Pub Date : 2023-12-15DOI: 10.1177/00957984231222313
T. Greer
The current study was designed to examine African-centered spirituality as a moderator of the effects of specific forms of racism on psychological outcomes for a sample of 201 African American adults. African-centered spirituality was hypothesized to influence the severity of racism-related psychological outcomes, such that greater use of this strategy would be associated with less severe psychological symptoms in relation to forms of racism exposure. Hierarchical regression analyses were performed to test the study hypotheses. Statistically significant interaction effects revealed that low use of African-centered spirituality was associated with greater severity in somatization, depression, and obsessive-compulsive symptoms in relation to increased exposure to cultural and institutional racism. Significant interactions were also revealed between individual racism and African-centered spirituality in predicting obsessive-compulsive and somatization symptoms, which suggested that greater use of this strategy was associated with an increase in symptoms in relation to increased exposure to this form of racism. The overall findings suggest that high use of African-centered spirituality is not an effective coping strategy to manage all forms of racism.
{"title":"African-Centered Spirituality as a Buffer of Psychological Symptoms Related to Specific Forms of Racism for African Americans","authors":"T. Greer","doi":"10.1177/00957984231222313","DOIUrl":"https://doi.org/10.1177/00957984231222313","url":null,"abstract":"The current study was designed to examine African-centered spirituality as a moderator of the effects of specific forms of racism on psychological outcomes for a sample of 201 African American adults. African-centered spirituality was hypothesized to influence the severity of racism-related psychological outcomes, such that greater use of this strategy would be associated with less severe psychological symptoms in relation to forms of racism exposure. Hierarchical regression analyses were performed to test the study hypotheses. Statistically significant interaction effects revealed that low use of African-centered spirituality was associated with greater severity in somatization, depression, and obsessive-compulsive symptoms in relation to increased exposure to cultural and institutional racism. Significant interactions were also revealed between individual racism and African-centered spirituality in predicting obsessive-compulsive and somatization symptoms, which suggested that greater use of this strategy was associated with an increase in symptoms in relation to increased exposure to this form of racism. The overall findings suggest that high use of African-centered spirituality is not an effective coping strategy to manage all forms of racism.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998738","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 : 2023-12-14DOI: 10.1177/00957984231221058
Seanna C. Leath, Yolanda Williams, Taina Quiles, Bianka-Charity Parker, Lauren C. Mims, Raven Ross
In the present qualitative study, we draw from a psychological framework of radical healing in communities of color to explore Black mother’s perspectives on what it means to raise free, Black children in the anti-Black racial context of the United States of America. Specifically, we consider the extent to which Black mother’s descriptions about supporting their children’s freedom involve new cultural and social norms that integrate personal wellness with collective social justice practices. We used consensual qualitative research methods to analyze semi-structured interview data from 31 Black mothers (28–50 years, M = 35, SD = 6.03) with children ranging from 6 months to 21 years old. We identified the following themes: promoting pro-Black critical consciousness, encouraging self-authentic expression through socioemotional support, and building strength and resistance through community care. Overall, we found that mothers viewed raising free, Black children as an inherent act of social justice, since they hoped to help their children learn to identify oppressive forces and engage in community-level efforts to promote social change and build a life-affirming future for themselves.
