Journal of Black Psychology最新文献_第9页

Advancing African Psychology: An Exploration of African American College Students’ Definitions and Use of Spirit in Times of Stress 非洲心理学的进步:非裔美国大学生在压力时代对精神的定义和运用的探索

IF 5.2 3区心理学

Journal of Black Psychology Pub Date : 2021-05-28 DOI: 10.1177/00957984211016950

M. L. Lewis, Adwoa Akhu, C. Hunter

{"title":"Advancing African Psychology: An Exploration of African American College Students’ Definitions and Use of Spirit in Times of Stress","authors":"M. L. Lewis, Adwoa Akhu, C. Hunter","doi":"10.1177/00957984211016950","DOIUrl":"https://doi.org/10.1177/00957984211016950","url":null,"abstract":"Although religion and spirituality are understood as multidimensional resources in times of stress, less is known about the culturally relevant concept of spirit in African psychology. Eighteen African American college students completed written open-ended questionnaires about how—in relation to religion and spirituality—they define and use spirit in response to stress. Qualitative constant comparison analysis of the data yielded themes defining spirit and its use in response to stress. The definition of spirit was described distinctly as energy, while it overlapped with religion and spirituality as a connection with or a search for God. Spirit also overlapped with religion as faith and spirituality as a feeling/sense/guiding consciousness or inner thought within oneself, and soul. Themes for the use of spirit in response to stress were descriptive of optimal functioning and included (a) thoughts of asking God for help, (b) prayer, (c) positive emotions, (d) self-affirming thoughts, and (e) productive activity. The findings are discussed regarding spirit as a distinct yet overlapping concept with religion and spirituality that has implications for research and practice within African psychology.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83214908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sankofa: A Testimony of the Restorative Power of Black Activism in the Self-Care Practices of Black Activists 桑科法:黑人积极分子自我关怀实践中黑人积极主义恢复力量的见证

IF 5.2 3区心理学

Journal of Black Psychology Pub Date : 2021-05-18 DOI: 10.1177/00957984211015572

Joniesha M. Hickson, Roddia J Paul, A. C. Perkins, Chiquanna R. Anderson, Delishia M. Pittman

引用次数: 0

Dipo Rites of Passage and Psychological Well-being Among Krobo Adolescent Females in Ghana: A Preliminary Study 加纳克罗博族青少年女性的Dipo成人仪式与心理健康:初步研究

IF 5.2 3区心理学

Journal of Black Psychology Pub Date : 2021-04-29 DOI: 10.1177/00957984211011307

E. Abbey, C. Mate-Kole, B. Amponsah, F. Belgrave

引用次数: 1

Paternal and Maternal Cognitive Engagement and Preschoolers’ Literacy Skills Across Six Ethnic Groups in Suriname 苏里南六个族裔的父母认知参与和学龄前儿童识字技能

IF 5.2 3区心理学

Journal of Black Psychology Pub Date : 2021-04-26 DOI: 10.1177/00957984211007698

Elif Dede Yildirim, J. L. Roopnarine

引用次数: 2

Perceived Teacher Autonomy Support and Self-Determination Skill Expression: Predictors of Student Engagement Among African American High School Students 感知教师自主支持和自我决定技能表达:非裔美国高中生学生参与的预测因子

IF 5.2 3区心理学

Journal of Black Psychology Pub Date : 2021-04-23 DOI: 10.1177/00957984211009190

Janise S. Parker, Leandra Parris, Megan Lau, Angela Dobbins, Lauren Shatz, Scott Porush, Bryan Wilkins

