Profiles of African American College Students’ Risky Behaviors: General and Culturally-Specific Stress and Social Support as Factors of Risk and Resilience?

Studies show that, while alcohol use and risky sexual activities increase during emerging adulthood, college students are more likely to engage in these behaviors than their non-student counterparts (Slutske et al., 2004). Researchers should explore risk behavior participation among African American youth, as they often face health disparities and more severe consequences of engaging in these acts than their White American counterparts (Sharma & Atri, 2006; Jackson, Hodge, & Vaughn, 2010). Although epidemiological and variable-centered studies often examine the drinking and sexual behavior of African American college students, there is a need for research utilizing a profile-oriented approach to explore within group differences that exist in these behaviors which often co-occur. As opposed to previous variable-centered approaches that force variables into predetermined categories, the multidimensional, profile oriented approach is beneficial in that it elucidates patterns in individual responses and allows for the identification of similar groups that exist within larger, heterogeneous groups (Jung & Wickrama, 2008). Utilizing Latent Class Analysis, the current study fills this gap by identifying risk behavior profiles of alcohol use (amount of alcohol consumed, drinking and driving), risky sex (number of partners), and co-occurrence of alcohol use and sexual activity among a college student sample of 228 African American emerging adults in college. Additionally, as alcohol consumption is also described as a maladaptive response strategy that often leads to risky sex and co-occurring risk behaviors, the larger literature indicates that student stress and social support serve as factors of risk and resilience that are associated with risk behavior participation among college enrolled youth (Unger, Hamilton, & Sussman, 2004; Plybon, et al., 2003). Because African American students experience compounded stress in the face of racial discrimination, studies also should explore the impact of culturally specific stress (Sue et al., 2007; Murry et al., 2005) and demographic variables (e.g., Pergamit, Huang, & Lane, 2001) on the behaviors of African American youth. Thus, this investigation also examines whether identified risk behavior profiles are associated with risk and resilience factors including general and culturally specific stress (interpersonal stress, intrapersonal stress, academic stress, environmental stress, and experiences with racial discrimination) and support (from one’s family, friends, and college community), as well as demographic indicators (e.g., age, gender, and socioeconomic status) for this sample of African American emerging adults in college. Results of a latent class analysis identified 5 distinct profiles among this sample- 1) High Sexual Risk (N=11), 2) Abstainers (N=102), 3) Low Risk (N=72), 4) Alcohol Risk (N=34), and 5) Mixed Risk (N=9). Partial evidence (i.e., overall differences for age, but not for gender or SES) was found for demographic variation among risk behavior profiles. Regarding contextual stress, identified profiles differed across interpersonal and environmental stress, but not across intrapersonal or academic stress. Also, differences among risk behavior profiles regarding self-reported frequency of experiences with racial discrimination between the Alcohol Risk profile and Abstainers. This investigation provided no support for mean differences between the classes in relation to the reported social support that students received from their family, friends, or college community

The illusion of inclusion: contextual behavioral science and the Black community

Anti-racism approaches require an honest examination of cause, impact, and committed action to change, despite discomfort and without experiential avoidance. While contextual behavioral science (CBS) and third wave cognitive-behavioral modalities demonstrate efficacy among samples composed of primarily White individuals, data regarding their efficacy with people of color, and Black Americans in particular, is lacking. It is important to consider the possible effects of racial stress and trauma on Black clients, and to tailor approaches and techniques grounded in CBS accordingly. We describe how CBS has not done enough to address the needs of Black American communities, using Acceptance and Commitment Therapy (ACT) and Functional Analytic Psychotherapy (FAP) as examples. We also provide examples at the level of research representation, organizational practices, and personal experiences to illuminate covert racist policy tools that maintain inequities. Towards eradicating existing racism in the field, we conclude with suggestions for researchers and leadership in professional psychological organizations

Hands Up, Now What?: Black Families’ Reactions to Racial Socialization Interventions

Given the heightened national attention to negative race-related issues and the subsequent community solution-oriented outcry (e.g., Black Lives Matter movement), it is crucial to address healing from racial discrimination for Black Americans. Clinical and community psychologists have responded by developing and implementing programs that focus on racial socialization and psychological wellness, particularly given disproportionate issues with utilization, access, and the provision of quality services within urban and predominantly Black communities. The aim of this article is to describe 2 applied programs (Engaging, Managing, and Bonding through Race and Family Learning Villages), which seek to address and heal racial stress through crucial proximal systems—families and schools—and to highlight participant reactions. These programs offer solutions through strengths-based and participatory approaches which draw from Black Americans’ own protective mechanisms related to improved mental health. We conclude with a discussion on practice, assessments, and models specific to racial stress for researchers, practitioners, and consumers of mental health services

Parenting Profiles of Academic and Racial Socialization: Associations With Academic Engagement and Perceptions of Academic Ability of African American Adolescents

