The racial and ethnic diversity of the United States continues to evolve due to increases in immigration from nearly all parts of the globe, including the Caribbean region. Like the U.S., this region can also be considered a melting pot of cultures, with the Afro-Caribbean population widely scattered across these island nations. Important to this investigation is the large diaspora population of Black Caribbean immigrants (BCs) in the U.S. who are often viewed as African American simply by virtue of their skin tone and facial features. As such, this racial consolidation does not take into account their distinct history, immigrant experiences, and cultural 'separateness,' particularly with respect to mental health counseling. Current research is limited as to how the racial and ethnic identities of various generations of Black Caribbean immigrants in the U.S have shaped their experiences—and especially how racism in American may be impacting their lives. Moreover, their already limited experience with the counseling process may be undermined by culturally-inappropriate services that do not consider their distinct cultural beliefs and needs. Guided by known and respected clinical standards for multicultural counseling and training for culturally-competent counseling, this qualitative study explored the counseling experiences of eight English-speaking BCs. Themes related to if and how mental health clinicians are actually addressing their racial distinctiveness, ethnic identity, and immigrant experiences were highlighted. Implications for counselors, counselor educators, and Black Caribbean immigrants were summarized. / Ph. D.

The purpose of this study was to validate the Multigroup Ethnic Identity Measure (MEIM) on a sample of Afro-Caribbean college students. Participants were drawn from a larger national study on culture and identity collected at 26 universities from across the United States. Students included in this sample were either born in a Caribbean country, or had one or both parents from a Caribbean country. The students completed various measures of culture and identity. The ones utilized in this study were ethnic identity (Multigroup Ethnic Identity Measure), self-esteem (Rosenberg Self-Esteem Scale) and depression (Center for Epidemiologic Studies Depression Scale). Analyses were conducted using the Statistics Package for the Social Sciences and AMOS (SPSS for Windows Version 16.0.2, 2008). A confirmatory factor analysis was utilized in order to confirm the hypothesized factor structure of the MEIM with this sample in terms of goodness of fit. Correlations to determine the internal reliability and construct validity of the MEIM and multivariate analysis of variance to determine group differences within the sample were conducted. Additionally, criterion validity was examined between the MEIM and measures of self-esteem and depression. The results of this study indicate that the MEIM is a two factor structure for Afro-Caribbean college students. The results suggested adequate to good internal item consistency on all measures utilized with this sample. With regard to concurrent validity, the relationship between self-esteem and ethnic identity in this sample wasn't as remarkable and supportive of past research where there has been a more distinct and robust relationship. There was a statistically significant positive correlation with the affirmation subscale and depression. This was not true for the total MEIM measure and the exploration subscale. Ethnic identity does not have the same relationship with self-esteem and depression as it has in previously studied Black/African American and minority populations in the United States.

This thesis aims to understand the prevalence and impacts of structural barriers and teachers’ low expectations in the academic underachievement of Black Caribbean children in the United Kingdom. In doing so, this thesis has utilized the following two theories: systemic racism and self-efficacy. Systemic racism has helped uncover the structural and subtle yet discriminatory barriers within UK schools’ institutions while self-efficacy illustrated the ways in which teachers’ low expectations can hinder Black Caribbean children’s self-esteem and motivation and in turn their academic achievement. The chosen method has been qualitative content analysis which has provided this thesis with the common themes, patterns, and problem areas within the literature. This research process has revealed that systemic racism and teachers’ low expectations have negative impacts on the academic achievement of these children. Combining the elements of structural barriers and teachers’ low expectations has also revealed that Black Caribbean children’s right to education is being undermined.

Little is known about breast health behaviors in Afro-Caribbean women (ACW) residing in the United States, as they are often included in the collective group of African American women (AAW). The objective of this study was to determine the influence of a spiritually-guided intervention on breast health self-care (BHSC) attitudes in ACW residing in southeastern Florida using a concurrent triangulation mixed methods design. One hundred and seventeen women were recruited from three local south Florida Caribbean churches. Inclusion criteria included: (a) self-identification as Afro-Caribbean, (b) female aged 30 years or older, (c) living in the United States for at least 1 year, (d) able to provide informed consent, (e) able to speak and read English at the 8th grade level, and (f) no previous history of breast cancer. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Individuals from unfavorable environments tend to carry maladaptive patterns of attachment from infancy through adulthood. Empirically, these styles have been shown to be intergenerational. Substance use disorder has been linked to maladaptive patterns of attachment among adults. However, limited data exists regarding this phenomenon with African American and Black Caribbean males. Bowlby's attachment theory and Ainsworth's patterns of attachment were the theoretical frameworks applied to this quantitative study. The purpose was to determine the effect of ethnicity and alcohol use on anxious and avoidant attachment patterns among a sample of 151 adult males. Using the Experience in Close Relationship and two alcohol use measures, a (2x3) factorial MANOVA showed that the majority of participants reported secure attachment in romantic relationships with moderate alcohol use patterns. There were no significant differences between ethnicity and either attachment patterns, alcohol use and the attachment patterns, or ethnicity and alcohol use and the combined attachment patterns. However, future research using quantitative and qualitative approaches could capture a richer understanding of African American and Black Caribbean males and romantic attachments. The implications for positive social change include the significant benefit that can be derived from learning to create new internal working models. Clinicians working with African American and Black Caribbean males identified with insecure attachment can facilitate change in expected outcomes of interactions with others. Over time, these individuals could benefit from healthier, more adaptive attachment with others, including in romantic relationships.