<p> Prisons in the United States are full to capacity because of the revolving doors created by recidivism. African American women comprise a significant proportion of those who return to prison, yet most studies about women and recidivism focus on the experiences of white women. The communities into which formerly incarcerated African American women are released do not make things easier in terms of the potential for reoffending because of the difficult access to good jobs, safe housing, good health care services, and assistance with child cares services. Using Cullen&rsquo;s social support theory as the foundation, the purpose of this general qualitative study was to explore the perspectives and post-release experiences of participants while living in their community. Fourteen African American ex-convicted women, ages 18 to 55 who reside in a large mid-Atlantic city participated in open-ended interviews to further explore the social factors related to recidivism. These data were analyzed using thematic analysis. Key findings include that success is tied to a sense of self, most participants expressed a sense of gratitude for their success, and that family, friends, government support, and the effects of rehabilitation programs contribute to success in living in communities after release from prison. The positive social change implications of this study include recommendations to correctional officials to focus on strengthening opportunities for pro-social interactions with appropriate support systems including working with other government agencies to reach out to formerly incarcerated African American women for services that are unique to their needs and circumstances. These efforts may improve public safety through reductions in future crimes.</p><p>

<p> In the United States, African-American men are dominant in the entertainment industry mainly in sports and music. However, their success in entertainment does not translate to education. Many Black men grow up not having a positive experience in education, thus they do not see its value. However, many see the value in striving after a false sense of masculinity comprised of sex, drugs, money, and crime. This research was conducted to see how effective Black male mentorship through an African-American Male Initiative could be for Black males in a post-secondary institution in providing the positive experience in education that they need. To conduct the study, a questionnaire was provided to the African-American Male Initiative (AAMI) members and an interview was conducted with non-AAMI members and the AAMI Coordinator. The research yielded results showing how the AAMI members&rsquo; college experience was enhanced by being a part of the program. Due to the program, the AAMI members valued education, wanted to pursue a graduate degree, pursued a professional career, and became a leader for young Black males. Based on the results and pervious research, one recommendation the researcher provided was that the AAMI program and programs like AAMI promote more Black men working in education as teachers, counselors, principals, or school district administrators. Another recommendation was to promote HBCUs to participants because research showed that Black males have not only support, but a positive Black male role model. A contributor to the success and motivation of Black males at HBCUs was Black male leadership. According to Gasman (2013), 70% of HBCU presidents were Black males (p. 14). It was important for more post-secondary institutions to incorporate mentorship programs like the AAMI because it engaged Black males and brought them into leadership roles.</p><p>

<p> African American children&rsquo;s public school education outcomes differ from those of their White, non-Hispanic peers. This dissertation used the data from The Early Childhood Longitudinal Survey for the Kindergarten Class of 2011 (ECLS-K: 2011) to explore the question: What factors during a child&rsquo;s kindergarten through third-grade years contribute to disparate test scores, opportunities, and outcomes? There is a large body of research citing a gap between African American students and their White, non- Hispanic peers in later years of schooling. This study utilized data collected from students, parents, teachers, and administrators from a child&rsquo;s entry to kindergarten through the completion of third grade. The results were interpreted through the lens of Critical Race Theory (CRT). Most CRT work has been qualitative. This study aimed to identify areas in which follow-up qualitative work could enrich the findings of the quantitative work and offer insight beyond the deficit models that are routinely provided to explain the gap. </p><p> Findings suggest that there is a slight gap between African American students and their White, non-Hispanic peers in reading and math scores on kindergarten entry. Those differences increased over a 4-year period. The data also suggest poverty played a factor in this disparity. The beliefs about kindergarten readiness between teachers and parents were aligned, and African American parents&rsquo; beliefs were more aligned than were those of the parent population as a whole. Teachers reported closer relationships with White, non-Hispanic students and higher levels of conflict with African American students, although this did not seem to correlate directly with reading and math test scores. </p><p> The research results indicate that there needs to be an increase in culturally relevant pedagogical training for preservice and inservice teachers. Early education programs need to be closely examined for practices that exclude or disadvantage children who are not from White, middle class backgrounds. The curriculum needs to build on the skills the students possess, rather than considering those without the desired skills deficient. Finally, intervention programs need to be evaluated as the data in the study indicate that reading gaps were less than math.</p><p>

