Pub Date : 2021-02-25DOI: 10.1177/0095798421997217
Manisha Joshi, Guitele J. Rahill, Sara Rhode
Women in resource-constrained, postdisaster, urban enclaves, such as Haiti’s Cité Soleil, are at risk for nonpartner sexual violence (NPSV) by multiple perpetrators, and subsequently, psychological trauma and sexually transmitted infections (STIs), including HIV/AIDS. These biopsychosocial risks suggest that NPSV victims may benefit from an adapted evidence-based intervention for sexually transmitted infection (EBI-STI) that includes a trauma component. Yet there is a dearth of knowledge on trauma symptoms experienced by victims in Haiti. We administered a Haitian Kreyòl version of Trauma Symptom Checklist (TSC-40), including its subscales (depression, dissociation, anxiety, sexual problems, sleep disturbance, sexual abuse trauma) to women in Cité Soleil, comparing victims’ scores (n = 54) with those of nonvictims (n = 179). After controlling for child sexual abuse, arrest, transactional sex, and sociodemographics, being a victim was associated with higher scores on the full TSC-40, and subscales of anxiety and sexual abuse trauma index. These increased scores of victims underscore the need to incorporate trauma in adaptation of EBI-STI for Haitian NPSV victims like our sample.
{"title":"Comparison of Trauma Symptoms Among Nonpartner Sexual Violence Victims and Nonvictims in Urban Haiti’s Cité Soleil Neighborhood","authors":"Manisha Joshi, Guitele J. Rahill, Sara Rhode","doi":"10.1177/0095798421997217","DOIUrl":"https://doi.org/10.1177/0095798421997217","url":null,"abstract":"Women in resource-constrained, postdisaster, urban enclaves, such as Haiti’s Cité Soleil, are at risk for nonpartner sexual violence (NPSV) by multiple perpetrators, and subsequently, psychological trauma and sexually transmitted infections (STIs), including HIV/AIDS. These biopsychosocial risks suggest that NPSV victims may benefit from an adapted evidence-based intervention for sexually transmitted infection (EBI-STI) that includes a trauma component. Yet there is a dearth of knowledge on trauma symptoms experienced by victims in Haiti. We administered a Haitian Kreyòl version of Trauma Symptom Checklist (TSC-40), including its subscales (depression, dissociation, anxiety, sexual problems, sleep disturbance, sexual abuse trauma) to women in Cité Soleil, comparing victims’ scores (n = 54) with those of nonvictims (n = 179). After controlling for child sexual abuse, arrest, transactional sex, and sociodemographics, being a victim was associated with higher scores on the full TSC-40, and subscales of anxiety and sexual abuse trauma index. These increased scores of victims underscore the need to incorporate trauma in adaptation of EBI-STI for Haitian NPSV victims like our sample.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"28 1","pages":"284 - 316"},"PeriodicalIF":5.2,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90540760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-07DOI: 10.1177/0095798420984660
Nolan Krueger, Ramya J. Garba, S. Stone‐Sabali, Kevin Cokley, Marlon Bailey
Historically, African American activism has played a pivotal role in advancing social change in the United States. As such, there is an interest in examining possible factors that may engender activism among African Americans. Therefore, the purpose of this study was to extend research by Szymanski and Lewis (2015), which explored potential predictors of activism among African Americans. With a sample of 458 African American undergraduates, race-related stress, racial identity dimensions, and social justice variables were examined. A four-stage, multiple linear hierarchical regression model and two multiple mediation bootstrap analyses were employed. Race-related stress and racial identity attitudes significantly and uniquely predicted involvement in African American activism, complementing existing literature. Beyond that, social justice beliefs predicted African American activism over and above racial identity and race-related stress. More specifically, social justice subjective norms (i.e., social influence) was the most important predictor of activism for African American undergraduates. Implications for social justice development within institutions of higher education are discussed.