{"title":"“Free Black Children…That Means Everything”: Black Mother’s Visions of Freedom Within a Radical Healing Framework","authors":"Seanna C. Leath, Yolanda Williams, Taina Quiles, Bianka-Charity Parker, Lauren C. Mims, Raven Ross","doi":"10.1177/00957984231221058","DOIUrl":"https://doi.org/10.1177/00957984231221058","url":null,"abstract":"In the present qualitative study, we draw from a psychological framework of radical healing in communities of color to explore Black mother’s perspectives on what it means to raise free, Black children in the anti-Black racial context of the United States of America. Specifically, we consider the extent to which Black mother’s descriptions about supporting their children’s freedom involve new cultural and social norms that integrate personal wellness with collective social justice practices. We used consensual qualitative research methods to analyze semi-structured interview data from 31 Black mothers (28–50 years, M = 35, SD = 6.03) with children ranging from 6 months to 21 years old. We identified the following themes: promoting pro-Black critical consciousness, encouraging self-authentic expression through socioemotional support, and building strength and resistance through community care. Overall, we found that mothers viewed raising free, Black children as an inherent act of social justice, since they hoped to help their children learn to identify oppressive forces and engage in community-level efforts to promote social change and build a life-affirming future for themselves.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139002749","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 : 2023-12-14DOI: 10.1177/00957984231221035
Lauren C. Mims, E. Bocknek, Addison Duane, LaKenya Hill, Lucy McGoron, Kimberly Stokes
Black home learning environments during the COVID-19 pandemic may have played a significant role in children’s learning. We piloted Brilliant Joy in a Box, caregiver-child Black history home learning boxes, with a sample of 100 families in a predominantly Black, midwestern city. Families received boxes for six months and completed whole family activities during virtual “unboxings.” In the current study, we explored caregivers’ ( n = 57) open-ended responses to a mid-program survey about their experiences utilizing the boxes. Eighty eight percent of families endorsed using the family activity sheets ( n = 51) and eighty four percent endorsed that they read and received the text messages ( n = 49). Using the rapid and rigorous qualitative data analysis technique, we found three main themes: (a) eliciting children’s joy, (b) cultivating Black history home learning, and (c) promoting family cohesion. The Brilliant Joy in a Box project positively contributed to family joy, served as a catalyst for celebrating Black history, and provided an opportunity for families to continue or increase their role in their children’s learning during the COVID-19 pandemic.
在 COVID-19 大流行期间，黑人家庭学习环境可能对儿童的学习起到了重要作用。我们在一个以黑人为主的中西部城市，以 100 个家庭为样本，试用了 "盒子里的灿烂喜悦"（Brilliant Joy in a Box）--照顾者和孩子的黑人历史家庭学习盒子。这些家庭收到了为期六个月的学习盒，并在虚拟的 "开箱 "过程中完成了整个家庭的活动。在当前的研究中，我们探讨了照顾者（n = 57）对项目中期调查的开放式回答，了解他们使用学习盒的经验。百分之八十八的家庭认可使用家庭活动表（n = 51），百分之八十四的家庭认可他们阅读并接收了短信（n = 49）。利用快速、严谨的定性数据分析技术，我们发现了三大主题：(a) 激发儿童的快乐，(b) 培养黑人历史家庭学习，以及 (c) 促进家庭凝聚力。盒子里的灿烂欢乐 "项目积极促进了家庭欢乐，成为庆祝黑人历史的催化剂，并为家庭在 COVID-19 大流行期间继续或加强在孩子学习中的作用提供了机会。
{"title":"“Coming Together Educationally Creates a Bond Like No Other”: Exploring How Families Engage in Black History Home Learning","authors":"Lauren C. Mims, E. Bocknek, Addison Duane, LaKenya Hill, Lucy McGoron, Kimberly Stokes","doi":"10.1177/00957984231221035","DOIUrl":"https://doi.org/10.1177/00957984231221035","url":null,"abstract":"Black home learning environments during the COVID-19 pandemic may have played a significant role in children’s learning. We piloted Brilliant Joy in a Box, caregiver-child Black history home learning boxes, with a sample of 100 families in a predominantly Black, midwestern city. Families received boxes for six months and completed whole family activities during virtual “unboxings.” In the current study, we explored caregivers’ ( n = 57) open-ended responses to a mid-program survey about their experiences utilizing the boxes. Eighty eight percent of families endorsed using the family activity sheets ( n = 51) and eighty four percent endorsed that they read and received the text messages ( n = 49). Using the rapid and rigorous qualitative data analysis technique, we found three main themes: (a) eliciting children’s joy, (b) cultivating Black history home learning, and (c) promoting family cohesion. The Brilliant Joy in a Box project positively contributed to family joy, served as a catalyst for celebrating Black history, and provided an opportunity for families to continue or increase their role in their children’s learning during the COVID-19 pandemic.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138974022","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 : 2023-12-14DOI: 10.1177/00957984231222316