<p> <b>Background:</b> Hypertension (HTN), also referred to as a silent killer, has been the leading cause of mortality in the world for more than 10 years. Uncontrolled HTN is associated with cardiovascular complications like stroke, heart failure and chronic kidney disease. Disparity is noted in hypertension prevalence, blood pressure control, cardiovascular burden and adherence to hypertension treatment regimens, with worse consequences for Blacks/African Americans compared to their racial counterparts. Multiple factors account for these differences and include biological, psychological and socio-cultural issues. Despite the many salient factors identified to be associated with adherence to hypertensive treatment regimens, as well as current strategies in place, high cardiovascular burden from uncontrolled HTN persist in Black communities.</p><p> <b>Purpose:</b> To determine the strongest factors associated with adherence to hypertension treatment regimens among all of the most salient factors identified by prior research, within the context of a community sample of Black/African Americans residing in an urban setting.</p><p> <b>Design:</b> Cross-sectional, correlation design.</p><p> <b>Theoretical Framework:</b> The Biopsychosocial model framework. Data Analysis: Data analysis consisted of descriptive and bivariate analysis of the predictor variables. Significant variables was analyzed using multiple linear regression model to identify the strongest variables predicting adherence. </p><p> <b>Result:</b> Four factors remained significant predictors to adherence in the final regression model: Annual income [$10,000-$20,000 (&beta;= .21, p = .04); annual income $40,001-$80,000 (&beta; = .25, p = .03), Full-time work status (&beta;= -.23 p = .04), Last blood pressure within normal range (&beta;= .19, p = .02) and Depressive symptoms (&beta; = -.20, p = .02).</p><p> <b>Implications:</b> The identification of mainly inter-related psychosocial factors (depressive symptoms, income and employment status) as significant predictors of adherence in this sample has implications for priority psychosocial assessment (depression screening in particular), when rendering care to hypertensive Black/African American patients.</p><p> <i>Keywords:</i> hypertension, hypertension control disparity, Blacks or African Americans, antihypertensive treatment regimens, adherence </p><p>

<p> Prejudice is a pervasive concept that has been used at different times to hold those who are different from us at bay. In American culture, it has been revisited time after time as each new wave of immigrants arrives on American soil. For the African-American however, it has been a concept and social construct that continues to plague the culture and community. The goal and purpose of this study was to investigate the assumed biases observed by African-American officers when they encounter African-American civilians. While this phenomenon may impact both female and male officers from all racial backgrounds, for the purpose of this research the focus was on the impact it has on African-American male officers. This study aspired to explore the psychological, and sociological theories that influence the behaviors of these officers during these encounters. The research question examined whether, African-American officers demonstrate a racial bias, when policing their own culture? The study asked if exposure to media priming, acceptance of stereotypes, and a desire to assimilate into a predominantly Caucasian agency results in intra-racial prejudice and discrimination on behalf of the African-American officers. Through a qualitative approach known as the Enhanced Critical Incident Technique, this research investigated how African-American officers&rsquo; perceived their experience of policing the African-American community. It also examined their experience of having served within a police force that is predominantly Caucasians. A snowball technique was employed to obtain a subject pool of twelve retired African-American officers from across the country. Interviews were conducted, transcribed, coded, and categorized to develop themes that captured similarities in the thought process of these retired officers. It was posited that exposure to media stereotypes of African-Americans and their community and a desire to assimilate to the department would result in aggression towards African-American civilians. Findings of the study revealed these seven themes: Media, &ldquo;The Blue Wall&rdquo;, &ldquo;We All Bleed Blue&rdquo;, Comfort with a Caucasian Partner and Loyalty, Black Lives Matter, Mistreatment of African-Americans, and Strained Relations in the Community. What emerged from these themes was the acknowledgement that these are influencing factors in the everyday life of the African-American officer. Participants also reported observing the phenomenon of intra-racial prejudice within the law enforcement. Lastly findings of this study suggest the need for further in-depth research. </p><p>

