolescents. Further, they should communicate with schools to keep the academic needs of their children at the forefront, keep themselves informed about school practices, and leverage social capital to increase their influence upon schools. Advisors/Committee Members: Weldon, Ward W. (advisor), Quiroz, Pamela A. (committee member), Smylie, Mark A. (committee member), Stovall, David O. (committee member), Watkins, William H. (committee member), Lewis, Amanda E. (committee member).

Subjects/Keywords: black student achievement; black parent involvement; African American families; race and social capital; black family networks; minority schooling; black adolescents and schools; resilience and schooling; race and schooling; black cultural capital; black adolescents; West Indian adolescents; black immigrants and schools; community cultural capital; minority schooling experience; race and education

…7 1.5 The Importance of Black Parent Perspectives… …8 1.6 The Importance of the Perspectives of Parents of Black High School Students… …Black students who had participated in the Suburban School Achievement Study (SSAS)… …of race and culture by acknowledging the unique and significant space that Black students… …the cultural wealth of Black families and explores parents‘ perspectives on how schools…

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APA (6^th Edition):

Collins Ayanlaja, C. R. (2012). Emerging Lenses: Perspectives of Parents of Black Students on School Success. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Collins Ayanlaja, Carole R. “Emerging Lenses: Perspectives of Parents of Black Students on School Success.” 2012. Thesis, University of Illinois – Chicago. Accessed March 05, 2021. http://hdl.handle.net/10027/9085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Collins Ayanlaja, Carole R. “Emerging Lenses: Perspectives of Parents of Black Students on School Success.” 2012. Web. 05 Mar 2021.

Vancouver:

Collins Ayanlaja CR. Emerging Lenses: Perspectives of Parents of Black Students on School Success. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10027/9085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Collins Ayanlaja CR. Emerging Lenses: Perspectives of Parents of Black Students on School Success. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/9085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Michigan

30. Theoharis, Jeanne Frances. We have to learn to define ourselves, name ourselves, and speak for ourselves: Black teenagers, urban schools, writing and the politics of representation.

Degree: PhD, Social structure, 1996, University of Michigan

URL: http://hdl.handle.net/2027.42/129817

► This dissertation is a collection and exploration of the journal writings of a group of black urban high school students in Boston, Massachusetts who attended… (more)

▼ This dissertation is a collection and exploration of the journal writings of a group of black urban high school students in Boston, Massachusetts who attended the Jeremiah Burke High School. These students created a history of post-busing, post-manufacturing Boston through their journals – a history significant for how it changes understandings of life in Boston and how their writing of the story allows them power not only over how they are represented but how they are understood. Using their journals as well as Census materials, school records, newspaper and television accounts, histories of Boston and the Boston Public Schools, educational articles, historical and sociological work on urban issues, other ethnographies, and my own observations and conversations as their teacher, this dissertation looks the perspectives and stories of a group of urban Black teenagers focusing in particular on how they write about education, race, family, sexuality, fun and violence. It seeks to challenge prevalent ideas of black urban youth as pathological, victimized, or criminal and show these young people as engaged and thoughtful social actors. It locates their writings within the larger history of post-war Boston and the particular realities of the Jeremiah Burke High School. The political, economic, social and educational realities of Boston have helped discount and disenfranchise black urban young people bestowing upon them a second-class citizenship by virtue of their race, class, and location. Such realities inform their writing. This dissertation's purposes are two-fold: to challenge ideas that life for urban teenagers is all horror, pathology, or despair and show instead how it is filled with joy, humor, and meaning. It is also to demonstrate that these students have confronted and continue to face significant hardships which have tremendous emotional and material consequences in their lives. Most importantly, then, it is to create an understanding of the perspectives of a group of young people that is more recognizable to their thoughts and experiences than studies that have gone before. Advisors/Committee Members: Kelley, Robin (advisor), Lewis, Earl (advisor).

Subjects/Keywords: African; Americans; Black Adolescents; Define; Have; Learn; Name; Ourselves; Politics; Representation; Schools; Speak; Teenagers; Urban Education; We; Writing

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APA (6^th Edition):

Theoharis, J. F. (1996). We have to learn to define ourselves, name ourselves, and speak for ourselves: Black teenagers, urban schools, writing and the politics of representation. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/129817

Chicago Manual of Style (16^th Edition):

Theoharis, Jeanne Frances. “We have to learn to define ourselves, name ourselves, and speak for ourselves: Black teenagers, urban schools, writing and the politics of representation.” 1996. Doctoral Dissertation, University of Michigan. Accessed March 05, 2021. http://hdl.handle.net/2027.42/129817.

MLA Handbook (7^th Edition):

Theoharis, Jeanne Frances. “We have to learn to define ourselves, name ourselves, and speak for ourselves: Black teenagers, urban schools, writing and the politics of representation.” 1996. Web. 05 Mar 2021.

Vancouver:

Theoharis JF. We have to learn to define ourselves, name ourselves, and speak for ourselves: Black teenagers, urban schools, writing and the politics of representation. [Internet] [Doctoral dissertation]. University of Michigan; 1996. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2027.42/129817.

Council of Science Editors:

Theoharis JF. We have to learn to define ourselves, name ourselves, and speak for ourselves: Black teenagers, urban schools, writing and the politics of representation. [Doctoral Dissertation]. University of Michigan; 1996. Available from: http://hdl.handle.net/2027.42/129817

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