Amanda N. Faherty, Adriana Pinera-Cruz
Little is known about the prevailing narratives of how to be a “good” parent in American society, and even less is known about parenting emerging adults in Black families. To address these gaps, this qualitative study employed a master narrative approach to investigate the maternal master narratives of parenting and the mechanisms by which Black mothers ( N = 20) of emerging adults navigate such constraints through cultural alternative narratives. Results indicated evidence for a master narrative of parenting emerging adult children with themes focused on education, over-parenting, hands-off parenting, permissive parenting, guidance and support role, and contribution to society. Results also demonstrated how mothers utilized alternative narratives to make sense of their culture in light of American society through themes that emphasized stern parenting, family values, cultural generational awareness, parenting independent of norms, restrictions on parenting, guidance and support role, and contribution to society. Findings indicated instances of microlevel culture. Ultimately, the largest implication from this study included the importance of taking into account culturally related experiences when defining what is “appropriate” parenting.
{"title":"The Parenting Gold Standard: Maternal Master Narratives of Parenting Black Emerging Adult Children","authors":"Amanda N. Faherty, Adriana Pinera-Cruz","doi":"10.1177/00957984231222316","DOIUrl":"https://doi.org/10.1177/00957984231222316","url":null,"abstract":"Little is known about the prevailing narratives of how to be a “good” parent in American society, and even less is known about parenting emerging adults in Black families. To address these gaps, this qualitative study employed a master narrative approach to investigate the maternal master narratives of parenting and the mechanisms by which Black mothers ( N = 20) of emerging adults navigate such constraints through cultural alternative narratives. Results indicated evidence for a master narrative of parenting emerging adult children with themes focused on education, over-parenting, hands-off parenting, permissive parenting, guidance and support role, and contribution to society. Results also demonstrated how mothers utilized alternative narratives to make sense of their culture in light of American society through themes that emphasized stern parenting, family values, cultural generational awareness, parenting independent of norms, restrictions on parenting, guidance and support role, and contribution to society. Findings indicated instances of microlevel culture. Ultimately, the largest implication from this study included the importance of taking into account culturally related experiences when defining what is “appropriate” parenting.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138974669","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 : 2023-12-07DOI: 10.1177/00957984231221028
Marc Chappelle, S. Auelua-Toomey, Steven O. Roberts
We use Latent Dirichlet Allocation (LDA) topic modeling to review the articles published in JBP between 1975 and 2020. Doing so allowed us to estimate where JBP has been, and where it might go. We interpret our work within the framework of “Sankofa,” which is an Akan symbol for the integration of the past and present toward the future. Overall, we identified five major research themes that have characterized JBP over the past four decades: Racial Attitudes (i.e., how individuals think of themselves and others in the context of race and ethnicity), Health and Well-being (i.e., health disparities and community well-being), Education (i.e., learning and higher education experiences), Sexuality and Gender (i.e., how individuals think about gender, sexuality, and body image), and Resistance and Resilience (i.e., how people experience and cope with discrimination). The present research has implications for future research directions, including increasing the representation of Black communities outside the U.S. in the JBP literature, highlighting more holistic experiences of Black people of marginalized genders and sexualities, and generating and strengthening Black-centered constructs.