<p> The United States is competing on a global level for jobs in the STEM fields but retention and graduation rates in the engineering disciplines are lower than desired. African American males make up 5 % of the population of American colleges and universities (Strayhorn, 2010) and many of those pursuing an engineering degree often are not academically prepared for a career in engineering. There are African American males who have successfully persisted in engineering; however, limited research is provided about the success of these African American males and their experiences in engineering programs. The purpose of this study was to understand factors that impact successful persistence of African American male engineering majors at a predominantly White institution. Critical Race Theory was used as a framework to gain a broader scope of the underlying themes interwoven into the fabric of American society and a better understanding of the perceptions about African American male engineering majors. A qualitative case study was conducted to understand real-world phenomena through the experiences of successful African American male engineering majors. Using constant comparative analysis technique, two major themes were identified: Overcoming challenges and social identity. Early academic experiences, developing a positive identity, and a connection to others experiencing similar challenges were found to contribute to successful persistence.</p><p>

<p> The Civil Rights Act was enacted more than 5 decades ago, and its provisions forbade discrimination on the basis of race in hiring, promoting, and firing. Yet some researchers argue that racial discrimination issues are still prevalent in the United States. They contend that modern racial discrimination is more covert and takes the form of racial microaggressions, which are subtle conscious or unconscious insults and derogatory attitudes directed towards minorities. Researchers have not fully addressed the prevalence of racial microaggressions in U.S. workplaces, however. The purpose of this qualitative phenomenological study was to explore the lived experiences of naturalized African-Americans regarding racial microaggressions in U.S. federal agencies. The research problem was examined through the lens of critical race theory. Ten participants from the Social Security Administration were selected using snowball sampling. Data were collected through semi structured phone interviews and then examined using thematic content analysis to identity key concepts and develop a coding structure, from which 9 themes emerged. Findings revealed that participants experienced racial microaggressions in the form of bias, prejudice, false assumptions, nepotism, favoritism, and unfair denial of opportunities for promotion and professional development while at work, which affected their morale and productivity. This study may contribute to positive social change by helping leaders of U.S. federal agencies to understand their multicultural and diverse workforce and work environment. U.S. government officials could also use this study as a basis for policy decisions that may improve racial relations in U.S. federal agencies.</p><p>

<p> <b>Introduction:</b> Obtaining higher education increases the amount of stressors physically, mentally, and emotionally. College is more than parties, pledging, and freedom from authoritative figures. For many young adults, it is the time to learn independence, responsibility, and roads to success. Today&rsquo;s students are making life-altering decisions under the influences and pressures of society. Coping with stress is just one of the challenges students will endure while in college. Stressors are often considered normal, and students may not immediately recognize certain stressors as being problematic. They may also fail to identity and differentiate between eustress and distress. </p><p> <b>Purpose:</b> This exploratory study defines the role of stress in coping mechanisms (healthy and unhealthy decision making) as it relates to African American college students&rsquo; success (ability to strive academically) at Historically Black College and University (HBCU) and Predominantly White Institutions (PWI). <b>Methodology:</b> A mixed method research design was applied to determine the effects of culture on stressors and coping mechanisms of African American college and graduate students at Florida Agricultural and Mechanical University (FAMU) and Florida State University (FSU). The <i> Transactional Model of Stress and Coping</i> framework was utilized to evaluate the processes of coping with stressful events. To ensure rigor and validity, the study was segmented into two phases, qualitative (Phase I) and quantitative (Phase II). Phase I consisted of the primary researcher transcribed 17 interviews. A second researcher reviewed and coded for themes. Phase II consisted of 300 student respondents to the College Student&rsquo;s Stressful Event Checklist (CSSEC) and the Brief COPE (COPE) surveys. Descriptive statistical analyses were conducted for each variable using quantitative software, SPSS Statistics. A comprehensive analysis was conducted to identify new or merging themes bases on the research questions. </p><p> <b>Results:</b> African American college and graduate students perceived both their susceptibility and severity to stress to result in negative outcomes (problems or health issues). The problems were categorized as maladaptive (overeating, smoking marijuana and drinking alcohol) and non-maladaptive (prayer, meditation, and exercising) behaviors. The health issues experienced, are listed as the following but not limited to: Unwanted pressure, feeling overwhelmed, tired, embarrassed, and symptoms of Irritable Bowel Syndrome (IBS). As an individuals&rsquo; perception of susceptibility and severity increased in regards to demographics so did their level of stress (CSSEC scoring). Although there was almost an even split about culture being an influence, it played a factor in normalizing stress. A positive relationship was discovered between a student&rsquo;s academic matriculation (classification) and their amount of coping (COPE score). </p><p> <b>Discussion/Conclusion:</b> The findings from phase I were consistent with Lazarus and Folkman&rsquo;s Transactional Model of Stress and Coping and the importance of evaluating harm, threat, and challenges among African American college students. Students perceived both their susceptibility and severity as high due to the pressures of life and past experiences. Students perceived expressions to stress as maladaptive and non-maladaptive behaviors. Students also responded to adaptation with actual style of coping mechanisms. The findings from phase II shows a positive relationship between an individual&rsquo;s classification and the amount of coping mechanisms developed. All four hypotheses were accepted. As students matriculate throughout school (classification) they will adopt coping mechanisms. Stressors may also become more common and easier to normalize; however, adaptation will allow for coping mechanisms to augment from other stressful events. Students utilized the revision of goals and spiritualty as a meaning-based coping mechanisms. The cultural lens influences the coping styles of students within their particular way of life, traditions, and beliefs. As a preventative measure, it is essential to seek counseling services that will assist in obtaining effective ways of coping and possibly healing past issues. Further, exploration of stigma and discrimination among those who self-identify as being a racial/ethnicity or gender/sexual identity minorities in both Historically Black College and Universities and Predominantly White Institutions.</p><p>

