African American children comprise 16.5 percent of all public school enrollments, but account for 27 percent of all students in Seriously Emotionally Disturbed (SED) classes (U. S. Dept of Education, 2001; U. S. Department of Education Ofice of Civil Rights, 1997). Being in such a position sets these children in the position of being assessed more often for placement and diagnostic purposes. Test instruments often use norms that either have not been standardized with African American children, or the cultural impact of African American socialization has not been validated with these children. In this investigation, the Rorschach was administered to 40 African American students of low-and middle-socioeconomic status. Comparisons were made between the Rorschach??s established norms for 9- and 11-year-olds and the study group of 40 African American male and female, 9- and 11-year-olds, to investigate any trends for the study group. In addition, the relative impact of acculturation on the Rorschach scores of this study??s participants was examined. Results revealed significant differences from the norm group on six of the 15 variables for the 11-year-olds in the study group, although not all significance was in the same direction, nor in the direction expected by the investigator. F+, and m were found in higher amounts for the study sample; CF, Pairs, Zf, and T were all found in significantly lower amounts for the study group. Significance on six (CF, Pairs, R-total, Zf, AG, and T) of the Rorschach variables investigated was found for the 9-year-old study group. There was no significance found due to the impact of acculturation for the entire study group. It may be that the 9-year-olds have a less sophisticated or negative "worldview" than their 11-year-old study group counterparts, or that when they are younger African American children perceive or process images more similar to their mainstream peers. Implications for further research and practice were discussed.

The constructed works of Phoenix Savage point to the negotiated world of African Americans. Savage explores her artistic process in relationship to racial tensions both personal and historical.

School connectedness, encompassing positive feelings toward teachers and peers and a sense of belonging at school, has been touted as a critical factor in promoting student achievement and reducing youth risk behaviors. The literature has been mixed in terms of understanding the relationship between race, racial congruence and school diversity’s influence on school connectedness, particularly for youth of color. The current study examines the effect of these variables on self reported feelings of school connectedness in a sample of 8,787 seventh grade students from 56 middle schools in one racially diverse school system. Multi-level modeling revealed that socioeconomic status and school racial diversity accounted for a significant portion of the variance in school connectedness. Controlling for these school level effects, race had a moderating effect on the relationship between racial congruence and school connectedness. Implications of these preliminary results on promoting school connectedness for youth of color are discussed.

The growth in the number of black women in the prison system necessitates more research become rooted in an intersectional approach. This quantitative study will empirically apply intersectionality to address the unique circumstances of imprisoned black women by comparing and analyzing sentence convictions shared between black and white incarcerated women in Georgia. Drawing on 600 inmate profiles published by Georgia Department of Corrections, this study will address the statistical significance of race, class and gender on the length of sentence for incarcerated white and black women using regression models.

While the urban crisis debate has expanded to examine a variety of American cities, the general exploration of how African Americans have responded to, and challenged, racial and urban inequality remains focused on grassroots political and community activism. This account of postwar New York City seeks to examine how structural discrimination created racial inequality, how African Americans suffered from a complex system of social consequences that further marginalized them, and how a politically conscious art form emerged from the destitution of the urban crisis. As illustrated through Robert Merton’s theory of Anomie, restricted opportunity for social and economic advancement created an environment vulnerable to crime. Not only were African American neighbourhoods susceptible to crime, but the conservative agenda tended to demonize African Americans as dangerous criminals, targeting them in the rise of mass incarceration. Resources were funneled into imprisoning more people, and African Americans were disproportionately represented in the American corrections system. As a result of this, African Americans were consistently excluded from certain jobs and denied basic civil rights. This thesis will also explore how African Americans responded to, and challenged, racial and urban inequality through the arts. The Black Arts Movement emerged from New York City in the mid-1960s. The movement was both confrontational and socially conscious. Artists sought to articulate the struggles of urban African Americans while empowering, educating, and protesting racial injustices. The Black Arts Movement was fundamentally political, and a predecessor to the Hip Hop culture which emerged from the South Bronx neighborhood of New York City.

Written about the time of the Golden Venture incident, Chang-rae Lee’s Native Speaker makes a particular reference to that incident, whereby implying that particular immigrants, on the grounds of their racial identities, are mistreated and considered as aliens by some Americas. While some whites discriminate against immigrants, there is widespread ethnic tension between Korean Americans and African Americans. Significantly, racial conflict between Koreans and blacks and the racist attitude of some whites toward immigrants are mirrored in the relationship between the Korean-American protagonist Henry and his American wife Lelia. That is, due to their different racial identities they do not understand each other and they always argue. However, toward the end of the novel, Henry and Lelia come to understand each other. While ethnic conflict between Koreans and blacks and certain whites’ discriminatory attitudes toward immigrants is serious one, the novel suggests the unimportance of racial identity. In other words, the novel concludes that there is no discriminatory treatment of immigrants and, in fact, every one is a native Speaker in America. In the novel there is no message of how racial conflict could be resolved. However, this essay suggests that by investigating how the tension between Henry and Lelia is resolved, one could suggest a solution for the ethnicity problem in America and in real life.

African American children comprise 16.5 percent of all public school enrollments, but account for 27 percent of all students in Seriously Emotionally Disturbed (SED) classes (U. S. Dept of Education, 2001; U. S. Department of Education Ofice of Civil Rights, 1997). Being in such a position sets these children in the position of being assessed more often for placement and diagnostic purposes. Test instruments often use norms that either have not been standardized with African American children, or the cultural impact of African American socialization has not been validated with these children. In this investigation, the Rorschach was administered to 40 African American students of low-and middle-socioeconomic status. Comparisons were made between the Rorschach??s established norms for 9- and 11-year-olds and the study group of 40 African American male and female, 9- and 11-year-olds, to investigate any trends for the study group. In addition, the relative impact of acculturation on the Rorschach scores of this study??s participants was examined. Results revealed significant differences from the norm group on six of the 15 variables for the 11-year-olds in the study group, although not all significance was in the same direction, nor in the direction expected by the investigator. F+, and m were found in higher amounts for the study sample; CF, Pairs, Zf, and T were all found in significantly lower amounts for the study group. Significance on six (CF, Pairs, R-total, Zf, AG, and T) of the Rorschach variables investigated was found for the 9-year-old study group. There was no significance found due to the impact of acculturation for the entire study group. It may be that the 9-year-olds have a less sophisticated or negative "worldview" than their 11-year-old study group counterparts, or that when they are younger African American children perceive or process images more similar to their mainstream peers. Implications for further research and practice were discussed.

Includes vita / Title from PDF of title page. / Document formatted into pages; / Thesis (Ph.D.)--University of South Florida, 2002. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Two studies examined the relationship between reported racial discrimination and depression, and whether this relationship may be due to depressed mood induced influences. In study 1, sixty-four African American undergraduates completed measures of current depression, a racial discrimination index, and rated vignettes that were ambiguous in terms of the presence or absence of racial discrimination. A significant correlation was found between depression and reported racial discrimination. The purpose of Study 2 was to examine the effect of mood on recall of past experiences with discrimination. Groups of subjects were randomly assigned to either a sad mood induction condition or a neutral mood condition, and completed a racial discrimination index. Using analysis of covariance, no significant mood congruent effects were found. / ABSTRACT: Results are discussed in terms of contributions to our understanding of the effects of chronic racism, clinical implications of discrimination, and the need to consider cultural differences in definitions of and responses to racial discrimination. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Library want leaf 84. Typescript. Vita. Includes bibliographical references (leaves 69-74). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 267-310). Also available on the Internet.