Centuries of overt and covert segregation, oppression and discrimination against persons of African ancestry in America by their white counterparts have conditioned this marginalized group to be mistrustful of their relations with white Americans. This response, known as cultural mistrust, significantly contributes to negative help-seeking attitudes and underutilization of mental health services because the majority of practitioners are white (Grier and Cobbs, 1968; Whaley, 2001). This report will use multiple regression statistical analysis to explore racial identity, perceived racism, and religious orientation as predictors of cultural mistrust to propose ways practitioners can increase African-American utilization of mental health services. Gender differences in cultural mistrust will also be explored. / text

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No description available.

This study used Pierre Bourdieu’s theory of practice and analyzed African Americans’ under-representation at parks and in outdoor recreation. It focused on Cedar Hill State Park (CHSP) located in Cedar Hill, Texas and investigated local African Americans’ non-visitation to the park. The study also explored how fear of racism impacts middle class African Americans’ travel choices and how they negotiate constraints associated with racism. This study is guided by four research questions: (1) What factors prevent local African Americans’ visitation to CHSP? (2) How does Bourdieu’s concepts and theory explain African Americans’ non-visitation to CHSP and other outdoor recreation sites? (3) How does racism impact middle class African Americans’ travel choices? and (4) How do they negotiate fear of racism when they travel? A qualitative research approach was employed in this study. Archival method, site visits, and fact-to-face interview with 13 local African Americans were conducted. Data collection was implemented from October 2012 to March 2013. The collected data provided rich information related to the phenomenon under investigation. First, racism was interwoven with the history of local community and Texas state parks. There has been a rapid increase of Black populations and white flight at cities around CHSP. Many incidents of racial discrimination were found in the history of the community and Texas state parks. Second, this study identified that (1) lack of information and encouragement, (2) lack of interest/cultural irrelevance, (3) lack of attraction, and (4) fear of racism were four main reasons African Americans do not visit CHSP or other state and national parks. These four reasons were closely interrelated with each other and commonly held racism as an underlying theme. The findings illustrated that racism is a foundation of the under-representation issue.

Help-seeking attitudes are the tendencies to seek or resist professional psychological services during crises or after prolonged psychological difficulties. Although African American undergraduate college students are just as distressed as students from other racial and ethnic backgrounds, they are less likely to seek psychological counseling at their college counseling centers. The primary focus of this research was to assess help-seeking attitudes of African American undergraduate college students attending predominantly White institutions (PWIs). Furthermore, scant attention has been devoted to examining the impact of perceived racism and racial identity development on the African American undergraduates' willingness to seek out psychological assistance. For this study, 186 participants completed a sociodemographic survey and four measures including, the Attitudes Towards Seeking Professional Psychological Help Scale (ATSPPHS) Short Form (Fischer & Farina, 1995), Intentions to Seek Counseling Instrument (ISCI; Cash et. al., 1975; Kelly & Acher, 1995), the Perceived Racism Scale (PRS; McNeilly et al., 1996), and the Cross Racial Identity Scale (CRIS; Cross & Vandiver, 2001). Results from quantitative analyses suggest that positive racial identity is related to higher rates of accessing counseling. Help-seeking attitudes were the biggest predictors of intentions to seek counseling, and perceived racism is negatively correlated with intentions to seek counseling. These results suggest that racial identity development and the campus climate of PWIs impact the rates at which African American undergraduate students seek services at their college counseling centers. Implications for counseling and directions for future research are also discussed.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

This thesis has investigated slave songs in order to determine how they related to the life of the slave. Songs were examined for examples of discontent with slavery. Slave biographies were read to determine the meaning that the slaves themselves attached to their songs.The songs were classified according to topics. Religious songs were discussed under spirituals and sorrow songs. Slave seculars were divided into three categories -seculars, work songs, and songs of violent resistance. Freedom songs were discussed separately. Examples of each type of song are presented. The contents of the songs are examined for what they reveal about the condition of the slave and the slave's attitudes toward slavery. Slave biographies are used to verify the conclusions gained from the songs.

The purpose of this study was to obtain in-depth opinions of the Negro administrators in the public schools of Indiana concerning school integration, school decentralization, curriculum as it relates to the civil rights movement, and Black Power. The data obtained provided a basis for the development of recommendations for implementation in the public schools of Indiana as well as for future research.Lee l identified only eleven school corporations in Indiana which employed Negro administrators. The 156 Negro administrators employed by the eleven school corporations in 1969-1970 were asked to participate in the study.The research was planned to investigate seven questions. The major source of data was the "Administrator's Survey Instrument" developed by the writer in questionnaire form. The survey instrument was subjected to examination for content validity and mailed to 156 Negro administrators. One hundred fourteen returned the instrument, a return of seventy-three per cent. A second source of data was personal interviews with twenty Negro administrators randomly selected.Responses to the survey instrument were presented in number and percentages and placed in tables. Data gathered from interviews were reported in summary form as they related to items in the survey instrument. Selected verbatim remarks were also presented. A chi square test of significance was used to determine if there was a significant difference of opinion among the administrative categories of (1) Central Office Administrator; (2) Secondary School Administrator; and (3) Elementary School Administrator.The following were the major conclusions:1. Negro administrators in Indiana were employed predominantly in school corporations with student enrollments of at least 30,000.2. Negro administrators in Indiana were predominantly elementary school principals or assistant principals, or were assigned to central office positions.3. Negro building principals and assistant principals in Indiana were assigned to schools which had predominantly Negro enrollments.4. Most Negro administrators in Indiana had been appointed to present positions since the beginning of the Civil Rights movement.5. The opportunity for Negro administrators in Indiana to affect changes in school policy had increased greatly in the last five years.6. Negro administrators in Indiana supported the adoption and enforcement of open housing laws.7. Negro administrators in Indiana expressed confidence in the possibility of integrating the public schools in the near future even though a majority of the administrators perceived white teachers and population as not favoring integration in the public schools.8. Negro administrators in Indiana supported the development of schools with quality facilities, equipment, and teachers along with efforts to integrate the schools and community.9. Negro administrators in Indiana were of the opinion the contribution made by Negroes to this nation was not adequately presented in the classroom and they supported the study of Negro history and culture by all students in the public schools.10. Some Negro administrators in Indiana were of the opinion mandates for integration of teaching staffs had resulted in many outstanding Negro teachers being transferred to predominantly white schools but not many outstanding white teachers being transferred to predominantly Negro schools.11. Negro administrators in Indiana were of the opinion human relations programs should be developed for students and teachers. Some felt there is a need for communitywide human relations programs to alleviate some of the barriers to integrating the schools and community.12. Opinions of Negro administrators in Indiana concerning school integration, school decentralization, curriculum as it relates to the civil rights movement, and Black Power as it relates to education, generally did not differ significantly among central office, secondary school, and elementary school administrators.'Guy M. Lee, Jr., "A Profile of Negro Administrators in Public School Corporations in Indiana" (unpublished Ed.D. dissertation, Ball State University, 1969).

The problem was to determine the number and level of professional assignments of black administrators in Indiana public school corporations as compared with April 1969; and to discover the present perception of the position status of the black administrators serving Indiana public corporations in April 1969.