This work explores the role that ideas about Africa played in the development of a specifically American identity among free blacks in the United States, from the early nineteenth century to the Civil War. Previous studies of the writings of free blacks in the Revolutionary period, and of the American Colonization Society (ACS), which was devoted to removing them back to an African homeland, have suggested that black discussions of Africa virtually disappeared after 1816, when the colonization movement began. However, as this work illustrates, the letters, books, newspapers, and organizational records produced by free blacks in the antebellum era tell a different story. The narrative of the ancestral homeland free blacks created in the late eighteenth century, when the Atlantic slave trade still supplied slaves to the United States, was one that emphasized the connections between Africa and its scattered descendants throughout the Americas. After the establishment of the ACS in 1816 free blacks’ dialogue related to the land of their ancestors did not disappear, but it did change dramatically. As this study reveals, the overarching impact of colonization, racial pseudo-science, and racism generally in the antebellum period, made Africa a subject that free black leaders and writers could not avoid. They had to talk about it. Paradoxically, they found that they needed to validate Africa, even as they rejected it. Free black Americans found themselves faced with the tasks, ultimately, of legitimizing their African origins, even as they spurned the idea of Africa as home.

Anxiety disorders are often associated with fear related to living in a society whose members may attach negative and degrading terms to mental health conditions. Although anxiety disorders are more prevalent among African Americans, treatment-seeking behavior rates are lower in the African American community. Cultural and social perceptions of mental health care's effectiveness and accessibility can act as barriers to treatment seeking by African American men diagnosed with anxiety disorders. A multiple case study approach was used in this qualitative study to investigate how African American men cope with the disorders and whether they hold integrated, gender-distinct beliefs about the cultural and social effects that may contribute to delays in treatment-seeking behaviors. The health belief model was used in conjunction with the theory of planned behavior as the conceptual framework for understanding the data. Purposive sampling of African American men diagnosed with anxiety disorders was used to recruit 5 study participants. In-depth interviews were conducted and recorded on a digital recorder. Results and findings from content analysis support the premise that medication nonadherence, along with the themes developed in this studyâ??â??social isolation, inner nervousness, thoughts and feeling about medication, past trauma and violence, alternative ways of coping, and lack of trust in the treatment systemâ??â??make a plausible argument for why African American men do not seek treatment for anxiety disorders. This study contributes to social change by informing community workers and agencies about reasons for African American men not seeking treatment, and the need for increased awareness, community outreach programs, and more universal cognitive testing of anxiety disorders for this population.