{"title":"African American Activism: The Predictive Role of Race Related Stress, Racial Identity, and Social Justice Beliefs","authors":"Nolan Krueger, Ramya J. Garba, S. Stone‐Sabali, Kevin Cokley, Marlon Bailey","doi":"10.1177/0095798420984660","DOIUrl":"https://doi.org/10.1177/0095798420984660","url":null,"abstract":"Historically, African American activism has played a pivotal role in advancing social change in the United States. As such, there is an interest in examining possible factors that may engender activism among African Americans. Therefore, the purpose of this study was to extend research by Szymanski and Lewis (2015), which explored potential predictors of activism among African Americans. With a sample of 458 African American undergraduates, race-related stress, racial identity dimensions, and social justice variables were examined. A four-stage, multiple linear hierarchical regression model and two multiple mediation bootstrap analyses were employed. Race-related stress and racial identity attitudes significantly and uniquely predicted involvement in African American activism, complementing existing literature. Beyond that, social justice beliefs predicted African American activism over and above racial identity and race-related stress. More specifically, social justice subjective norms (i.e., social influence) was the most important predictor of activism for African American undergraduates. Implications for social justice development within institutions of higher education are discussed.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"25 1","pages":"273 - 308"},"PeriodicalIF":5.2,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88782164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1177/0095798421991976
Danielle D. Dickens, Dionne P. Stephens
The Journal of Black Psychology is issuing a call for papers on the association between Black women’s body image, identity formation, and psychological well-being. Historically, stereotypes of Black women, such as the caregiver mammy figure, the sexually promiscuous jezebel, and the aggressive sapphire, have had an influence on how others perceive Black women and how Black women present themselves across different contexts (Stephens & Phillips, 2003; West, 1995), such as their family, workplace/school and social media. Research has shown that these controlling images have had a profound impact on Black women’s identity formation (e.g., Cotter et al., 2015), sexual risk taking behaviors (Peterson et al., 2007), and their overall psychological well-being (Watson & Hunter, 2015). Furthermore, there is a need to explore the growing responses to this marginalization, with Black women reclaiming and reframing the negative stereotypes associated with their bodies. This resistance is at the core of current sociopolitical movements, such as #Metoo, #SayHerName, and #Blackwomenatwork (e.g., Gomez & Gobin, 2020; Lindsey, 2018; McMurtry-Chubb, 2015; Weissinger et al., 2017). Thus, the purpose of this special issue is to advance scholarship on Black women’s body image, identity formation, and psychological wellbeing. Black women’s efforts to resist and dismantle these controlling stereotypes and gendered racial injustices are also critical contributions needed to strengthen this area of research. 991976 JBPXXX10.1177/0095798421991976Journal of Black PsychologyDickens and Stephens other2021
{"title":"JBP Special Issue Call for Papers: Black Women’s Body Image: Implications for Identity Formation and Well-Being","authors":"Danielle D. Dickens, Dionne P. Stephens","doi":"10.1177/0095798421991976","DOIUrl":"https://doi.org/10.1177/0095798421991976","url":null,"abstract":"The Journal of Black Psychology is issuing a call for papers on the association between Black women’s body image, identity formation, and psychological well-being. Historically, stereotypes of Black women, such as the caregiver mammy figure, the sexually promiscuous jezebel, and the aggressive sapphire, have had an influence on how others perceive Black women and how Black women present themselves across different contexts (Stephens & Phillips, 2003; West, 1995), such as their family, workplace/school and social media. Research has shown that these controlling images have had a profound impact on Black women’s identity formation (e.g., Cotter et al., 2015), sexual risk taking behaviors (Peterson et al., 2007), and their overall psychological well-being (Watson & Hunter, 2015). Furthermore, there is a need to explore the growing responses to this marginalization, with Black women reclaiming and reframing the negative stereotypes associated with their bodies. This resistance is at the core of current sociopolitical movements, such as #Metoo, #SayHerName, and #Blackwomenatwork (e.g., Gomez & Gobin, 2020; Lindsey, 2018; McMurtry-Chubb, 2015; Weissinger et al., 2017). Thus, the purpose of this special issue is to advance scholarship on Black women’s body image, identity formation, and psychological wellbeing. Black women’s efforts to resist and dismantle these controlling stereotypes and gendered racial injustices are also critical contributions needed to strengthen this area of research. 991976 JBPXXX10.1177/0095798421991976Journal of Black PsychologyDickens and Stephens other2021","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"137 1","pages":"81 - 84"},"PeriodicalIF":5.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76728709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-17DOI: 10.1177/0095798420979794
Samuel T. Beasley, Shannon McClain
Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students’ academic functioning. Research and practice implications of these findings are outlined.
