Pub Date : 2021-04-29DOI: 10.1177/00957984211011307
E. Abbey, C. Mate-Kole, B. Amponsah, F. Belgrave
Dipo is a historical rites of passage among the Krobo in the Eastern Region of Ghana. The goal of Dipo is to assist pubertal girls in transitioning into adulthood by shaping moral values and social responsibilities, learning home management skills, and preventing risky sexual behavior. Differences in psychological distress among girls who had and had not participated in Dipo were examined in the current study. The sample included 145 adolescent females, 80 Dipo initiates and, 65 nonDipo initiates. Participants, 12 to 20 years of age, were recruited from junior and senior high schools, and administered a questionnaire with measures of psychological distress, a sex role inventory, and a measure of favorability of Dipo. Findings revealed that Dipo initiates reported significantly less psychological distress than noninitiates. Dipo initiates also reported more favorable attitudes about Dipo than noninitiates. Although this study is preliminary, findings suggest that Dipo may be useful for increasing psychological well-being. Recommendations for future research are provided.
{"title":"Dipo Rites of Passage and Psychological Well-being Among Krobo Adolescent Females in Ghana: A Preliminary Study","authors":"E. Abbey, C. Mate-Kole, B. Amponsah, F. Belgrave","doi":"10.1177/00957984211011307","DOIUrl":"https://doi.org/10.1177/00957984211011307","url":null,"abstract":"Dipo is a historical rites of passage among the Krobo in the Eastern Region of Ghana. The goal of Dipo is to assist pubertal girls in transitioning into adulthood by shaping moral values and social responsibilities, learning home management skills, and preventing risky sexual behavior. Differences in psychological distress among girls who had and had not participated in Dipo were examined in the current study. The sample included 145 adolescent females, 80 Dipo initiates and, 65 nonDipo initiates. Participants, 12 to 20 years of age, were recruited from junior and senior high schools, and administered a questionnaire with measures of psychological distress, a sex role inventory, and a measure of favorability of Dipo. Findings revealed that Dipo initiates reported significantly less psychological distress than noninitiates. Dipo initiates also reported more favorable attitudes about Dipo than noninitiates. Although this study is preliminary, findings suggest that Dipo may be useful for increasing psychological well-being. Recommendations for future research are provided.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"32 1","pages":"387 - 400"},"PeriodicalIF":5.2,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79103039","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 : 2021-04-26DOI: 10.1177/00957984211007698
Elif Dede Yildirim, J. L. Roopnarine
Using propositions in cultural-ecological and maternal and paternal engagement models, this study utilized the 2018 UNICEF Multiple Indicator Cluster Surveys to examine which sociodemographic factors were associated with fathers’ and mothers’ cognitive engagement and the associations between parental and maternal cognitive engagement and preschoolers’ literacy skills in Amerindian, Maroon, Creole, Javanese, Hindustani, and Mixed-ethnic families in Suriname (N = 1,008). After establishing measurement invariance in constructs across ethnic groups, analyses revealed few consistent sociodemographic predictors of paternal and maternal cognitive engagement. Patterns of associations between paternal and maternal cognitive engagement and children’s literacy skills were not uniform across ethnic groups. Data have implications for understanding mothers’ and fathers’ contributions to children’s early literacy skills development and for developing parenting intervention programs in Suriname.
{"title":"Paternal and Maternal Cognitive Engagement and Preschoolers’ Literacy Skills Across Six Ethnic Groups in Suriname","authors":"Elif Dede Yildirim, J. L. Roopnarine","doi":"10.1177/00957984211007698","DOIUrl":"https://doi.org/10.1177/00957984211007698","url":null,"abstract":"Using propositions in cultural-ecological and maternal and paternal engagement models, this study utilized the 2018 UNICEF Multiple Indicator Cluster Surveys to examine which sociodemographic factors were associated with fathers’ and mothers’ cognitive engagement and the associations between parental and maternal cognitive engagement and preschoolers’ literacy skills in Amerindian, Maroon, Creole, Javanese, Hindustani, and Mixed-ethnic families in Suriname (N = 1,008). After establishing measurement invariance in constructs across ethnic groups, analyses revealed few consistent sociodemographic predictors of paternal and maternal cognitive engagement. Patterns of associations between paternal and maternal cognitive engagement and children’s literacy skills were not uniform across ethnic groups. Data have implications for understanding mothers’ and fathers’ contributions to children’s early literacy skills development and for developing parenting intervention programs in Suriname.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"4 1","pages":"476 - 502"},"PeriodicalIF":5.2,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73292513","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 : 2021-04-23DOI: 10.1177/00957984211009190
Janise S. Parker, Leandra Parris, Megan Lau, Angela Dobbins, Lauren Shatz, Scott Porush, Bryan Wilkins
This study explored how student engagement was related to perceived teacher autonomy support and self-determination skill expression among 145 Grades 9 through 12 African American high school students. First, we examined differences between male and female students’ engagement, perceived teacher autonomy support, and self-determination skill expression. Results indicated that male and female students did not report significant differences in the extent to which they were engaged in class, perceived their teachers as supporting their autonomy, and expressed indicators of self-determination. Second, regression analysis indicated that perceived teacher autonomy support and self-determination skill expression were significant, positive predictors of students’ engagement in class. An additional mediation model demonstrated that self-determination skill expression mediated the relationship between perceived teacher autonomy support and student engagement. Strategies for supporting African American high school students’ autonomy and self-determination skill expression are provided, as well as limitations and directions for future research.