{"title":"Perceived Teacher Autonomy Support and Self-Determination Skill Expression: Predictors of Student Engagement Among African American High School Students","authors":"Janise S. Parker, Leandra Parris, Megan Lau, Angela Dobbins, Lauren Shatz, Scott Porush, Bryan Wilkins","doi":"10.1177/00957984211009190","DOIUrl":"https://doi.org/10.1177/00957984211009190","url":null,"abstract":"This study explored how student engagement was related to perceived teacher autonomy support and self-determination skill expression among 145 Grades 9 through 12 African American high school students. First, we examined differences between male and female students’ engagement, perceived teacher autonomy support, and self-determination skill expression. Results indicated that male and female students did not report significant differences in the extent to which they were engaged in class, perceived their teachers as supporting their autonomy, and expressed indicators of self-determination. Second, regression analysis indicated that perceived teacher autonomy support and self-determination skill expression were significant, positive predictors of students’ engagement in class. An additional mediation model demonstrated that self-determination skill expression mediated the relationship between perceived teacher autonomy support and student engagement. Strategies for supporting African American high school students’ autonomy and self-determination skill expression are provided, as well as limitations and directions for future research.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79473021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Rape Appraisals: Class Mobility, Social Geography, and Sexual Morality Tales in Ghana, South Africa, and Rwanda 强奸评价:加纳、南非和卢旺达的阶级流动、社会地理和性道德故事

IF 5.2 3区心理学

Journal of Black Psychology Pub Date : 2021-04-22 DOI: 10.1177/00957984211008057

C. S. McGuffey

{"title":"Rape Appraisals: Class Mobility, Social Geography, and Sexual Morality Tales in Ghana, South Africa, and Rwanda","authors":"C. S. McGuffey","doi":"10.1177/00957984211008057","DOIUrl":"https://doi.org/10.1177/00957984211008057","url":null,"abstract":"Interdisciplinary scholarship in violence and trauma studies suggest that a person’s interpretation of stressful events contours how the person will respond. It is through the two-part appraisal process that survivors determine how they will cope. This project utilizes an identity-based approach to demonstrate that survivors use group-based ideologies such as social class, geography, gender, sexuality, and, for some, race to appraise their accounts of violence, assess their coping strategies, and manage traumatic events. Using the cross-cultural accounts of 146 Black Ghanaian, South African, and Rwandan women rape survivors, the findings extend the appraisal approach by highlighting how survivors in this study utilized sexual morality tales to construct a variety of appraisal accounts to interpret their assaults and to justify their coping strategies. I call these appraisals opportunities, possibilities, limitations, and solidarities. These differing appraisals demonstrated that social milieu contours the psychological experience of violence and can engender both parallel and divergent interpretations across social class and cultural contexts. Last, the implications of these findings for comparative sexual assault studies, theories of traumatic coping, gender and development, and intersectionality are discussed.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85563406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Racial Battle Fatigue: The Experiences of Black/African American, Biracial Black, and Multiracial Black Identified Graduate Students 种族战争疲劳:黑人/非裔美国人、混血儿黑人和多种族黑人研究生的经历

IF 5.2 3区心理学

Journal of Black Psychology Pub Date : 2021-03-22 DOI: 10.1177/00957984211002615

Catherine C. Ragland Woods, Krista M. Chronister, Aleksandria Perez Grabow, W. E. Woods, Kyndl Woodlee

引用次数: 5

Conferring Kinship: Examining Fictive Kinship Status in a Black Adolescent’s Natural Mentoring Relationship 赋予亲属关系:考察黑人青少年自然师徒关系中的虚构亲属地位