{"title":"Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement","authors":"Samuel T. Beasley, Shannon McClain","doi":"10.1177/0095798420979794","DOIUrl":"https://doi.org/10.1177/0095798420979794","url":null,"abstract":"Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students’ academic functioning. Research and practice implications of these findings are outlined.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"50 1","pages":"118 - 150"},"PeriodicalIF":5.2,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84639463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-16DOI: 10.1177/0095798420979805
Dawnsha R. Mushonga, S. Rasheem, Darlene H. Anderson
Understanding the impact of trauma and resilience has long been of interest to mental health professionals everywhere. However, what is missing in the literature is the unique standpoint of African American women who are often trapped in a traumatic cycle of poverty and intimate partner violence (IPV). Therefore, the purpose of this qualitative study was to understand the lived experiences of African American women surviving IPV and examine resilience factors that may contribute to the development of posttraumatic growth (PTG). Semistructured interviews were conducted with eight African American women survivors of IPV. Thematic analysis revealed six themes that were relative to the development of PTG: spirituality, motherhood, gratitude, prudence, solitude, and selective attention. The emergent themes in this study present the counter narrative of African American women who see both adaptive and maladaptive mechanisms as viable contributors of PTG. This study informs practitioners about various strategies used by economically disadvantaged African American women survivors that may contribute to PTG following traumatic experiences, such as IPV.
{"title":"And Still I Rise: Resilience Factors Contributing to Posttraumatic Growth in African American Women","authors":"Dawnsha R. Mushonga, S. Rasheem, Darlene H. Anderson","doi":"10.1177/0095798420979805","DOIUrl":"https://doi.org/10.1177/0095798420979805","url":null,"abstract":"Understanding the impact of trauma and resilience has long been of interest to mental health professionals everywhere. However, what is missing in the literature is the unique standpoint of African American women who are often trapped in a traumatic cycle of poverty and intimate partner violence (IPV). Therefore, the purpose of this qualitative study was to understand the lived experiences of African American women surviving IPV and examine resilience factors that may contribute to the development of posttraumatic growth (PTG). Semistructured interviews were conducted with eight African American women survivors of IPV. Thematic analysis revealed six themes that were relative to the development of PTG: spirituality, motherhood, gratitude, prudence, solitude, and selective attention. The emergent themes in this study present the counter narrative of African American women who see both adaptive and maladaptive mechanisms as viable contributors of PTG. This study informs practitioners about various strategies used by economically disadvantaged African American women survivors that may contribute to PTG following traumatic experiences, such as IPV.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"33 1","pages":"151 - 176"},"PeriodicalIF":5.2,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85015393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-07DOI: 10.1177/0095798420976054
Antoinette R. Wilson
The present study based on social identity theory and phenotypic bias models examined how variations in phenotype and behavior related to in-group belonging and stereotyping for African American adolescents and emerging adults. Although ethnic-racial typicality is often considered as either phenotypic or behavioral, little research has investigated the interaction of these two dimensions. Forty African American high school students (Mage = 15.38, SD = 0.81) and 42 college students (Mage = 19.55, SD = 1.35) watched animated clips of African American male characters varying in typicality. Participants rated the character’s stereotypical traits, academic potential, and likelihood of intraracial group belonging. Results showed that characters who were stereotypical in behavior were rated with higher averages of stereotypical traits, lower averages of counterstereotypical traits, and more likely to belong than were characters with less-typical behaviors. There was also an interaction between a character’s behavior and phenotype for judgments of academic potential among high school students, but not college students. Theoretical and practical implications of these findings for African American youth are discussed.
{"title":"How Variations in Behavior and Phenotype Affect In-Group Stereotyping and Belonging Among African American Adolescents and Emerging Adults","authors":"Antoinette R. Wilson","doi":"10.1177/0095798420976054","DOIUrl":"https://doi.org/10.1177/0095798420976054","url":null,"abstract":"The present study based on social identity theory and phenotypic bias models examined how variations in phenotype and behavior related to in-group belonging and stereotyping for African American adolescents and emerging adults. Although ethnic-racial typicality is often considered as either phenotypic or behavioral, little research has investigated the interaction of these two dimensions. Forty African American high school students (Mage = 15.38, SD = 0.81) and 42 college students (Mage = 19.55, SD = 1.35) watched animated clips of African American male characters varying in typicality. Participants rated the character’s stereotypical traits, academic potential, and likelihood of intraracial group belonging. Results showed that characters who were stereotypical in behavior were rated with higher averages of stereotypical traits, lower averages of counterstereotypical traits, and more likely to belong than were characters with less-typical behaviors. There was also an interaction between a character’s behavior and phenotype for judgments of academic potential among high school students, but not college students. Theoretical and practical implications of these findings for African American youth are discussed.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"75 1","pages":"177 - 210"},"PeriodicalIF":5.2,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87411744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-20DOI: 10.1177/0095798420971893
Chavez Phelps, L. Sperry
We explored mothers’ beliefs, expectations, and behaviors as these relate to early academic success, their roles as parents to young children, and the influence of other ecological factors. Eleven African American mothers of children in kindergarten through third grades were interviewed twice with daily journaling for 2 weeks. Utilizing both Bronfenbrenner’s ecological systems theory and Spencer’s phenomenological variant of ecological systems theory as our primary theoretical underpinnings, results were interpreted emphasizing contextual, cultural, and personal characteristics that may serve as protective or risk contributors during children’s education. As mothers defined their contributions to the early academic success of their children, related themes emerged from the data including the significance of parent involvement, family routine and cohesiveness, the availability of resources, and racial issues. Findings provide a contextualized cultural understanding of African American mothers’ beliefs and their potential influence on their children’s early school experiences and how these beliefs are enacted in structured and intentional ways.