{"title":"Sankofa: Using Topic Models to Review the History of the Journal of Black Psychology","authors":"Marc Chappelle, S. Auelua-Toomey, Steven O. Roberts","doi":"10.1177/00957984231221028","DOIUrl":"https://doi.org/10.1177/00957984231221028","url":null,"abstract":"We use Latent Dirichlet Allocation (LDA) topic modeling to review the articles published in JBP between 1975 and 2020. Doing so allowed us to estimate where JBP has been, and where it might go. We interpret our work within the framework of “Sankofa,” which is an Akan symbol for the integration of the past and present toward the future. Overall, we identified five major research themes that have characterized JBP over the past four decades: Racial Attitudes (i.e., how individuals think of themselves and others in the context of race and ethnicity), Health and Well-being (i.e., health disparities and community well-being), Education (i.e., learning and higher education experiences), Sexuality and Gender (i.e., how individuals think about gender, sexuality, and body image), and Resistance and Resilience (i.e., how people experience and cope with discrimination). The present research has implications for future research directions, including increasing the representation of Black communities outside the U.S. in the JBP literature, highlighting more holistic experiences of Black people of marginalized genders and sexualities, and generating and strengthening Black-centered constructs.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591230","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 : 2023-09-05DOI: 10.1177/00957984231191849
Afiya M. Mbilishaka, McKalah Hudlin
Chemical hair straightening is a statistical norm for Black girls and women, but due to the toxic combinations of chemicals in these products, many Black girls suffer from hair damage, breakage, and loss during a critical stage of identity development. The existing psychological interpretation of hair straightening centralizes self-hatred without accounting for the complex psycho-social impetus as told through the stories of Black women. Using the Guided Hair Autobiography, researchers elicited and analyzed the narratives of 38 Black women who underwent chemical hair straightening during their youth. Achieving “manageable” hair, community belongingness, and maternal choice were the identified reasons for chemically straightening hair. Both physical harm and psychological conflict were consequences of this beauty practice. These narrative insights offer clinicians a critical context for the role of early memories in body image and family dynamics. This study highlights the role of chemical hair straightening embedded into the identities of Black women, complicates the internalized narratives of racialized embodied aesthetics, and invites deeper examination of toxic beauty practices in Black female relationships and identity development.
{"title":"“I Remember My First Relaxer”: Black Women Voicing Psychologically Engrained Practices of Chemical Hair Straightening","authors":"Afiya M. Mbilishaka, McKalah Hudlin","doi":"10.1177/00957984231191849","DOIUrl":"https://doi.org/10.1177/00957984231191849","url":null,"abstract":"Chemical hair straightening is a statistical norm for Black girls and women, but due to the toxic combinations of chemicals in these products, many Black girls suffer from hair damage, breakage, and loss during a critical stage of identity development. The existing psychological interpretation of hair straightening centralizes self-hatred without accounting for the complex psycho-social impetus as told through the stories of Black women. Using the Guided Hair Autobiography, researchers elicited and analyzed the narratives of 38 Black women who underwent chemical hair straightening during their youth. Achieving “manageable” hair, community belongingness, and maternal choice were the identified reasons for chemically straightening hair. Both physical harm and psychological conflict were consequences of this beauty practice. These narrative insights offer clinicians a critical context for the role of early memories in body image and family dynamics. This study highlights the role of chemical hair straightening embedded into the identities of Black women, complicates the internalized narratives of racialized embodied aesthetics, and invites deeper examination of toxic beauty practices in Black female relationships and identity development.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89221580","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 : 2023-08-23DOI: 10.1177/00957984231191847
Aremu M. Smith, Marisha L. Humphries, Afiya M. Mbilishaka, Evan E. Auguste
Racial socialization is a multidimensional process that is critical to the social development of African American boys and men. Examining messages that may promote Black male racial socialization can provide insight into how race and gender identity development occur. This study explored how racial socialization is illustrated through recollected hair stories of African American men. A qualitative thematic analysis was utilized to examine the narrative data from 29 self-identified Black men. Three themes of racial socialization emerged: cultural socialization, negative messages, and self-worth messages, which were associated with experiences of barbershop traditions, “good hair” comments, and stories of hair autonomies, respectively. The findings support existing literature on gendered racial socialization and aim to identify hair messages as necessary variables in examining race and gender identity development in African American boys and men.