Studies have indicated that both academic and racial socialization are independently associated with African American student outcomes. Few investigations, however, have utilized a person-centered approach to explore whether these dimensions work in concert. The current investigation examines two dimensions of parental socialization practices: academic socialization (parent school involvement and academic encouragement) and racial socialization (racial pride, racial barrier, and egalitarian messages) and their relationship to demographic variables (age, gender, and SES) and academic outcomes (academic engagement and perception of academic ability) for African American adolescents. Participants were one-hundred forty African American adolescents (M = 12.4; SD = 1.13; 56% female). A Latent Class Analysis identified that a 6-class solution fit the data most optimally (AIC=1592.53; BIC=1710.20; BLRT=769.76, p=.013; Entropy=.87). Identified clusters were: 1) high academic/moderate racial socializers; 2) high non race-specific socializers; 3) high racial barrier socializers; 4) low racial and academic socializers; 5) moderate academic and racial socializers; and 6) high racial/moderate academic socializers (Figure 3.1). Although there was no demographic (age, gender, SES) variation in cluster membership, there was partial support for cluster differences in academic engagement and perception of academic ability. Overall, findings suggest the importance of examining the ways in which academic and racial socialization work in concert, and their association with adolescents\u27 academic outcomes

Parenting Profiles of Academic and Racial Socialization: Associations with Academic Engagement and perception of Academic Ability of African American Adolescents

Studies have indicated that both academic and racial socialization are independently associated with African American student outcomes. Few investigations, however, have utilized a person-centered approach to explore whether these dimensions work in concert. The current investigation examines two dimensions of parental socialization practices: academic socialization (parent school involvement and academic encouragement) and racial socialization (racial pride, racial barrier, and egalitarian messages) and their relationship to demographic variables (age, gender, and SES) and academic outcomes (academic engagement and perception of academic ability) for African American adolescents. Participants were one-hundred forty African American adolescents (M = 12.4; SD = 1.13; 56% female). A Latent Class Analysis identified that a 6-class solution fit the data most optimally (AIC=1592.53; BIC=1710.20; BLRT=769.76, p =.013; Entropy=.87). Identified clusters were: 1) high academic/moderate racial socializers; 2) high non race-specific socializers; 3) high racial barrier socializers; 4) low racial and academic socializers; 5) moderate academic and racial socializers; and 6) high racial/moderate academic socializers (Figure 3.1). Although there was no demographic (age, gender, SES) variation in cluster membership, there was partial support for cluster differences in academic engagement and perception of academic ability. Overall, findings suggest the importance of examining the ways in which academic and racial socialization work in concert, and their association with adolescents' academic outcomes

The impact of microaggressions on Black college students’ worry about their future employment: The moderating role of social support and academic achievement.

Objectives: Several studies have documented the negative impact of microaggressions on anxiety among Black individuals. However, few investigations have examined the impact of microaggressions on Black college students’ worries about their future employment and potential moderating factors. We examined whether there would be an association between microaggressions and worries about future employment. Furthermore, both social support and academic achievement (measured by grade point average) were purported to moderate this association. Method: Secondary data analysis was used, with the study sample consisting of Black college students (n = 225) from a predominately White institution. Participants had a mean age of 20.43 years (SD = 1.79), with females comprising 74.80% of the sample. Results: Results revealed that social support buffered the effect of microaggressions for low-achieving students, while a buffering effect of social support was not found for high-achieving students. Conclusions: Perceived social support offers some protection against the exposure of racial microaggressions, although high-achieving Black college students (the most vulnerable to potential isolation and academic pressure) may not benefit from overall social support. (PsycInfo Database Record (c) 2021 APA, all rights reserved) Public Significance Statement—This study adds to the growing body of literature documenting the negative effects of exposure to racial microaggression on academic outcomes among Black college students. Based on our findings, exposure to racial microaggressions negatively impacted students’ worry about their future employment, with social support buffering the effect of racial microaggressions for low-achieving students but not high-achieving students. (PsycInfo Database Record (c) 2021 APA, all rights reserved

Association between hospital community services and county population health in the USA

Objectives Little research has utilized population level data to test the association between community health outcomes and (i) hospitalsponsored community services that facilitate access to care and (ii) hospital-sponsored community building services in the USA. Therefore, the purpose of this study was to examine these relationships. Methods A secondary data analysis of the 2016 County Health Rankings and American Hospital Association databases was conducted via zero-truncated negative Binomial regression. Results Findings indicate a statistically significant difference between the number of community healthcare access services and community building services with county\u27s rank of health behavior. However, no statistically significant differences were found between the number of community healthcare access services and community building services with county rankings of length of life, quality of life or clinical care. Conclusions Our findings suggest that quality measures of services may play a more important role in community health improvement and that there is opportunity for hospitals to revamp the way in which community health needs assessments are conducted. Additional federal action is needed to standardize hospital sponsored community health service data reporting so that practitioners, hospital administrators and researchers can more specifically define hospitals\u27 role in public health protection in the USA

“It Makes Me Feel like I Can Make a Difference”: A Qualitative Exploration of Peer Mentoring with Black and Hispanic High School Students

Peer mentoring programs have proven to be extremely successful for high school students. Yet, most educational research studies rarely seek to understand the perspectives of peer mentors and the impact peer mentoring can have on their development. Even more limited is the research highlighting the experiences of Black and Hispanic peer mentors who reside in urban communities. This qualitative study examines (n = 14) Black and Hispanic high school peer mentors’ roles in providing support to their mentees and their perceived benefit of being a mentor. All peer mentors in the study attended high school in an urban, under resourced community in New Jersey. Analysis revealed three major themes: (1) leadership abilities; (2) witnessing their strengths through motivating others; and (3) Family influences on their mentoring style. We discuss the implications of our findings on future research and educational programming utilizing peer mentors to benefit urban youth of color