The utilization of counseling services by Black college students has been a focus of the help seeking literature. The help seeking literature has focused on the nature of the potential problem, attitude toward counseling, rank of potential helpers, characteristics of help seekers, and the characteristics that Black students most prefer when choosing to see a counselor. The majority of this literature has primarily focused on the differences between White and Black students while ignoring within group differences. The present study examined the help seeking attitude and counselor preference of Black college students. The following hypotheses were investigated: a) whether African self-consciousness, socioeconomic status, sex, cultural mistrust, and prior counseling experience would predict attitudes toward counseling, b) whether African selfconsciousness, sex, socioeconomic status, prior counseling , and cultural mistrust would predict counselor preference for personal concerns, c) whether African self-consciousness, sex, socioeconomic status, prior counseling , and cultural mistrust would predict counselor preference for educational/vocational concerns, and d)whether African selfconsciousness, sex, socioeconomic status, prior counseling , and cultural mistrust would predict counselor preference for environmental concerns.A regression analysis using SPSS revealed that socioeconomic status, sex, and cultural mistrust were statistically significant predictors of attitude toward counseling. Three separate canonical correlations revealed that African self-consciousness, cultural mistrust, and gender were significant predictors of race and gender preferences for personal, educational /vocational, and environmental concerns experienced by Black students. Generally, Black students who were culturally committed, as measured by African self-consciousness, preferred a Black female counselor when faced with personal, educational/vocational, or environmental concerns while those Black students who were less mistrustful preferred a White female counselor for these same concerns. Limitations and implications for theory, practice, and research of the findings are discussed / Department of Counseling Psychology and Guidance Services

Since the 1970s, several researchers have questioned the applicability of theories of career development based on research with White males to women, minority group members, andindividuals from low socioeconomic milieus. This study examined the validity of D.E. Super's theory of career development in an underresearched subject population, African-American male and female university students. A conceptual model of career maturity composed of determinants derived from Super's theory (1953, 1972, 1990) and based on research with Caucasians was hypothesized and examined. The rationale was that finding a good fit of the model that also accounted for a significant proportion of the variance would support the adequacy of Super's theory in explaining the career maturity of African-American students as well.The co-determinants of career maturity in the model were sex, educational level, and socioeconomic status (SES) as exogenous variables, and causality and work salience as endogenous variables. Causality and work salience were depicted as latent variables mediating the effects of the demographic variables on career maturity. The model was tested on a sample of 288 African-American students from freshman to doctoral levels. Additional hypotheses investigated which variables in the model were the best predictors of career maturity, sex differences in commitment to the work-role and in career maturity, and the relationship between SES and career maturity.Structural equation modeling using the EQS software program (Bentler, 1989) indicated that, while a good fit of the hypothesized model was obtained, only 12% of the variance in career maturity was explained by the variables in the model. The results suggested that Super's theory may not be wholly adequate in explaining the career maturity of African-American university students. Only commitment to work and educational level were found to be significant predictors of career maturity. Female students were found to be more committed to the work-role and to be more career mature than male students. In general, African-American students exhibited higher participation, commitment, and value expectations in the role of home and family than for the work-role. No significant relationship between SES strata and career maturity was found. Implications for theory, research, and practice were delineated and variables that may be more salient for African-American students' career maturity were also identified. / Department of Counseling Psychology and Guidance Services

The focus of the study was to explore to what degree culturally sensitive HIV/AIDS curriculum and materials were perceived as important by African-American students. Students selected for the research (N=121) were from a high school in San Bernardino, California, an area that represents a multiethnic population. Frequency descriptions and bivariate corrrelations were conducted to analyze the data. Trends found in this study indicated African-Americans did not perceive cultural sensitivity as an important aspect of HIV/AIDS education, and correlations between the Multigroup Ethnic Identity Measure (MEIM) score of African-Americans and their perceptions of the need for culturally sensitive HIV/AIDS education materials were non-significant. Outcomes of this study suggest a more defined meaning of "cultural sensitivity" and "culturally sensitive" materials as it pertains to HIV/AIDS education.

Due to high profile police shootings, collective action movements addressing racial bias in policing, such as the Black Lives Matter (BLM) movement, have come to the forefront of societal concern. Though these movements and actions directly address police use of force against Black people, a number of non-Black racial minority individuals and organizations have declared solidarity and joined in protests with BLM. This study takes an intersectional approach to examine racial intraminority attitudes (i.e., racial minorities' attitudes toward other racial minority outgroups) toward support for and participation in protests against police excessive use of force and the BLM movement, through its relationship with modern racist beliefs and racial centrality. Participants completed a survey assessing perspectives on policing, racial protests, and BLM, along with racial identity measures. Results show significant differences in both support for and participation in protests and BLM, with women and Black people reporting higher in both outcomes than men and other racial groups, respectively. Within some racial groups, women show higher overall support for (Latinx, White) and participation in (Black, White) protests and BLM than men in the same racial group, though these differences were not found for other groups. Within each intersecting race and gender group, these effects were mediated by levels of modern racism, highlighting a common factor between all groups and an important point of possible malleability and intervention. Further, the relationship between race and gender identities and modern racism was moderated by racial centrality for some groups (Black and Latina women), though this relationship was again not universally found. By examining within group differences, this study highlights the importance of taking an intersectional approach to understand intraminority attitudes and relations as they pertain to participation in collective action movements towards social change. This study has implications for the generalizability of a number of social psychological theories on minority-minority intergroup race relations (i.e., Black-Latinx), as much of the past literature focuses on majority-minority intergroup relations (i.e., Black-White). Additionally, results from this study may provide useful information for community organizers and social justice activists in promoting intergroup collaboration and coalition building towards more equitable social change that is both more tailored for specific groups and more generalizable across groups.