Research indicates that cultural mistrust can have negative impact on academic attitudes and outcomes for Black American students. However, few studies have specifically investigated the role that cultural mistrust has on student's academic self-concept, or perceptions of their academic abilities. Further, no study has explored to what degree student's perceptions of interpersonal relationships with faculty can impact the link between cultural mistrust and academic outcomes. The purpose of the present study was to investigate the impact of cultural mistrust in education and training and interpersonal relationships on academic self-concept in a population of undergraduate Black American students enrolled at a predominately white university. Secondarily, the study sought to examine whether aspects of student-professor interaction, specifically faculty approachability, caring attitude, and connection, mediate or moderate the effect of cultural mistrust on academic self-concept. Results of this study show that faculty approachability and caring attitude mediate the effect of the interpersonal relationships sub domain on academic self-concept. Student-professor interaction did not moderate the relationship between cultural mistrust and academic self-concept. Results support the need to facilitate and encourage positive student-faculty interactions with Black American university students. Perhaps mentoring initiatives could aim to foster positive interactions with students and promote the recruitment and retention efforts of African American faculty members. / text

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

The purpose of the present study is to investigate whether feelings of school connectedness or educational value moderate the effect of cultural mistrust on academic achievement. It is hypothesized that the positive influence of school connectedness and educational value will protect against the potential negative impact of cultural mistrust on academic success. Multiple regression analysis will be used to analyze a model predicting academic achievement among African American middle school students based on their level of cultural mistrust, school connectedness, and educational value. Implications for educational programming and practice include early detection of students higher in cultural mistrust to prevent later academic disparities, recruitment of African American role models that allow for students to view that there are positive realistic outcomes, and finally foster positive interactions with school personal. / text

The aim of the current study was to explore the effects of non-cognitive variables in predicting GPA, institutional commitment, and retention in a sample of African American college students. Specifically, the researcher examined the validity in measuring and utilizing culture specific factors in identifying and intervening with first-year college students. Participants were given measures of positive self-concept, cultural mistrust, cultural congruity, managing discrimination, seeking help, educational value, and financial preparation in addition to a standard measure of non-cognitive predictors. Additionally, participants received one of three interventions (waitlist-control, academic advising, and culturally infused academic advising) with the intent to improve non-cognitive functioning. Analyses of the results suggest that cultural components significantly impact student performance and institutional commitment. No evidence was found to support a change in retention. Implications of these finding and limitations to this study are discussed.

Racial and ethnic disparities in health care continue to be problematic in the United States. Although many Americans experience the negative effects associated with health disparities (e.g., negative perceptions of care, lack of access to care, and poorer health outcomes), health disparities have been shown to be increasingly problematic for many members of African American populations. In addition, cultural mistrust of providers and health care systems have also been shown to impact perceptions of care and utilization of health care services. Recent literature suggests that integrated health care could be a possible solution to improving care, although a gap in the research currently exists regarding how members of African American populations view integrated health care. The current study was designed to fill this gap. In order to achieve this goal, the current project consisted of two studies. The purpose of Study 1 was to develop an instrument to measure attitudes toward integrated health care among African Americans. The purpose of Study 2 was to validate the integrated health care measure and to test gender as a potential moderator of the effects of cultural mistrust on attitudes toward integrated health care for a sample of African American adults. Through Exploratory Factor Analysis in Study 1, eigenvalues, scree plots, factor loadings, and orthogonal rotations were examined to identify the underlying factors and overall reliability of the Patient Attitudes Toward Integrated Health Care scale. Results from Study 1 indicated that this scale was reliable and valid among the current sample of American adults. Study 2 used Confirmatory Factor Analysis to examine the validity of the Patient Attitudes Toward Integrated Health Care scale. The results of the CFA confirmed that the Patient Attitudes Toward Integrated Health Care scale was reliable and valid among the current sample. Study 2 also used moderated regression analysis to test the hypothesis that gender would moderate the relationship between cultural mistrust and attitudes toward integrated health care. Results from the regression analysis showed that gender did not significantly moderate the effects of cultural mistrust on attitudes toward integrated health care. However, results suggested that gender significantly influenced attitudes toward integrated health care. The findings further suggested that cultural mistrust and attitudes toward seeking psychological help to be significant predictors of attitudes toward integrated health care. Although the original hypothesis was not supported in the current study, these results provide useful insight into predictors of attitudes toward integrated health care among African Americans. These results can be used to assist in improving integrated health care systems to better meet the needs of this population.