IF 5.2 3区心理学

Journal of Black Psychology Pub Date : 2021-03-19 DOI: 10.1177/00957984211002613

Edward D. Scott, Nancy L. Deutsch

{"title":"Conferring Kinship: Examining Fictive Kinship Status in a Black Adolescent’s Natural Mentoring Relationship","authors":"Edward D. Scott, Nancy L. Deutsch","doi":"10.1177/00957984211002613","DOIUrl":"https://doi.org/10.1177/00957984211002613","url":null,"abstract":"This case study examined the way an adolescent Black boy extended his kinship network as a part of navigating and demonstrating agency in mentoring relationships with nonparental adults. We purposively selected one participant, Bodos, from the sample of a larger mixed-method study involving youth, aged 12 to 18 years, in the southeastern United States. Drawing on narrative methodology, we used a holistic-content approach to analyze Bodos’ responses to semistructured interviews. Bodos used several narratives to describe his experiences. We offer three findings: (a) Fictive kinship is a positive feature of Black adaptive culture that can be leveraged by Black youth as a tool for creating a distinct relational dynamic with their mentors, (b) adolescent Black boys possess skills and knowledge that both preexist and emerge within positive mentoring relationships, and (c) youth agency and expectations manifest in mentoring relationships to inform and influence those adults’ significance. This case study furthers the field’s understanding of how cultural practices can positively influence relational development and create a unique relational context and experience.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2021-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79550665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Black Students’ Perceptions of Campus Climates and the Effect on Academic Resilience 黑人学生对校园气候的感知及其对学业弹性的影响

IF 5.2 3区心理学

Journal of Black Psychology Pub Date : 2021-03-17 DOI: 10.1177/00957984211001195

Kristen J. Mills

{"title":"Black Students’ Perceptions of Campus Climates and the Effect on Academic Resilience","authors":"Kristen J. Mills","doi":"10.1177/00957984211001195","DOIUrl":"https://doi.org/10.1177/00957984211001195","url":null,"abstract":"The purpose of this study was to investigate the relationships between general, academic, and racial campus climates and academic resilience among Black college students. This study also investigated the moderating role of civic engagement on the relationships between campus climates and academic resilience. Participants were 388 Black undergraduate students (76.8% women; 58.8% social, behavioral, and economic sciences majors; 87.4% enrolled full-time) attending a predominantly White university who completed an online survey. Results from moderated regression analyses indicated more positive perceptions of general and academic campus climates significantly predicted higher levels of academic resilience, but more positive perceptions of racial campus climate significantly predicted lower levels of academic resilience. Civic engagement moderated the relationship between general campus climate and academic resilience only. These findings can be used to inform coordinated efforts by university constituents to advance academic resilience among Black college students by improving general and academic campus climates, promoting more positive perceptions of general and academic campus climates, and promoting student civic engagement.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2021-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78672722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Examining Racial Discrimination’s Association With Depressive Symptoms Through Metadehumanization Among African Americans: Does Racial Identity Matter? 通过非裔美国人的元去人性化来研究种族歧视与抑郁症状的关系:种族身份重要吗?

IF 5.2 3区心理学

Journal of Black Psychology Pub Date : 2021-03-01 DOI: 10.1177/0095798420983664

Y. Mekawi, Natalie N. Watson-Singleton

{"title":"Examining Racial Discrimination’s Association With Depressive Symptoms Through Metadehumanization Among African Americans: Does Racial Identity Matter?","authors":"Y. Mekawi, Natalie N. Watson-Singleton","doi":"10.1177/0095798420983664","DOIUrl":"https://doi.org/10.1177/0095798420983664","url":null,"abstract":"Though considerable empirical work has documented the ways in which African Americans are dehumanized by other racial groups, there is no research examining how perceiving dehumanization (i.e., metadehumanization) is associated with the mental health of African Americans. In this study, we examined the indirect effect of racial discrimination on depressive symptoms through metadehumanization and explored whether this indirect effect was contingent on racial identity (i.e., centrality, private regard). African American students completed measures in a university lab located in the Midwestern region of the United States (N = 326; Mage = 19.7, 72.4% women). We found that the degree to which racial discrimination was indirectly associated with depressive symptoms through metadehumanization was contingent on racial identity dimensions. Specifically, the indirect effect of racial discrimination on depressive symptoms through metadehumanization was only significant for individuals who were relatively higher on centrality and private regard. This research suggests that the role of metadehumanization is stronger among African Americans who strongly identify with and have positive views of their racial group. We discuss these results in the context of social cognitive theories.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75583056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3