No description available.

No description available.

Most current literature has ignored the impact of exposure to rape, acknowledgement of the event as such, and psychological adjustment after rape on Black women. This study examines whether the basic relationships that have been established with predominately White samples replicate in a Black female sample. Importantly, the current study also explores whether ethnic identity moderates the aforementioned relationships. Black females were recruited from two universities, one predominately White and one historically Black, to participate in a web-based survey. Participants were recruited via departmental and university listservs, university-related research posts, psychology departments, and flyers. Three hundred sixteen eligible respondents completed the survey, with data collected over a three semester period. Participants completed demographic information, measures of ethnic identity, negative sexual experiences, anxiety, depression, and social support. Those who endorsed having had an experience that met the legal definition of rape in adolescence or adulthood provided further information about the characteristics of the experience, gave a label for the unwanted sexual contact, and completed a measure of posttraumatic stress disorder. Fourteen percent of the sample reported an experience that met the legal definition of rape. Sixty-nine percent of those women were unacknowledged. Results of replication-related hypotheses regarding the relationship between exposure, acknowledgement, and adjustment yielded partial support. The data supported that exposure to rape was related to psychological adjustment. Evidence was found that victims had higher anxiety and depression symptomatology than non-victims. There were mixed findings regarding acknowledgment status and psychological adjustment. The data failed to support the hypothesis that acknowledged and unacknowledged victims significantly differ on depression, anxiety, or PTSD scores. The data did support that acknowledged women experienced more psychological distress than non-victims. There were mixed findings regarding acknowledgment status and features of the exposure. Contrary to the hypothesis and previous research, there was not evidence that unacknowledged women and acknowledged women differ in terms of relationship to the offender and level of force or resistance used during the assault. Moderation hypotheses were partially supported. Data failed to support the hypothesis that ethnic identity moderates the relationship between exposure to rape and depression, anxiety, or social support. Evidence was not found that ethnic identity moderates the relationship between acknowledgement status and social support, depression, or anxiety. There was evidence that ethnic identity moderates the relationship between acknowledgement status and PTSD symptoms. Consistent with the hypotheses, results suggest that ethnic identity is positively related to the psychological well being of Black women and may have implications for the relationship between acknowledging a rape event and PTSD symptomatology. Clinical implications, threats to internal and external validity, and future directions for research with ethnic minorities are also discussed. / Master of Science

This study examines Black students’ perceptions of their campus climate for perspective taking and how their perceptions influence their participation in high impact practices. Using ordinary least squares regression, I analyzed how the psychological climate, behavioral climate, and institutional structural diversity predict Black students’ perceptions and engagement in comparison to their Asian American, Hawaiian, Latinx, Multiracial, Native American, and White peers. Results from this study revealed that Black students have a positive perception of their campus climate for perspective taking. For the most part, Black students’ perceptions of campus climate were not significantly associated with participating in high-impact practices. However, Black students that had more positive perceptions of sources of support for engaging with diverse perspectives participated in high impact practices like study abroad programs and capstone projects. There were significant differences between Black students and Latinx and Asian American students in their perceptions of the general campus climate for perspective taking. Latinx students have a more positive perception than Black students, while Asian American students have a less positive perception than Black students. Black students were also more likely to participate in study abroad and required diversity courses than were Multiracial students. Among all students, there was a relationship between perceptions of the general campus climate and engagement in several high impact practices.

Thesis (M. Ed.)--University of Hong Kong, 1987.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Also available in print.

The focus of this research was to compare students’ and their parents’ mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and subscale scores of self-confidence, value, enjoyment, and motivation were explored to determine if there was a relationship between the mathematics attitudes of students enrolled at a private historically black university and their parents’. Analysis was conducted to determine if there was a relationship between the students’ mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their mathematics attitude. Additional analysis was conducted to determine if there was a relationship between students’ mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents’ mathematics attitude. The researcher found a statistically significant relationship between mathematics attitudes of students and their mothers as measured by the ATMI total score and subscales: self-confidence, value, enjoyment, and motivation. The researcher found a statistically significant relationship between mathematics attitudes of students and their fathers as measured by the ATMI motivation subscale. No statistically significant relationship was found between students’ mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents’ iv mathematics attitude total score or the subscale scores. A statistically significant relationship between students’ academic achievement and their attitudes towards mathematics total score and subscale scores: self-confidence, value, enjoyment, and motivation was found in this research. The findings of this study provide a line of research to further explore mathematics attitudes and its relationship to African American student achievement.

