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The purpose of this study was to develop an understanding of how Virginia counselors engage in social issues advocacy, specifically advocacy for Black/African American clients/students. Racial Identity (Helms, 1993) and Multicultural Social Justice Counseling Competencies (Ratts, Singh, Nassar-McMillan, Butler, and McCullough, 2016) are used as the framework. The researcher examined whether the work setting of a counselor impacts the amount and type of involvement with race-specific advocacy and how counselors are supported as advocates in that setting. Data was collected via information questionnaires including demographic and professional background, attitudes and beliefs captured by the Social Issues Advocacy Scale, and race-specific advocacy activity. The sample included Masters-holding professional counselors practicing in Virginia and who are members of professional organizations based in Virginia. Results indicate reasons for advocating, when applicable, with or on behalf of Black/African American clients/students and a relationship with workplace setting type. Findings show that counselors feel supported by their workplace to advocate on the basis of race, however the type of advocacy varies. / Ph. D.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Njoki Wane.

The current study investigated the role of racial identity dimensions (racial centrality and private regard), academic identity, and parent socialization (specifically, academic and ethnic/racial socialization: cultural socialization and preparation for bias) in promoting success among a diverse sample of Black students. The study aimed to examine how parent socialization and academic identity mediated the relationship between racial identity dimensions and academic achievement. Data was collected nationwide from 685 Black students through an online survey conducted in Spring 2022. Path models were employed to explore the relationship between racial identity dimensions and academic achievement. To account for contextual factors, the analyses incorporated academic identity and parent socialization (academic and ethnic/racial socialization, including cultural socialization and preparation for bias) as mediators, while gender was considered as a moderator. However, the mediation analyses did not yield statistically significant results, highlighting the need for further research to investigate the nuanced relationship between these factors. In addition to the path models, supplementary analyses were conducted, including bivariate correlations and exploratory factor analyses of the scales used: Identification with Academics (IAS, Osborne, 1997), Identification with School Questionnaire (ISQ, Voelkl, 1996), Education Socialization Scale (ESS, Bempechat et al., 1999), and Parent Ethnic/Racial Socialization (PERS, Hughes & Chen, 1999). The results of the exploratory factor analyses and subsequent evaluation of psychometric properties revealed inconsistencies between the factor structures suggested by previous studies and the current study for the Identification with Academic, Identification with School Questionnaire, and Education Socialization Scale. This suggests the need for further refinement and validation of these measurement instruments. However, the exploratory factor analysis of the Parent Ethnic/Racial Socialization scale aligned with existing literature, indicating its appropriateness for use with Black students. Bivariate correlation analyses demonstrated small-to-moderate relationships that were consistently observed across most variables. Academic identity demonstrated a strong and significant correlation with private regard and a moderate and significant correlation with racial centrality. GPA demonstrated a moderate and significant correlation with academic identity and private regard and a small but significant correlation with racial centrality and parent academic socialization. Students who endorse a stronger academic identity and racial identity (private regard and racial centrality) are more likely to have better academic outcomes, including higher GPA. Furthermore, the findings related to parent academic socialization suggest that parental support and engagement may continue to have some influence on the academic performance of Black students, even in adulthood. The implications of the findings were such that fostering a strong academic identity and a positive racial identity contributed to better academic outcomes for Black students. Further, the findings highlight the sustained influence of parental support and engagement on the academic performance of Black students, even as they transition into adulthood. This underscores the significance of ongoing parental involvement throughout a student's educational journey. / School Psychology

Thesis (Ph. D.)--Ohio State University, 2006. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2011 Aug 15

In the United States of America (U.S.), institutional marginalization and racial discrimination remains an arguably difficult subject to understand, both conceptually and pragmatically. Regarding governmental sectors, U.S. Armed Forces are institutions where discrimination must be critically explored in an attempt to provide an understanding of the reality faced by those who actually serve. This study involved the examination into racism within a specific elite governmental sector that emphasizes a philosophy of a unified oneness of all its members. Using a phenomenological approach, the study delved into the actual impact of racism within the Marine Corps, on the lives of individual members of a historically marginalized populace, African American/Black. The research explored and analyzed the life stories of three male members of the aforementioned population group, hence seeking to answer the research question: How has Integrated Racial Diversity in the Armed Forces Impacted Experiences of Discrimination Antagonistic to Male African American/Black Marine Corps Officers as Members of a Population Historically Marginalized and Discriminated against in the United States of America? Theories incorporated in the research offered meaning to the experiences of the individual participants. Discoveries illustrated the necessity of adaptation by the individual in coping with the impact of racially charged hostilities in an environment supposedly operating with an objective of oneness of its members. Through the findings, a theory of socio-psycho-bio dissonance was developed by the researcher. This research provides recommendations on practical ways to transformatively address and seek probable resolution in conflict – institutionally.

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