{"title":"Hair Messages: A Context for Exploring Racial Socialization Among African American Males","authors":"Aremu M. Smith, Marisha L. Humphries, Afiya M. Mbilishaka, Evan E. Auguste","doi":"10.1177/00957984231191847","DOIUrl":"https://doi.org/10.1177/00957984231191847","url":null,"abstract":"Racial socialization is a multidimensional process that is critical to the social development of African American boys and men. Examining messages that may promote Black male racial socialization can provide insight into how race and gender identity development occur. This study explored how racial socialization is illustrated through recollected hair stories of African American men. A qualitative thematic analysis was utilized to examine the narrative data from 29 self-identified Black men. Three themes of racial socialization emerged: cultural socialization, negative messages, and self-worth messages, which were associated with experiences of barbershop traditions, “good hair” comments, and stories of hair autonomies, respectively. The findings support existing literature on gendered racial socialization and aim to identify hair messages as necessary variables in examining race and gender identity development in African American boys and men.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91354461","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 : 2023-08-07DOI: 10.1177/00957984231191841
Betty L. Wilson, T. Wolfer, Nikki R. Wooten, Ronald O. Pitner, Sharon E. Moore, A. Anders
Given the repeated police killings of unarmed Black people and their increasing visibility because of recent technological advances, Black people are especially vulnerable to adverse mental health effects. However, little is known about how they attempt to cope with these incidents or how their efforts may affect their mental health. Informed by trauma theory and stress, appraisal, and coping theory, this study used semi-structured in-depth interviews with 30 Black male and female undergraduate college students (aged 18–28) exposed to police killings of other unarmed Black people to examine their coping efforts and the impact on their mental health. Students were recruited from four historically Black colleges and universities in South Carolina. Grounded theory analysis identified several emotion-focused coping and problem-focused coping employed by Black college students to cope with repeated police killings. Furthermore, findings suggest that proactive planning for police killings, at both individual and personal network levels, buffers students against the negative mental impacts of these events. Research and practice implications suggest the need for future studies to identify and develop culturally specific interventions that support effective coping skills to mitigate adverse health outcomes for Black people in the aftermath of police killings.
{"title":"“Take a Mental Break”: Examining the Coping Efforts of Black College Students Exposed to Police Killings","authors":"Betty L. Wilson, T. Wolfer, Nikki R. Wooten, Ronald O. Pitner, Sharon E. Moore, A. Anders","doi":"10.1177/00957984231191841","DOIUrl":"https://doi.org/10.1177/00957984231191841","url":null,"abstract":"Given the repeated police killings of unarmed Black people and their increasing visibility because of recent technological advances, Black people are especially vulnerable to adverse mental health effects. However, little is known about how they attempt to cope with these incidents or how their efforts may affect their mental health. Informed by trauma theory and stress, appraisal, and coping theory, this study used semi-structured in-depth interviews with 30 Black male and female undergraduate college students (aged 18–28) exposed to police killings of other unarmed Black people to examine their coping efforts and the impact on their mental health. Students were recruited from four historically Black colleges and universities in South Carolina. Grounded theory analysis identified several emotion-focused coping and problem-focused coping employed by Black college students to cope with repeated police killings. Furthermore, findings suggest that proactive planning for police killings, at both individual and personal network levels, buffers students against the negative mental impacts of these events. Research and practice implications suggest the need for future studies to identify and develop culturally specific interventions that support effective coping skills to mitigate adverse health outcomes for Black people in the aftermath of police killings.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74733340","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 : 2023-08-07DOI: 10.1177/00957984231195250
E. Idika, A. Obiagu, Ebere Ibe
This paper, using 201 parents’ reports collected via a descriptive survey, explores (a) how children from different socioeconomic backgrounds (education and income) engage in learning in the absence of inclusive actions to keep learning ongoing in a Nigeria; and (b) the indirect impact of COVID-19 on children’s education (children’s access to learning materials, engagement in learning, and educational achievement). Findings showed that many Nigerian children engaged in learning and parents perceived educational achievement during pandemic school closure as worse. Socioeconomic backgrounds were associated with patterns of engagement. Children from highly educated and high-income backgrounds had significantly higher access to learning resources, which were also associated with their greater engagement in learning, than those children from low socioeconomic backgrounds. Children from low-income backgrounds were more engaged in face-to-face outside the home learning. This could have been due to the low access to online resources and low compliance to COVID-19 rules (driven by mistrust in government) of low-income and less educated families. Implications of findings for informing educational intervention programs, including post-COVID pedagogies, are discussed.
