Book Review: The Thin Woman: Feminism, Post-Structuralism, and the Social Psychology of Anorexia Nervosa. Helen Malson.

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45619/1/11199_2004_Article_224044.pd

Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88016/1/jora743.pd

An Intergroup Contact-Theory Framework for Evaluating Racial Climate on Predominantly White College Campuses

This study examined the association of racial climate to social integration outcomes among 215 African American students and 144 White students from a predominantly White university. Presented is preliminary evidence regarding the utility of an ecological approach based on Allport's (1954) intergroup contact theory in examining students' climate perceptions and their impact. Responses to a racial climate scale previously used in secondary settings were collected from participants, and, through factor analysis, a revised scale was developed. The revised scale showed evidence for five subscales assessing perceived intergroup interactions on campus at individual and institutional levels, as well as individuals' personal intergroup interactions. Group differences were found for the subscales and in relationships between subscales and college integration outcomes. Findings suggest the importance of understanding college climate at interpersonal and institutional levels and of assessing impact for both majority and minority students.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44076/1/10464_2005_Article_8623.pd

Racial Stereotypes and Gender in Context: African Americans at Predominantly Black and Predominantly White Colleges

In this study, relationships among stereotype expectations, gender, and academic self-concept and performance of African American students in predominantly White and predominantly Black college contexts were examined. Stereotype expectations are students' perceptions of biased treatment and evaluation within their major classroom settings (SE). Findings indicated that students' majors were related to stereotype expectations, as well as to their academic competence. Our results also provide evidence of gender and institutional interactions in the relationships between stereotype expectations and academic outcomes. Results are discussed in terms of the need to examine issues of race and gender in the academic experiences of African Americans, as well as how their specific school and classroom contexts may influence their experiences.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45634/1/11199_2004_Article_488657.pd

Multidimensional Model of Racial Identity: A Reconceptualization of African American Racial Identity

Research on African American racial identity has utilized 2 distinct approaches. The mainstream approach has focused on universal properties associated with ethnic and racial identities. In contrast, the underground approach has focused on documenting the qualitative meaning of being African American, with an emphasis on the unique cultural and historical experiences of African Americans. The Multidimensional Model of Racial Identity (MMRI) represents a synthesis of the strengths of these two approaches. The underlying assumptions associated with the model are explored. The model proposes 4 dimensions of African American racial identity: salience, centrality, regard, and ideology. A description of these dimensions is provided along with a discussion of how they interact to influence behavior at the level of the event. We argue that the MMRI has the potential to make contributions to traditional research objectives of both approaches, as well as to provide the impetus to explore new questions.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68695/2/10.1207_s15327957pspr0201_2.pd

Racial Ideology and Racial Centrality as Predictors of African American College Students' Academic Performance

The study focuses on the relationship between racial identity and academic achievement for African American college students. The Multidimensional Model of Racial Identity (MMRI) was used to assess the relationship between racial centrality, racial ideology, and academic performance. A total of 248 participants were recruitedfrom a predominantly Black college and a predominantly White college and were administered the Multidimensional Inventory of Black Identity (MIBI) to assess their racial ideology and racial centrality. Participants also were asked to report their cumulative grade point averages (GPAs). Consistent with the MMRI, racial centrality moderates the relationship between racial ideology and academic performance such that assimilation and nationalist ideologies were negatively associated with GPA and a minority ideology was positively associated with GPA for students who scored high on racial centrality. Racial ideology was not a significant predictor of GPA for participants who scored low on racial centrality.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68124/2/10.1177_00957984980241002.pd

A Daily Examination of African American Adolescents’ Racial Discrimination, Parental Racial Socialization, and Psychological Affect

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/163567/2/cdev13416.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/163567/1/cdev13416_am.pd

Exposure to Violence and Achievement Motivation Beliefs: Moderating Roles of Cultural-Ecological Factors

Exposure to Violence and Achievement Motivation Beliefs: Moderating Roles of Cultural-Ecological Factor

African American Adolescents Academic Persistence: A Strengths-Based Approach

African American Adolescents Academic Persistence: A Strengths-Based Approac