The purpose of this study was to discover the statistically significant relationships between selected background variables and the clothing interest scores of Negro girls and to indicate their nature. The variables selected for study were residence, age, number of siblings, father's occupation, marital status of parents, and family structure.

This study assessed the relation between weight and weight-related factors (i.e., body dissatisfaction, body esteem, teasing frequency, and the effects of teasing) in a community sample of prepubescent African American girls. African American girls (N = 97) in Grades 3 to 5 completed the McKnight Risk Factor Survey-Third Edition and had their heights and weights taken to calculate body mass index (BMI). Participants were from two public elementary schools with a predominantly African American student population in a Southern metropolitan city of the United States. Increased weight was associated with higher levels of body dissatisfaction and a greater frequency of weight teasing by peers. Weight was not associated with body esteem. These relationships between weight and related factors may be important for understanding how weight affects psychosocial functioning in a community sample of African American girls.

No description available.

No description available.

The purpose of this mixed methodological study was to discover the possible causes of persistence for African-American high school girls attending a 4-year program in Mississippi. Currently there is a precise focus on African-American high school girls and the detrimental outcomes that follow as a consequence of behavioral referrals within schools. Unfortunately, the narrative of African-American high schools girls centers on discipline as a leading concern in their academic performances. This study sought to determine whether student perception of completing a 4-year high school program plays a significant role for African-American girls. Support systems of teachers towards high school African-American girls were assessed in consideration for the educational professionals and their influence to the academic advancement of students. Lastly, the social influences of social media were investigated as a contemporary factor for African- American girls considering completing a 4-year program. The consideration of organizational structures that are not conducive to the advancement of high school graduation is the primary discussion for educational leaders to evaluate.

There has been considerable progress in women's sport participation opportunities since the enactment of Title IX of the Education Amendments Act of 1972. These opportunities have allowed women and girls to participate in sports at the primary and secondary school level, as well as at the collegiate level in considerable numbers. Institutions have been adding new, emerging, or growth sports to their sports lineup. Despite this progress, much remains to be done to achieve true equity in women's access to sports. Indeed, recent evidence suggests that women of color may not have benefited from the array of new sports and athletic opportunities as much as white women. To examine this issue, we compare Post-Title IX trends in black and white females' sports participation and directly examine the effect of race on participation opportunities. Quantitative analysis based on multiple national data sets, including the National Longitudinal Study (NLS), the High School and Beyond Survey (HSB), the National Educational Longitudinal Survey (NELS), and the Educational Longitudinal Survey (ELS), reveal that compared to white females, black females have indeed lost ground since Title IX, and that public schools attended by black females offer fewer sport participation opportunities to girls. Qualitative analysis is presented through a detailed, critical examination of the history of white and black women and sports, followed by an assessment of the legal challenges to gender inequality involving Title IX. Although Title IX is supposed to provide greater sports participation and athletic opportunities for women, oftentimes, women of color are disproportionately excluded from participation. As a policy, Title IX is designed to promote gender equity and equality in education, including sports. However, interscholastic athletic access and participation opportunities for females are unevenly distributed along racial lines. Implications for policy and future research are discussed.

The purpose of the current study is determine if the presence of a natural mentor, and/or the quality of relationship within protégé-mentor relationships, predicts the development of Future Orientation (FO) among African American girls living in conditions of risk. A sample of 160 girls of African descent was recruited from 6 elementary and middle schools. An exploratory factor analysis of 19 FO items suggested a 2-factor model consisting of (1) motivation and (2) planning. The model did not support the third expected factor, evaluation. The presence of natural mentors failed to predict concurrent levels of FO. Relationship quality did significantly predict concurrent levels of FO. Post-hoc analyses indicated that the consistent presence of a natural mentor predicted the development of FO. Post-hoc analyses also indicated the relationship quality with one’s, significantly predicted the development of FO among consistently mentored girls. Methodological limitations and implications for future research are discussed.

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Tom Martinek; submitted to the Dept. of Exercise and Sport Science. Title from PDF t.p. (viewed Jan. 28, 2010). Includes bibliographical references (p. 69-82).

Parental behaviors and socialization practices are among the most cited micro-level factors related to adolescents‘ performance in school. For African American youth, families provide the foundation for negotiating their identities and learning ―how to go to school‖ in a racist and sexist society (Hill, 2002; Jeynes, 2005). Yet, a sparse amount of research has examined familial factors that shape African American girls‘ identity development and academic outcomes. This mixed method study examined how racial socialization, ethnic socialization and parental involvement influence African American adolescent girls‘ multiple identities and academic performance. Participants included African American girls (N=106) between the ages of 11 and 14. Data were collected using a questionnaire and focus group interviews. The questionnaire included racial identity, gender identity, racial socialization, ethnic socialization, and parental involvement scales. Student grades were retrieved from schools administrators. Stepwise regression analysis was employed to examine the associations among familial socialization and involvement, identity factors and academic performance. Socialization messages regarding African American history, and coping with racial discrimination were negatively related to African American girls‘ academic performance. Socialization messages regarding African American cultural values were positively related to African American girls‘ academic performance. African American girls who were frequently exposed to African American cultural expressions, taught the African American value system, and taught strategies for dealing with racial discrimination were highly aware of how others view African Americans, had positive feelings about being Black, and their blackness was central to their identity. Gender identity exploration was linked to transmission of African American values and celebrating African American heritage. Gender belongingness/affirmation was predicted by messages about African American history. Six focus group interviews were conducted with girls (n=45) randomly selected from the larger sample. Participant answered questions about their feelings about their gender and racial groups, preparation for womanhood, and parental messages about academic achievement. A modified ground theory of data analysis was used to examine the focus group data. Four themes emerged from focus groups: (1) the importance of race and gender, (2) socialization for black womanhood, (3) avoiding a legacy of school failure, and (4) using education as a tool for personal advancement.

The purpose of the current study is determine if the presence of a natural mentor, and/or the quality of relationship within protégé-mentor relationships, predicts the development of Future Orientation (FO) among African American girls living in conditions of risk. A sample of 160 girls of African descent was recruited from 6 elementary and middle schools. An exploratory factor analysis of 19 FO items suggested a 2-factor model consisting of (1) motivation and (2) planning. The model did not support the third expected factor, evaluation. The presence of natural mentors failed to predict concurrent levels of FO. Relationship quality did significantly predict concurrent levels of FO. Post-hoc analyses indicated that the consistent presence of a natural mentor predicted the development of FO. Post-hoc analyses also indicated the relationship quality with one’s, significantly predicted the development of FO among consistently mentored girls. Methodological limitations and implications for future research are discussed.