Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [177]-192).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Alba A. Ortiz. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 27, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Amee Adkins (chair), Linda Lyman, Joe Pacha, Venus Evans-Winters. Includes bibliographical references (leaves 219-233) and abstract. Also available in print.

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.

The fields of psychology and education have a tumultuous history with regard to equity, social justice and compassion for marginalized populations, specifically for Black Americans. Access to quality education in the U.S. remains a barrier for many Black Americans while resources for high quality, culturally competent mental health services are also relatively limited (Anderson, Scrimshaw, Fullilove, Fielding & Normand, 2003; Hayes-Bautista, 2003). Fortunately, scholars and practitioners in education and psychology have sought to increase access to high quality, culturally competent education and psychology and have made important contributions to research and practice. Culturally competent pedagogy has been an area of research and practice for over 20 years leading to practical changes in teaching and education in support of the needs of culturally and linguistically diverse students (Ladson-Billings, 1995). Similarly, multicultural and culturally competent counseling and psychotherapy has been of intensive focus by scholars and mental health practitioners, particularly counseling psychologist for many years (American Psychological Association, 2003; American Psychological Association, Association, 1993; Constatine & Sue, 2005; DeAngelis, 2015; Sue, Arredondo & McDavis, 1992; Sue, 1998). Psychologists and educators have been responsible for the development of racial-identity development models and the introduction and study of racial and ethnic socialization processes (Cross, 1978; Helms, 1984; Hughes, Stevenson, Cameron, Herrero-Taylor & Davis, 2002; Peters & Massey, 1983; Rodriguez, Smith, Johnson, Stevenson & Spicer, 2006; Tatum, 1987;). Preparation for bias, cultural pride reinforcement, promotion of mistrust, and egalitarianism or silence about race and racism are some of the most common forms of racial socialization practices employed by Black American parents. These practices are used in effort to prepare Black children to navigate and thrive in a society in which they are discriminated against on the basis of race. Racial socialization messages also serve to counteract negative messages from the larger society from various sectors and institutions including education and health systems (Gaskin, 2015). As such, the purpose of this study was to explore Black American parents’ racial socialization practices and the impact of the experiences and educational outcomes of their children who attend private, independent schools. Data was collected through 12 semi-structured interviews with Black American parents whose children attend private, independent schools. Participants’ narratives were transcribed and then analyzed using Consensual Qualitative Research (CQR). Results illustrated the participants’ experiences in school themselves, messages from family members on race, ethnicity and education. Participants also discussed their own parenting practices including racial socialization practices, messages and beliefs about education and schooling. Implications of the findings, limitations and suggestions for future research are discussed.

African American parents have engaged in education activism throughout United States history, in attempts to gain better access to education for their children. Activism is taking direct actions to achieve a social or political goal. For some parents, the goal is positive change in schooling, at the local, community or state or national level, making their actions educational activism. In New York City, the nation’s largest public school system, parent activism has been documented describing actions of African American parents in cases such as the Harlem school boycott of 1958 and the struggle for control over the Ocean Hill-Brownsville schools in1967. The purpose of this dissertation is to add to a growing body of literature on education activism, moving beyond describing the actions by focusing on the experiences of the activists. Using Black feminist thought as a theoretical framework, this study employs a storytelling methodology to understand the lived experiences of seven African American mothers who engage in educational activism in New York City today. Black feminist thought provides a framework to understand the situated experiences of the mothers as they navigate oppression while seeking structural change in education. It also provides a means for understanding how the activities of these mothers are in fact activism, as their roles as “othermothers” are explored. The methodology, which employed conversational interviews and a focus group, was designed to center the mothers’ stories in the research, using their own words to make sense of what it means to be a Black woman, mother, education activist. The findings of this research present a picture of what activism is for these mothers and where it happens – at the local, state and national levels: highlighting how it happens both within and outside of existing structures for parent involvement. Another finding highlights the importance of having allies for activism. This research has implications for how teachers and others work with parents, suggesting strong collaborations with parent activists as a way to create positive change in schools.

