Apresenta-se e analisa-se resultados de estudo acadêmico sobre o engajamento partidário, a busca de autonomia e processos de individuação de jovens universitários. A pesquisa é de abordagem qualitativa; dialogou-se com seis estudantes, homens e mulheres, entre 21 e 26 anos, da USP-Ribeirão Preto, e distintas agremiações. Mesmo em circunstâncias históricas e sócio-políticas adversas, jovens se engajam e militam em partidos políticos. Para alguns, o engajamento tem relações diretas, ambíguas, tensas ou lúdicas com processos socializadores primários. Outros destacaram a centralidade de correntes de sociabilidade da escola básica ou da universidade. Para alguns, o engajamento militante é incorporado ao projeto de futuro; para outros, uma significativa experimentação. Para todos, ele é conquista de autonomia, um esforço de construção de visões de mundo próprias e de como agir nesse mundo, em meio a um jogo em que nem todos os valores, ideias e crenças internalizados no palimpsesto de socializações foram/são efetivamente incorporados. / It presents and analyzes academic study results on the party engagement, the search for autonomy and individuation processes of young collegians. The research is a qualitative approach; Dialogues were held with six students, men and women, from 21 to 26 years old, from USP-Ribeirão Preto, and different associations. Even in historical and sociopolitical adverse circumstances, young people engage and militate in political parties. For some of them, the engagement has direct, ambiguous, tense relationships or play with primary socialization processes. Others highlighted the centrality of \"sociability chains\" at school or university. For some, militant engagement is incorporated into future project; for others, a significant experimentation. For all, it is the conquest of autonomy, an effort to build worldviews and how to act in their own world, in a game in which not all values, internalized ideas and beliefs in \"palimpsest of socialization\" were / are effectively incorporated.

Apresenta-se e analisa-se resultados de estudo acadêmico sobre o engajamento partidário, a busca de autonomia e processos de individuação de jovens universitários. A pesquisa é de abordagem qualitativa; dialogou-se com seis estudantes, homens e mulheres, entre 21 e 26 anos, da USP-Ribeirão Preto, e distintas agremiações. Mesmo em circunstâncias históricas e sócio-políticas adversas, jovens se engajam e militam em partidos políticos. Para alguns, o engajamento tem relações diretas, ambíguas, tensas ou lúdicas com processos socializadores primários. Outros destacaram a centralidade de correntes de sociabilidade da escola básica ou da universidade. Para alguns, o engajamento militante é incorporado ao projeto de futuro; para outros, uma significativa experimentação. Para todos, ele é conquista de autonomia, um esforço de construção de visões de mundo próprias e de como agir nesse mundo, em meio a um jogo em que nem todos os valores, ideias e crenças internalizados no palimpsesto de socializações foram/são efetivamente incorporados. / It presents and analyzes academic study results on the party engagement, the search for autonomy and individuation processes of young collegians. The research is a qualitative approach; Dialogues were held with six students, men and women, from 21 to 26 years old, from USP-Ribeirão Preto, and different associations. Even in historical and sociopolitical adverse circumstances, young people engage and militate in political parties. For some of them, the engagement has direct, ambiguous, tense relationships or play with primary socialization processes. Others highlighted the centrality of \"sociability chains\" at school or university. For some, militant engagement is incorporated into future project; for others, a significant experimentation. For all, it is the conquest of autonomy, an effort to build worldviews and how to act in their own world, in a game in which not all values, internalized ideas and beliefs in \"palimpsest of socialization\" were / are effectively incorporated.

Research studies have indicated that Black male collegians have the lowest retention rates in the higher education setting in predominately White institutional (PWI) settings. Several factors, such as spirituality, involvement on campus, and other positive experiences are cited as contributing to a lower retention rate for Black males in the PWI higher education setting; however, research in the PWI religiously affiliated setting has been limited. The purpose of this basic qualitative study was to explore the campus engagement experiences of religiously involved Black males who attended religiously affiliated PWIs. Astin's student involvement theory and Astin, Astin, and Lindholm's findings on spiritual development in the higher education setting are used as a conceptual framework. The research questions explored how religiously involved Black males who were at religiously affiliated PWIs during college described their campus engagement experiences, how their religious belief influenced their campus engagement, and how other factors influenced their campus engagement and contributed to their graduation. Interviews with 8 Black male participants were analyzed for codes and themes using Merriam and Tisdell's coding method. The themes that emerged suggested that although participants perceived initial negative experiences, overall, they had positive campus experiences due to involvement experiences. The participants recalled that their religious engagement fostered more participation in religious involvement, developed their spiritual identity, and that family and community fostered engagement. This study may contribute to positive social change by providing administrators of religiously affiliated PWIs with approaches to increase the engagement and retention of Black male students.

In recent years, scholars have moved beyond attributing academic difficulties to cognitive and personal characteristics of African American students, and have begun to consider the effects of the predominantly White university (PWU) setting on the educational and psychological outcomes of Black collegians. Unfortunately, the literature paints a bleak picture of the social context of African American students at PWUs which ultimately impedes students' academic persistence and achievement (Gloria, Kurpius, Hamilton, & Wilson, 1999) as well as psychological wellness (Prelow, Mosher, & Bowman, 2006). The psychological ramifications of social and educational conditions for African American students at PWUs, along with higher attrition rates would substantiate the tremendous use of campus mental health services by this student population. Yet, the literature reveals that even when services are easily accessible and are provided for free or at extremely discounted prices, African American students choose not to seek professional psychological help (Nickerson, Helms, & Terrell, 1994). Drawing upon the psychosociocultural theoretical framework proposed by Gloria and Rodriguez (2000), this study examined if variables specific to the PWU environment - minority student stress, out-group comfort, and cultural congruity - served as predictors of attitudes towards seeking professional psychological help in a sample of African American collegians. This study also analyzed if counselor racial preference served as a mediator between the predictors and help-seeking. Survey data were collected from 198 Black college students attending a large, PWU in the Southwest. Results revealed that cultural congruity was the only significant predictor of help-seeking attitudes, and counselor racial preference was not a significant mediator. Exploratory analyses indicated gender differences in the relationship between the psychosociocultural variables and counselor racial preferences. Implications for practice and research in counseling psychology are discussed. / text

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