The purpose of this study were three-fold: First, this study examined occupation prestige ratings of African American adolescents using a modified version of the Hatt-North (1947) Occupation Prestige Scale. A second purpose investigated the effects of cultural mistrust on occupation prestige preferences, as well as aspirations and expectations. Finally, this study examined the effects of cultural mistrust and achievement motivation on the occupational aspirations of Black youth.

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This study explored interpersonal trust, racial identity, perceived racism, and religious orientation as predictors of preference for a Black counselor and cultural mistrust. The unique variance of interpersonal trust and cultural mistrust in predicting preference for a Black counselor was also explored. The relationship between cultural mistrust and interpersonal trust was tested to determine whether or not they are independent constructs. This study also examined the relationship between racial identity and religious orientation. Gender differences in religious orientation, cultural mistrust and preference for a Black counselor were examined. Previous studies provide support that cultural mistrust contributes to negative help-seeking attitudes and underutilization of mental health services. Researchers have identified racial identity and perceived racism as correlates to and/or predictors of cultural mistrust and preference for a Black counselor (Whaley, 2001). This study involved participants recruited in part from the Educational Psychology (EDP) Subject Pool at The University of Texas at Austin (UT). Participants were also recruited from five student organizations at UT. Participants completed the survey using an online survey tool or a paper copy of the survey. One stratum was used for selection of participants: students who racially identify as African-American or Black. Results of the study revealed interpersonal trust as a significant predictor of preference for a Black counselor. However, exploratory analyses indicated that cultural mistrust served as the sole predictor of Black counselor preference when seeking a counselor for dealing with racial concerns. Interpersonal trust, immersion-emersion anti-white racial identity attitudes (IEAW) and extrinsic religious orientation were significant predictors of cultural mistrust. Results also indicated a positive relationship between Internalization Multiculturalist (IMCI) racial identity attitudes and intrinsic religious orientation. A negative correlation was found to exist between intrinsic religious orientation and IEAW. High cultural mistrust levels were also positively associated with high IEAW attitudes. Additionally, a small, yet statistically significant negative relationship was found to exist between cultural mistrust and interpersonal trust. Cultural mistrust did not account for a significant amount of variance above that of interpersonal trust in predicting preference for a Black counselor. Finally, no mean sex differences were found among levels of Black counselor preference, cultural mistrust, and intrinsic or extrinsic religious orientation. Exploratory analyses also revealed a positive relationship between cultural mistrust and seven out of ten scenarios for Black counselor preference. Individuals with a preference for a Black counselor reported higher levels of cultural mistrust related to issues concerning: excessive worry/anxiety, drinking too much alcohol/using drugs, relationship problems, feelings of harassment/feeling threatened, sexual issues, racial issues, and difficulty controlling anger. Results of the study bear implications for understanding cultural mistrust and interpersonal trust as it relates to counselor preference. Implications for counselors are also discussed regarding the intersection of racial and religious identities. Limitations and future directions for research are also discussed. / text

This proposed study will explore how university racial composition impacts the relationship between cultural mistrust, campus comfort, and help-seeking attitudes in a sample of African American college students. A moderated hierarchical regression will be conducted to determine if the cultural and contextual variables predict a significant amount of variance in help-seeking attitudes, and to discover if the variables’ interaction with university type significantly increased the amount of explained variance. The results will demonstrate how one’s comfort in the university environment and degree of trust in the majority group can contribute to seeking psychological services. Counseling and university policy implications will be delineated from the results. Limitations will also be discussed. / text

This study was to explore the relationship between race of interviewer, cultural mistrust level and type of problem upon black students' ratings of an initial interview. It was hypothesized that the combination of interviewer's race, mistrust level and the type of problem discussed would significantly influence students' ratings of the interviewer. Initially, 12 4 black students were administered the Cultural Mistrust Inventory (CMI). Based upon CMI scores, participants were divided into groups of high and low cultural mistrust. Next, half of these participants were interviewed by one of five white interviewers and the remainder were interviewed by one of five black interviewers. Within each of these groups, half of the participants were asked to discuss problems with their racial identity and the others were asked to discuss their vocational aspirations. After the session, each subject rated the interviewer on the Counselor Evaluation Inventory, Counselor Rating Form and Counselor Effectiveness Rating Scale.