As the cost of higher education continues to grow at astounding rates, research shows that, in most cases, students and their families face some level of debt to pay for their undergraduate degrees (Layman, 2011). This research study will use an engaged scholarship approach to address the reason some students repay their educational debt and some students’ intent to repay their debt is quite different from the desired behavior. Additionally, we review the factors that affect students from underprivileged socioeconomic backgrounds that are, unfortunately, the largest contributor of delinquent student loan debt. Specifically, this study will identify elements using qualitative measures that influence the student’s intent and behavior to act that will assist universities in policy development to change the perceived value and the academic sustainability of the student while understanding the student’s behavior related to socioeconomic barriers and self-sacrificing influences. Additionally, two theories are used as lenses to ground this study. The theory of reasoned action (Fishbein & Ajzen, 2010) is used as the focal theory, and place attachment theory (Scannell & Gifford, 2010) is used as an instrumental theory. The empirical results of this study offer factors that influence educational debt repayment and policy design.

African Americans suffer worse health outcomes related to chronic disease than any other racial or ethnic group. The negative effects associated with poor dietary habits and a low propensity to exercise impact young adult African Americans who attend Historically Black Colleges/Universities (HBCUs) and can lead to higher mortality rates. It is important for HBCU campus health centers to address the perceptions and beliefs of students to positively impact health behaviors associated with diet and exercise. At the time of this study, there was limited research on-campus health centers and their impact on HBCU student health beliefs and behaviors. Therefore, this qualitative study was developed to help gain a better understanding of how HBCU health centers can influence student attitudes, perceptions, beliefs, and behaviors related to diet and exercise. This qualitative descriptive study used semistructured focus groups made up of currently enrolled HBCU students informed by the health belief model. Focus groups were conducted with a total of 13 participants who met predetermined criteria. Data were collected using an audio recording device and analyzed using NVivo to group and code like themes and patterns. Results yielded 4 distinct themes; (a) words of family and friends matter, (b) impact of campus environment, (c) internal motivation for action, and (d) involvement from the health center. Overall peers, social media, and health center marketing had the largest influence over behaviors related to physical activity and decisions on healthy eating. The social change implication of this study is to assist campus health centers in providing more effective care by understanding student health behaviors which can improve long-term health outcomes for African Americans.

Student attrition from universities carries high costs for individuals, universities, and society. Despite these costs, there has been limited research on the problem from the students' perspectives, specifically the perceptions of university graduates about what factors may have influenced their own retention at historically Black colleges and universities (HBCUs). African American students complete college at the lowest rate compared to other ethnic sub groups. Guided by Tinto's theory of student departure, this qualitative consensual research study focused on the perceptions of 15 bachelor of social work graduates regarding (a) the factors that helped them to persist to graduation at an HBCU, and (b) the internal and external factors that influenced college retention. Data were gathered from semi-structured interviews, a demographic survey, and a follow-up questionnaire. Data were transcribed; member checked for enhanced trustworthiness; and then analyzed inductively using a team to develop and code domains by consensus, construct core ideas, and develop categories. Findings indicated that, among these 15 graduates, internal factors such as loss of scholarships, lack of faculty support, and lack of academic preparation influenced retention. External issues such as family strain and lack of university/community partnerships were also reported as influencing retention. In addition, findings suggested that these 15 students required increased academic, financial, mental health, and social support services to persist to graduation. This study contributes to social change by affecting improvement in retention and ensuring support services equal student needs. Improvements in retention and support could help to grow an educated and skilled work force.