{"title":"COVID-19 Pandemic and Education: Nigerian Parents’ Approach and Perception of Children’s Education Based on Socioeconomic Indicators","authors":"E. Idika, A. Obiagu, Ebere Ibe","doi":"10.1177/00957984231195250","DOIUrl":"https://doi.org/10.1177/00957984231195250","url":null,"abstract":"This paper, using 201 parents’ reports collected via a descriptive survey, explores (a) how children from different socioeconomic backgrounds (education and income) engage in learning in the absence of inclusive actions to keep learning ongoing in a Nigeria; and (b) the indirect impact of COVID-19 on children’s education (children’s access to learning materials, engagement in learning, and educational achievement). Findings showed that many Nigerian children engaged in learning and parents perceived educational achievement during pandemic school closure as worse. Socioeconomic backgrounds were associated with patterns of engagement. Children from highly educated and high-income backgrounds had significantly higher access to learning resources, which were also associated with their greater engagement in learning, than those children from low socioeconomic backgrounds. Children from low-income backgrounds were more engaged in face-to-face outside the home learning. This could have been due to the low access to online resources and low compliance to COVID-19 rules (driven by mistrust in government) of low-income and less educated families. Implications of findings for informing educational intervention programs, including post-COVID pedagogies, are discussed.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88509239","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 : 2023-07-27DOI: 10.1177/00957984231191848
Aisha N. Griffith
During adolescence, Black girls face the developmental task of achieving a positive identity while developing skills to navigate hostile contexts, including schools. This study brings together quotes on student-staff interactions extracted during a qualitative meta-synthesis ( n = 64 quotes) to discuss how Black adolescent girls interpret being treated differently by staff. Black adolescent girls described differential treatment occurring because of one’s: (a) race such as Black students being treated less humanely and punished more severely; (b) gender such as staff inadequately responding to sexual harassment; (c) intersection of race and gender such as staff inequitably applying the dress code; and (d) perception of the individual such as staff viewing one as a “bad” student. It appeared that differential treatment largely rooted in one’s perceived racialized/gendered identity negatively impacted Black girls and simultaneously provided little recourse for addressing differential treatment, likely undermining their sense of school belonging. This study brings together the voices of Black adolescent girls published across articles to focus specifically on the process of differential treatment within student-staff relationships.
{"title":"“They Do Us Wrong”: Bringing Together Black Adolescent Girls’ Voices on School Staff’s Differential Treatment","authors":"Aisha N. Griffith","doi":"10.1177/00957984231191848","DOIUrl":"https://doi.org/10.1177/00957984231191848","url":null,"abstract":"During adolescence, Black girls face the developmental task of achieving a positive identity while developing skills to navigate hostile contexts, including schools. This study brings together quotes on student-staff interactions extracted during a qualitative meta-synthesis ( n = 64 quotes) to discuss how Black adolescent girls interpret being treated differently by staff. Black adolescent girls described differential treatment occurring because of one’s: (a) race such as Black students being treated less humanely and punished more severely; (b) gender such as staff inadequately responding to sexual harassment; (c) intersection of race and gender such as staff inequitably applying the dress code; and (d) perception of the individual such as staff viewing one as a “bad” student. It appeared that differential treatment largely rooted in one’s perceived racialized/gendered identity negatively impacted Black girls and simultaneously provided little recourse for addressing differential treatment, likely undermining their sense of school belonging. This study brings together the voices of Black adolescent girls published across articles to focus specifically on the process of differential treatment within student-staff relationships.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88709994","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}
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