{"title":"Perceived Teacher Autonomy Support and Self-Determination Skill Expression: Predictors of Student Engagement Among African American High School Students","authors":"Janise S. Parker, Leandra Parris, Megan Lau, Angela Dobbins, Lauren Shatz, Scott Porush, Bryan Wilkins","doi":"10.1177/00957984211009190","DOIUrl":"https://doi.org/10.1177/00957984211009190","url":null,"abstract":"This study explored how student engagement was related to perceived teacher autonomy support and self-determination skill expression among 145 Grades 9 through 12 African American high school students. First, we examined differences between male and female students’ engagement, perceived teacher autonomy support, and self-determination skill expression. Results indicated that male and female students did not report significant differences in the extent to which they were engaged in class, perceived their teachers as supporting their autonomy, and expressed indicators of self-determination. Second, regression analysis indicated that perceived teacher autonomy support and self-determination skill expression were significant, positive predictors of students’ engagement in class. An additional mediation model demonstrated that self-determination skill expression mediated the relationship between perceived teacher autonomy support and student engagement. Strategies for supporting African American high school students’ autonomy and self-determination skill expression are provided, as well as limitations and directions for future research.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"8 1","pages":"445 - 475"},"PeriodicalIF":5.2,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79473021","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 : 2021-04-22DOI: 10.1177/00957984211008057
C. S. McGuffey
Interdisciplinary scholarship in violence and trauma studies suggest that a person’s interpretation of stressful events contours how the person will respond. It is through the two-part appraisal process that survivors determine how they will cope. This project utilizes an identity-based approach to demonstrate that survivors use group-based ideologies such as social class, geography, gender, sexuality, and, for some, race to appraise their accounts of violence, assess their coping strategies, and manage traumatic events. Using the cross-cultural accounts of 146 Black Ghanaian, South African, and Rwandan women rape survivors, the findings extend the appraisal approach by highlighting how survivors in this study utilized sexual morality tales to construct a variety of appraisal accounts to interpret their assaults and to justify their coping strategies. I call these appraisals opportunities, possibilities, limitations, and solidarities. These differing appraisals demonstrated that social milieu contours the psychological experience of violence and can engender both parallel and divergent interpretations across social class and cultural contexts. Last, the implications of these findings for comparative sexual assault studies, theories of traumatic coping, gender and development, and intersectionality are discussed.
{"title":"Rape Appraisals: Class Mobility, Social Geography, and Sexual Morality Tales in Ghana, South Africa, and Rwanda","authors":"C. S. McGuffey","doi":"10.1177/00957984211008057","DOIUrl":"https://doi.org/10.1177/00957984211008057","url":null,"abstract":"Interdisciplinary scholarship in violence and trauma studies suggest that a person’s interpretation of stressful events contours how the person will respond. It is through the two-part appraisal process that survivors determine how they will cope. This project utilizes an identity-based approach to demonstrate that survivors use group-based ideologies such as social class, geography, gender, sexuality, and, for some, race to appraise their accounts of violence, assess their coping strategies, and manage traumatic events. Using the cross-cultural accounts of 146 Black Ghanaian, South African, and Rwandan women rape survivors, the findings extend the appraisal approach by highlighting how survivors in this study utilized sexual morality tales to construct a variety of appraisal accounts to interpret their assaults and to justify their coping strategies. I call these appraisals opportunities, possibilities, limitations, and solidarities. These differing appraisals demonstrated that social milieu contours the psychological experience of violence and can engender both parallel and divergent interpretations across social class and cultural contexts. Last, the implications of these findings for comparative sexual assault studies, theories of traumatic coping, gender and development, and intersectionality are discussed.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"33 1","pages":"401 - 444"},"PeriodicalIF":5.2,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85563406","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 : 2021-03-22DOI: 10.1177/00957984211002615
Catherine C. Ragland Woods, Krista M. Chronister, Aleksandria Perez Grabow, W. E. Woods, Kyndl Woodlee
Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.