The purpose of this study was to assess African American parents’ and caregivers’ perceptions about ADHD, diagnosis, treatment, and outcomes to determine if and/or how those views may affect diagnosis and treatment rates among African American youth. ADHD prevalence is increasing overall in the US across all races/ethnicities, but ADHD diagnosis and treatment rates are still low among African American youth compared to White youth. While African American youth may be more greatly affected by the disorder than White youth, there is a gap in understanding why some parents seek help for their child’s ADHD related behaviors, while others do not. African American parents and primary caregivers of boys ages 5-14 who attended an afterschool program in Harlem, New York City, participated in a cross-sectional design interview study with 43 participants. Transcripts were audio-recorded, transcribed and analyzed using an inductive approach. Highlights of findings included parents’ and caregivers’ discomfort using medication to treat ADHD, concerns about labeling/stigma and misconceptions about ADHD, diagnosis, and treatment. Implications for practice included the need for: disseminating accurate and relevant information, improving understanding about proven and promising non-pharmacological treatment methods and addressing discriminatory practices in ADHD treatment. Recommendations for research include creating and evaluating culturally sensitive treatment approaches, exploring why certain families are misinformed about ADHD, finding effective ways to correct misconceptions, and testing alternative ways to educate healthcare and education professionals on how best to work with African American and other underserved communities.

Childhood obesity affects children from every socioeconomic level, but there is a higher prevalence of obesity among preschool-age children from low-income families. Some obese children are experiencing symptoms (e.g., high cholesterol and diabetes) generally experienced by adults. As a result, healthcare costs have increased. The purpose of this qualitative phenomenological study was to understand how low-income African American parents contribute to the prevalence of obesity in preschoolers. The conceptual framework and constructs from the health belief model (HBM) guided this study. Interview data were gathered from 8 participants who met the inclusion criteria of being a low-income African American parent with an overweight/obese child living in the Atlanta Region. Creswell's simplified version of Stevick-Colaizzi-Keen's data analysis led to the following themes among the participants. The themes were time restraints for preparing a healthy meal and limited activities-playtime, family time, America's childhood obesity, inappropriate diet, and lack of knowledge. Results demonstrated that parents might not understand that a lack of adequate sleep, physical activity, and healthy meals (consumed with parents) contribute to the prevalence of childhood obesity. Positive social change can be achieved through decreased healthcare costs associated with obesity related diseases by implementing the recommended 60 minutes of structured and unstructured playtime activities at learning centers and parents introducing small dietary changes, with healthy choices, which can start preschoolers eating healthier at a young age.

Hispanic Americans experience a disparate burden of human papillomavirus vaccination (HPV)-related cancers. Despite vaccine availability, HPV vaccine uptake amid Hispanic American adolescent males in the United States is under the national goal. Furthermore, childhood vaccination compliance is driven by the parents; yet, there is little research on parents' perceptions of HPV vaccination of male children. The purpose of this phenomenological study was to explore the attitudes, beliefs, concerns, and decision- making factors of Hispanic American parents of male children aged 11- to 13- years-old surrounding HPV vaccination. The health belief model provided the framework for the study. Face-to-face interviews were conducted with 12 participants in a rural county in Colorado in which Hispanic Americans had a higher rate of reportable sexually transmitted infections than non-Hispanics. Data analysis included descriptive coding to summarize and synthesize the interview results. The results showed Hispanic parents had a positive attitude toward HPV vaccination, and parents believed that the vaccination would protect their child. Most of the parents were aware of the HPV vaccine. The parents believed in healthcare providers and would accept the vaccine if it was recommended by them. Despite several parents having concerns about HPV vaccinations, they still claimed they would vaccinate their child. The findings from the study can be used to inform educational offerings regarding HPV vaccination for Hispanic American boys.