This research study addressed the nutritional beliefs and habits of African-American parents of children aged 3 to 6 years old. Both quantitative and qualitative data collection methods were employed. Quantitative data was collected via the Comprehensive Feeding Practices Questionnaire as well as a demographic questionnaire. Qualitative data was collected from oral interviews conducted by the researcher. Seventy-five parents or guardians participated in the study. Findings for the research questions revealed the participants' beliefs about nutrition directly correlated with food they provided for their children and most believed nutrition rather than genetics played a role in their child(ren)'s weight. Furthermore, parents from lower income families consumed more home cooked meals per week and those with higher incomes did not consume more fast food per week. Food intake restriction and control in feeding was similar among all participants, regardless of restriction and control in feeding was similar among all participants, regardless of education or income level. Suggestions for future research were included.

Children in low-income and ethnic minority families are more likely to be in poor health, which may impact physical and economic well-being in adulthood. This study explored how maternal depression and parenting efficacy were associated with child health outcomes in a sample of low-income African American and Latino families. Results demonstrated that children in optimal health were more likely to have mothers with high parenting efficacy and fewer depressive symptoms. Differences between African American and Latino families illustrated the importance of considering both socioeconomic and racial and ethnic disparities in child health simultaneously. Parent characteristics may be opportune targets for addressing child health disparities, and future research should focus on understanding these associations and identifying parent behaviors associated with child health.

This quantitative study compared achievement and attendance of fifth grade African American males and females attending same- gender classes and coeducational classes in two inner-city schools in Virginia. The population of the study was ninety African American students. Fifty-two students were in same-gender classes and thirty-eight students were in coeducational classes. The students were from very similar socio-economic neighborhoods. The lowa Test of Basic Skills (ITBS) and the students’ final grades in grades four and five were used to obtain quantitative data. Achievement and attendance information was reported in mean scores and percentages. Charts and tables were used where appropriate for purposes of comparison and clarification. Descriptive statistics were used for means, standard deviations, and percentages. A separate analysis of covariance (ANCOVA) test was performed for achievement grades in math, science, reading, and social studies and standardized test scores. An ANCOVA also was done on attendance. The fourth grade ITBS’s test scores in reading, math, science, and social studies served as covariates. A separate analysis of variance (ANOVA) test was run on each ANCOVA for the purpose of comparison. Significant main effects and interactions were analyzed. Number Cruncher Statistical System software was used for all computations. A probability level of .05 was selected as the level of significance. The analysis of the data for both groups revealed that students in the same-gender group showed higher achievement and improved attendance than the coeducational group. Grades for males and females were better in all subjects in same-gender classes. However, improved standardized test score results were divided. The results of this study can provide data to school districts interested in comparing same-gender schooling and coeducational schooling. It contributes to the growing body of research in same-gender schooling as an educational alternative. / Ed. D.

The purpose of this study is to compare sociometric data obtained from Negro and white pupils in fourth, fifth, and sixth grade public school classrooms in Fort Worth, Texas. An attempt will be made to determine, as nearly as possible with the methods available and other limitations of this study, to what degree socialization is affected by racial factors in groups which are comparable in terms of socio-economic status.

The purpose of this study was to determine if the use of the Structured Decision-Making (SDM) tool affects the disproportion of African American children accounted for in Riverside County Child Welfare System.

The focus of this study is the significant and widespread overrepresentation of blacks in the child welfare system. The study specifically addresses the issue in the context of its association with decision-making practice of child welfare workers in the County of Los Angeles.

The purpose of this study was to identify salient factors contributing to the overrepresentation of African Americans in the child welfare system. This study seeks to examine whether or not public child welfare workers are biased in their assessments of African Americans, and if years of experience influence their judgment. By understanding some of the salient factors that contribute to these disproportionate numbers, Child Welfare Services can begin to revamp their programs and services to ensure that they are more culturally sensitive and equitable.

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