黑人学生在传统的白人高等教育机构中经历种族主义、种族微侵犯、种族压力以及随之而来的种族战斗疲劳(RBF;Franklin et al.， 2014)。我们研究了黑人咨询和临床研究生(BGS)在心理、生理和行为上的RBF体验，以及他们作为课堂学生、顾问和监督者的RBF体验的性别和种族差异。参与者是57名咨询和临床研究生，他们被认定为单种族、双种族或多种族黑人。单向、重复测量的方差分析结果表明，BGS在他们的课堂学生角色中经历了最高水平的RBF，并且这些经历在女性和男性中有所不同。结果表明，RBF框架在衡量和进一步了解BGS学生角色和学习环境如何影响他们的高等教育经历以及机构如何为这一学生群体提供更好的支持方面具有实用价值。
{"title":"Racial Battle Fatigue: The Experiences of Black/African American, Biracial Black, and Multiracial Black Identified Graduate Students","authors":"Catherine C. Ragland Woods, Krista M. Chronister, Aleksandria Perez Grabow, W. E. Woods, Kyndl Woodlee","doi":"10.1177/00957984211002615","DOIUrl":"https://doi.org/10.1177/00957984211002615","url":null,"abstract":"Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"7 1","pages":"219 - 243"},"PeriodicalIF":5.2,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86637515","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 : 2021-03-19DOI: 10.1177/00957984211002613
Edward D. Scott, Nancy L. Deutsch
This case study examined the way an adolescent Black boy extended his kinship network as a part of navigating and demonstrating agency in mentoring relationships with nonparental adults. We purposively selected one participant, Bodos, from the sample of a larger mixed-method study involving youth, aged 12 to 18 years, in the southeastern United States. Drawing on narrative methodology, we used a holistic-content approach to analyze Bodos’ responses to semistructured interviews. Bodos used several narratives to describe his experiences. We offer three findings: (a) Fictive kinship is a positive feature of Black adaptive culture that can be leveraged by Black youth as a tool for creating a distinct relational dynamic with their mentors, (b) adolescent Black boys possess skills and knowledge that both preexist and emerge within positive mentoring relationships, and (c) youth agency and expectations manifest in mentoring relationships to inform and influence those adults’ significance. This case study furthers the field’s understanding of how cultural practices can positively influence relational development and create a unique relational context and experience.
{"title":"Conferring Kinship: Examining Fictive Kinship Status in a Black Adolescent’s Natural Mentoring Relationship","authors":"Edward D. Scott, Nancy L. Deutsch","doi":"10.1177/00957984211002613","DOIUrl":"https://doi.org/10.1177/00957984211002613","url":null,"abstract":"This case study examined the way an adolescent Black boy extended his kinship network as a part of navigating and demonstrating agency in mentoring relationships with nonparental adults. We purposively selected one participant, Bodos, from the sample of a larger mixed-method study involving youth, aged 12 to 18 years, in the southeastern United States. Drawing on narrative methodology, we used a holistic-content approach to analyze Bodos’ responses to semistructured interviews. Bodos used several narratives to describe his experiences. We offer three findings: (a) Fictive kinship is a positive feature of Black adaptive culture that can be leveraged by Black youth as a tool for creating a distinct relational dynamic with their mentors, (b) adolescent Black boys possess skills and knowledge that both preexist and emerge within positive mentoring relationships, and (c) youth agency and expectations manifest in mentoring relationships to inform and influence those adults’ significance. This case study furthers the field’s understanding of how cultural practices can positively influence relational development and create a unique relational context and experience.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"15 1","pages":"317 - 353"},"PeriodicalIF":5.2,"publicationDate":"2021-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79550665","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 : 2021-03-17DOI: 10.1177/00957984211001195
Kristen J. Mills
The purpose of this study was to investigate the relationships between general, academic, and racial campus climates and academic resilience among Black college students. This study also investigated the moderating role of civic engagement on the relationships between campus climates and academic resilience. Participants were 388 Black undergraduate students (76.8% women; 58.8% social, behavioral, and economic sciences majors; 87.4% enrolled full-time) attending a predominantly White university who completed an online survey. Results from moderated regression analyses indicated more positive perceptions of general and academic campus climates significantly predicted higher levels of academic resilience, but more positive perceptions of racial campus climate significantly predicted lower levels of academic resilience. Civic engagement moderated the relationship between general campus climate and academic resilience only. These findings can be used to inform coordinated efforts by university constituents to advance academic resilience among Black college students by improving general and academic campus climates, promoting more positive perceptions of general and academic campus climates, and promoting student civic engagement.