{"title":"An Exploration of Mothers’ Beliefs, Expectations, and Behaviors Regarding Young African American Children’s Early School Experiences and Success","authors":"Chavez Phelps, L. Sperry","doi":"10.1177/0095798420971893","DOIUrl":"https://doi.org/10.1177/0095798420971893","url":null,"abstract":"We explored mothers’ beliefs, expectations, and behaviors as these relate to early academic success, their roles as parents to young children, and the influence of other ecological factors. Eleven African American mothers of children in kindergarten through third grades were interviewed twice with daily journaling for 2 weeks. Utilizing both Bronfenbrenner’s ecological systems theory and Spencer’s phenomenological variant of ecological systems theory as our primary theoretical underpinnings, results were interpreted emphasizing contextual, cultural, and personal characteristics that may serve as protective or risk contributors during children’s education. As mothers defined their contributions to the early academic success of their children, related themes emerged from the data including the significance of parent involvement, family routine and cohesiveness, the availability of resources, and racial issues. Findings provide a contextualized cultural understanding of African American mothers’ beliefs and their potential influence on their children’s early school experiences and how these beliefs are enacted in structured and intentional ways.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"121 1 1","pages":"51 - 80"},"PeriodicalIF":5.2,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89401702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-11DOI: 10.1177/0095798420971892
Donna-Maria Maynard, Mia Jules
In spite of the recent popularity of “going natural” among Black Caribbean women of African descent, the wearing of natural hair by these women continues to be a contentious issue in the English-speaking Caribbean. As such, social networking sites (SNS) may provide supportive environments within which some Black Caribbean female emerging adults can explore their hair identity narratives as they embark on their “natural hair journey.” By employing a qualitative case study research design, we found that among the 12 participants of the study, SNS provide an informative and supportive environment for exploration of Black-hair identity for these women. Findings revealed a number of themes that emerged from the narratives of the participants. Most important, that hair provided a means for hair identity self-expression and individual self-classification for Black Caribbean women. SNS also facilitated an online sisterhood, opportunities for personal exploration, and exposure to online models who embraced their natural hair. Study implications, limitations, and recommendations for future research are discussed.
{"title":"Exploring Her Roots: Black Caribbean Hair Identity and Going Natural Using Social Media Networks","authors":"Donna-Maria Maynard, Mia Jules","doi":"10.1177/0095798420971892","DOIUrl":"https://doi.org/10.1177/0095798420971892","url":null,"abstract":"In spite of the recent popularity of “going natural” among Black Caribbean women of African descent, the wearing of natural hair by these women continues to be a contentious issue in the English-speaking Caribbean. As such, social networking sites (SNS) may provide supportive environments within which some Black Caribbean female emerging adults can explore their hair identity narratives as they embark on their “natural hair journey.” By employing a qualitative case study research design, we found that among the 12 participants of the study, SNS provide an informative and supportive environment for exploration of Black-hair identity for these women. Findings revealed a number of themes that emerged from the narratives of the participants. Most important, that hair provided a means for hair identity self-expression and individual self-classification for Black Caribbean women. SNS also facilitated an online sisterhood, opportunities for personal exploration, and exposure to online models who embraced their natural hair. Study implications, limitations, and recommendations for future research are discussed.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"80 1","pages":"3 - 30"},"PeriodicalIF":5.2,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86941414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-09DOI: 10.1177/0095798420971388
Sahitya Maiya, G. Carlo, Antoinette M. Landor, Madison K. Memmott‐Elison
Scholars have long asserted the importance of studying cultural socialization processes predicting prosocial behaviors, but studies on this topic among Black young adults are rare. The current study examined the mediating roles of ethnic-racial identity and religious identity in associations between ethnic-racial socialization and prosocial behaviors among Black young adults. Participants consisted of 208 Black young adults (Mage = 19.90 years, SDage = 1.62, 73.6% women) from universities across the United States, who reported on their ethnic-racial socialization, ethnic-racial identity, religious identity, and prosocial behaviors. Mediation analyses showed that ethnic-racial identity and religious identity mediated the relation between ethnic-racial socialization and prosocial behavior. Our findings highlight the ways in which cultural socialization and identity processes may foster prosocial behaviors among Black young adults. Discussion focuses on a culturally grounded and strengths-based understanding of prosocial development among Black young adults.
