The purpose of this research was to identify coping mechanisms that African American men use when they perceive race-related stressors. Race-related stress derives from the occurrence of racism and discrimination that individuals, generally African Americans in the United States, experience in addition to daily life stress. Race-related stress may involve cultural racism, individual racism, or institutional racism. The coping mechanisms used by African American men when perceiving race-related stress were identified through the use of an online survey that consisted of 3 instruments: The Index of Race-Related Stress-Brief Version (IRRS-B), Brief Coping Orientation to Problems Experienced Inventory (Brief COPE), and People of Color Racial Identity Attitude Scale (PRIAS). Participants were required to be African American males, ages 18 and older. Eighty-five participants completed the study. The data was analyzed through the use of Statistical Package for Social Sciences (SPSS) as a quantitative methodology specifically using multiple regression. Results of this study indicated that there was a moderate statistically significant correlation between race-related stress (cultural racism, institutional racism, and individual racism) and coping mechanisms (active coping, planning and religion) of African American men. This research has the potential to set the foundation for a greater understanding of racism and how it affects African American men specifically.

Even though there are high diagnosis rates of ADHD among young African American men, policy makers and parents have largely viewed the use of Ritalin as a psychotrop ic drug that raises public health concerns. African American parents may be reluctant to treat their children pharmacologically. Very few studies have fully explored the perceptions of African American men about the consequences of their Ritalin use as chi ldren. The purpose of this qualitative study was to explore the experiences of African American men who used Ritalin as children so that policy makers and parents of children with ADHD might better understand the social and public health implications of tr eatment options. The theoretical framework for this study included Anderson's cultural identity theory of drug abuse and Brady and O'Conno r's community organizing theory . Data were collected through semistructured interviews with 9 African American men who were prescribed Ritalin as children. These data were then inductively coded and analyzed using Braun and Clarke's thematic analysis approach. Participants believed that Ritalin helped them with focus in their academic endeavors and did not lead them to dr ug abuse or addiction . By giving voice to the experiences of this population , educators and policy makers can better assist parents who might be reluctant to give their child Ritalin as their fears about Ritalin prescriptions leading to drug abuse and addiction later in life may be less founded than some believe. This presents a social change advantage for all communities, especially those in low income areas.

African American men between the ages of 18-35 years are increasingly likely to die during arrests by police under the purview of procedural practices. Using procedural justice and critical race theory as the foundation, the purpose of this correlational study was to evaluate the statistical relationship between procedural justice, consent to police authority, and certain demographic characteristics including socioeconomic status and age in a large Metropolitan area in the southern United States. Survey data utilizing the Procedural Justice Inventory and Willingness to Submit to Police Authority Survey were collected from African American adult males (n = 69) and analyzed using least-squares regression. Regression analyses revealed a significant relationship between procedural justice and consent to police authority (p < .05). In addition, socioeconomic status and age did not affect the relationship between procedural justice and consent to police authority (p < .05). Implementation of recommendations for training may provide police practitioners with the basis to develop training programs to affect behavioral outcomes of police. Following these recommendations may change the systemic relationship between the community and police. The findings of this study may also serve African American males by allowing them to take an introspective look at how they may react in certain statutory situations and taking positive actions as opposed to being reactive; thereby, possibly mitigating deaths during police interaction. The implications for positive social change afford community practitioners an opportunity to develop community programs that support individuals and communities to change systemic practices that foster procedural injustice.

African American men in their late teens to early 20s account for nearly half the victims of violent crimes. This mixed methods social epidemiological study was designed to identify the social determinants of violence as described by a purposive sample of young adult African American men (n=353) who have experience as a victim or witness to any type of violence to determine the impact post traumatic stress disorder (PTSD) symptoms have on recurrent violent injury. The pathways to recurrence model shaped the theoretical framework of this study. Quantitative data were collected using the Past Feelings and Acts of Violence (PFAV) instrument and the PTSD checklist civilian version (PCL-C). Logistic regression and Pearson correlation analysis techniques were used to examine correlations between the variables. The results showed that with higher levels of past violent behaviors there is an increase in PTSD symptoms. Qualitative data regarding exposure to and experiences with violence were collected from a subgroup of participants using open-ended, semistructured interviews (n=5) that were later analyzed using a phenomenological approach. Weapon-carrying, living in urban settings, and gang presence were themes identified by those interviewed as being related to recurrent injury. These findings will encourage social change by stimulating new strategies aimed at long-range systems changes by those who shape policies and influence community investment and engagement in resource -poor communities where violence is prevalent. More research is needed to determine if early identification and treatment for PTSD among African American men who have been exposed to violence may reduce the incidence of future violence and injury.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2001. / Includes bibliographical references (leaves 298-319). Also available on microfiche.

This dissertation comprises a literary investigation of the way in which Toni Morrison is able to transcend stereotypes associated with African American masculinity within a selection of her works namely, Song of Solomon, Tar Baby and Paradise. I apply Carl Jung’s transcendent concept of the paradoxical Self as a lens through which to analyse Morrison’s different representations, illustrating how this concept affects the formation of identity and an understanding of masculinity. I also make use of Frantz Fanon, who suggests that Jung’s concept of the Self is a way in which black men are able to understand their experience of the world, in that such an experience is paradoxical in nature. It is this paradoxical experience of the world that I argue Morrison highlights in her male characters. In examining Morrison’s representations of masculinity, I also illustrate the intersection of race and gender and how this intersection affects identity creation, given the unique position that African American men occupy within American society. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

This study examined curriculum and instructional strategies that would address the educational needs of African American males in a college composition course. Traditional roles of didactic teacher expecting students to absorb facts are unbeneficial for African American males. As I began teaching a composition course, with a predominant population of African American male students, I understood the modern curriculum model was ineffective in engaging students and developing academic and personal potential. I searched for another curriculum, which accommodated Afrocentric ideals of the African American community and the learning styles of the men. Central to Afrocentric values are cooperation, a spirit of collectivity, relationships, and respect; these values can be incorporated into a post-modern approach to curriculum development for a college composition course. The question, ‘What is College Level Writing’ posed by Sullivan and Tinberg, provided four principles that college writing possess. These principles were used to evaluate whether components of Afrocentric and Doll’s curriculum supported college writing skills. Hip hop is one literary life experience to utilize in the classroom. The learner is asked to reflect, interact and question cultural and academic concepts through discussions and student based learning. Incorporation of Afrocentric ideals through dialogue, alternative viewpoints and information strengthen instruction and learning. Doll encourages thinking and self-identity growth. By utilizing Doll post-modern curriculum, Sullivan’s four principles of college composition and Afrocentricism for my African American male students, I am able to design a culturally responsive pedagogy. / Department of Educational Studies

Thesis (Ed.D.)--Youngstown State University, 2007. / Includes bibliographical references (leaves 116-129).

Project--Dallas Theological Seminary, 1993. / Includes bibliographical references (leaves 51-54).

Thesis (M.A.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Oct. 31, 2008). Includes bibliographical references (p. 98-100).