{"title":"Black Students’ Perceptions of Campus Climates and the Effect on Academic Resilience","authors":"Kristen J. Mills","doi":"10.1177/00957984211001195","DOIUrl":"https://doi.org/10.1177/00957984211001195","url":null,"abstract":"The purpose of this study was to investigate the relationships between general, academic, and racial campus climates and academic resilience among Black college students. This study also investigated the moderating role of civic engagement on the relationships between campus climates and academic resilience. Participants were 388 Black undergraduate students (76.8% women; 58.8% social, behavioral, and economic sciences majors; 87.4% enrolled full-time) attending a predominantly White university who completed an online survey. Results from moderated regression analyses indicated more positive perceptions of general and academic campus climates significantly predicted higher levels of academic resilience, but more positive perceptions of racial campus climate significantly predicted lower levels of academic resilience. Civic engagement moderated the relationship between general campus climate and academic resilience only. These findings can be used to inform coordinated efforts by university constituents to advance academic resilience among Black college students by improving general and academic campus climates, promoting more positive perceptions of general and academic campus climates, and promoting student civic engagement.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"26 1","pages":"354 - 383"},"PeriodicalIF":5.2,"publicationDate":"2021-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78672722","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 : 2021-03-01DOI: 10.1177/0095798420983664
Y. Mekawi, Natalie N. Watson-Singleton
Though considerable empirical work has documented the ways in which African Americans are dehumanized by other racial groups, there is no research examining how perceiving dehumanization (i.e., metadehumanization) is associated with the mental health of African Americans. In this study, we examined the indirect effect of racial discrimination on depressive symptoms through metadehumanization and explored whether this indirect effect was contingent on racial identity (i.e., centrality, private regard). African American students completed measures in a university lab located in the Midwestern region of the United States (N = 326; Mage = 19.7, 72.4% women). We found that the degree to which racial discrimination was indirectly associated with depressive symptoms through metadehumanization was contingent on racial identity dimensions. Specifically, the indirect effect of racial discrimination on depressive symptoms through metadehumanization was only significant for individuals who were relatively higher on centrality and private regard. This research suggests that the role of metadehumanization is stronger among African Americans who strongly identify with and have positive views of their racial group. We discuss these results in the context of social cognitive theories.
{"title":"Examining Racial Discrimination’s Association With Depressive Symptoms Through Metadehumanization Among African Americans: Does Racial Identity Matter?","authors":"Y. Mekawi, Natalie N. Watson-Singleton","doi":"10.1177/0095798420983664","DOIUrl":"https://doi.org/10.1177/0095798420983664","url":null,"abstract":"Though considerable empirical work has documented the ways in which African Americans are dehumanized by other racial groups, there is no research examining how perceiving dehumanization (i.e., metadehumanization) is associated with the mental health of African Americans. In this study, we examined the indirect effect of racial discrimination on depressive symptoms through metadehumanization and explored whether this indirect effect was contingent on racial identity (i.e., centrality, private regard). African American students completed measures in a university lab located in the Midwestern region of the United States (N = 326; Mage = 19.7, 72.4% women). We found that the degree to which racial discrimination was indirectly associated with depressive symptoms through metadehumanization was contingent on racial identity dimensions. Specifically, the indirect effect of racial discrimination on depressive symptoms through metadehumanization was only significant for individuals who were relatively higher on centrality and private regard. This research suggests that the role of metadehumanization is stronger among African Americans who strongly identify with and have positive views of their racial group. We discuss these results in the context of social cognitive theories.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"32 1","pages":"91 - 117"},"PeriodicalIF":5.2,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75583056","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 : 2021-03-01DOI: 10.1177/0095798421997215
Seanna C. Leath, Morgan C. Jerald, Tiani R. Perkins, Martinque K. Jones
Researchers suggest that the Jezebel stereotype exerts a significant influence on Black women’s sexual decision making. The current qualitative study drew upon narrative data from individual, semistructured interviews with 50 Black women (ages 18-24 years) to explore how the Jezebel stereotype influenced their sexual beliefs and behaviors. Using consensual qualitative research methods, the following four themes emerged from the data: (a) how the Jezebel plays a role in their sexual exploration, (b) how the Jezebel contributes to sexual violence against Black women, (c) how the Jezebel is a hypersexual media representation of Black women’s sexuality, and (d) how the Jezebel is a negative sexual stereotype within family contexts. Our findings contextualize the enduring role of the Jezebel stereotype as a sexual script for Black women, as we found that many participants chose to adapt their clothing choices or sexual behaviors in light of their awareness and endorsement of the stereotype. The authors discuss the implications of study findings for Black women and girls’ sexual socialization and deconstructing deficit-based ideologies of Black women’s sexuality.