{"title":"Ethnic-Racial and Religious Identity as Mediators of Relations Between Ethnic-Racial Socialization and Prosocial Behaviors Among Black Young Adults","authors":"Sahitya Maiya, G. Carlo, Antoinette M. Landor, Madison K. Memmott‐Elison","doi":"10.1177/0095798420971388","DOIUrl":"https://doi.org/10.1177/0095798420971388","url":null,"abstract":"Scholars have long asserted the importance of studying cultural socialization processes predicting prosocial behaviors, but studies on this topic among Black young adults are rare. The current study examined the mediating roles of ethnic-racial identity and religious identity in associations between ethnic-racial socialization and prosocial behaviors among Black young adults. Participants consisted of 208 Black young adults (Mage = 19.90 years, SDage = 1.62, 73.6% women) from universities across the United States, who reported on their ethnic-racial socialization, ethnic-racial identity, religious identity, and prosocial behaviors. Mediation analyses showed that ethnic-racial identity and religious identity mediated the relation between ethnic-racial socialization and prosocial behavior. Our findings highlight the ways in which cultural socialization and identity processes may foster prosocial behaviors among Black young adults. Discussion focuses on a culturally grounded and strengths-based understanding of prosocial development among Black young adults.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"2015 1","pages":"31 - 50"},"PeriodicalIF":5.2,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73299940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01Epub Date: 2020-10-19DOI: 10.1177/0095798420966826
Eddie M Clark, Lijing Ma, Cheryl L Knott, Beverly R Williams, Crystal L Park, Emily K Schulz, Debarchana Ghosh
The present study investigates whether social support mediates the relationship between personality traits and health among African Americans over a five-year period, filling a gap in the literature on longitudinal tests of the personality-health association. Data were collected from a national probability sample of African American adults (N = 200). Personality was assessed at Time 1 (T1), social support was assessed 2.5 years later (T2), and physical functioning was examined 5 years (T3) after T1. Telephone surveys included measures of the Five Factor Model personality traits (T1), social support (T2), and physical functioning (T3). Results suggested that relationships between the T1 personality traits and T3 physical functioning were not mediated by T2 social support. Secondary analyses found that among all T1 personality traits, higher openness and lower neuroticism uniquely predicted higher T2 social support. Further, among T1 personality traits, higher conscientiousness uniquely predicted better T3 physical functioning. This information may be useful to healthcare providers and community members in developing prevention and intervention strategies for African Americans.
{"title":"A longitudinal examination of social support as a mediator of the personality-health relationship in a national sample of African Americans.","authors":"Eddie M Clark, Lijing Ma, Cheryl L Knott, Beverly R Williams, Crystal L Park, Emily K Schulz, Debarchana Ghosh","doi":"10.1177/0095798420966826","DOIUrl":"https://doi.org/10.1177/0095798420966826","url":null,"abstract":"<p><p>The present study investigates whether social support mediates the relationship between personality traits and health among African Americans over a five-year period, filling a gap in the literature on longitudinal tests of the personality-health association. Data were collected from a national probability sample of African American adults (<i>N</i> = 200). Personality was assessed at Time 1 (T1), social support was assessed 2.5 years later (T2), and physical functioning was examined 5 years (T3) after T1. Telephone surveys included measures of the Five Factor Model personality traits (T1), social support (T2), and physical functioning (T3). Results suggested that relationships between the T1 personality traits and T3 physical functioning were not mediated by T2 social support. Secondary analyses found that among all T1 personality traits, higher openness and lower neuroticism uniquely predicted higher T2 social support. Further, among T1 personality traits, higher conscientiousness uniquely predicted better T3 physical functioning. This information may be useful to healthcare providers and community members in developing prevention and intervention strategies for African Americans.</p>","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"46 8","pages":"607-637"},"PeriodicalIF":5.2,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0095798420966826","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39279503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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