{"title":"A Qualitative Exploration of Jezebel Stereotype Endorsement and Sexual Behaviors Among Black College Women","authors":"Seanna C. Leath, Morgan C. Jerald, Tiani R. Perkins, Martinque K. Jones","doi":"10.1177/0095798421997215","DOIUrl":"https://doi.org/10.1177/0095798421997215","url":null,"abstract":"Researchers suggest that the Jezebel stereotype exerts a significant influence on Black women’s sexual decision making. The current qualitative study drew upon narrative data from individual, semistructured interviews with 50 Black women (ages 18-24 years) to explore how the Jezebel stereotype influenced their sexual beliefs and behaviors. Using consensual qualitative research methods, the following four themes emerged from the data: (a) how the Jezebel plays a role in their sexual exploration, (b) how the Jezebel contributes to sexual violence against Black women, (c) how the Jezebel is a hypersexual media representation of Black women’s sexuality, and (d) how the Jezebel is a negative sexual stereotype within family contexts. Our findings contextualize the enduring role of the Jezebel stereotype as a sexual script for Black women, as we found that many participants chose to adapt their clothing choices or sexual behaviors in light of their awareness and endorsement of the stereotype. The authors discuss the implications of study findings for Black women and girls’ sexual socialization and deconstructing deficit-based ideologies of Black women’s sexuality.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"27 1","pages":"244 - 283"},"PeriodicalIF":5.2,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83397396","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 : 2021-03-01DOI: 10.1177/00957984211010528
Beverly J. Vandiver
The year 2020 was challenging across all spheres of functioning for everyone. This challenge was no different for the editorial staff of the Journal of Black Psychology (JBP). While we had the luxury of staying at home during the pandemic, the demands increased—working at home while balancing family and partners also at home, managing the increasing demands at work as a result of navigating online platforms for teaching, advising, and conducting research as well as practicing psychology for our clients and communities. The time afforded more scholars to write and submit manuscripts to JBP. We thank you for the increased submissions. However, the increased scholarship also increased the demand on our editorial board, which has resulted in manuscripts under review longer than we would like or expect. We have appreciated your patience as we adjust to shorten the review time. To shorten the review time, we have increased our editorial consultants. Take a look at our list of editorial consultants on the inside page of the journal cover. Prior years our board has consisted of approximately 20 to 25; now we have 50 consultants and counting. Thank you for agreeing to serve on JBP. We are proud to have such esteemed scholars and practitioners from around the world serving. Our goal is to increase expertise as well as to decrease the burden on reviewing as many manuscripts as previously. We would like to extend the call for more editorial consultants. If you have expertise on the psychological experiences of Blacks across the African diaspora, contact me, providing me with a current CV and your interest. I will be happy to engage with you about serving as a consultant for JBP.
{"title":"Editorial Note: New Editorial Board and New Submission Guidelines","authors":"Beverly J. Vandiver","doi":"10.1177/00957984211010528","DOIUrl":"https://doi.org/10.1177/00957984211010528","url":null,"abstract":"The year 2020 was challenging across all spheres of functioning for everyone. This challenge was no different for the editorial staff of the Journal of Black Psychology (JBP). While we had the luxury of staying at home during the pandemic, the demands increased—working at home while balancing family and partners also at home, managing the increasing demands at work as a result of navigating online platforms for teaching, advising, and conducting research as well as practicing psychology for our clients and communities. The time afforded more scholars to write and submit manuscripts to JBP. We thank you for the increased submissions. However, the increased scholarship also increased the demand on our editorial board, which has resulted in manuscripts under review longer than we would like or expect. We have appreciated your patience as we adjust to shorten the review time. To shorten the review time, we have increased our editorial consultants. Take a look at our list of editorial consultants on the inside page of the journal cover. Prior years our board has consisted of approximately 20 to 25; now we have 50 consultants and counting. Thank you for agreeing to serve on JBP. We are proud to have such esteemed scholars and practitioners from around the world serving. Our goal is to increase expertise as well as to decrease the burden on reviewing as many manuscripts as previously. We would like to extend the call for more editorial consultants. If you have expertise on the psychological experiences of Blacks across the African diaspora, contact me, providing me with a current CV and your interest. I will be happy to engage with you about serving as a consultant for JBP.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":"1 1","pages":"87 - 90"},"PeriodicalIF":5.2,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79815111","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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