scholarly journals Risk and protective family factors during childhood on youth violence among African American males: The role of mothers and nonresident fathers

2020 ◽  
Vol 48 (5) ◽  
pp. 1543-1563
Author(s):  
Kazumi Tsuchiya ◽  
Daniel B. Lee ◽  
Yiqing Qian ◽  
Cleopatra H. Caldwell ◽  
Ronald B. Mincy
Keyword(s):  
African American ◽  
African American Males ◽  
Youth Violence ◽  
Family Factors ◽  
Nonresident Fathers

scholarly journals Does School Racial Composition Explain Why High Income Black Youth Perceive More Discrimination? A Gender Analysis

2018 ◽  
Vol 8 (8) ◽  
pp. 140 ◽  
Author(s):  
Shervin Assari
Keyword(s):  
Mental Health ◽  
African American ◽  
African American Males ◽  
Black Youth ◽  
Perceived Discrimination ◽  
Poor Mental Health ◽  
Racial Composition ◽  
And Gender ◽  
Ethnicity And Gender

Recent research has documented poor mental health among high socioeconomic status (SES) Blacks, particularly African American males. The literature has also shown a positive link between SES and perceived discrimination, suggesting that perceived discrimination may explain why high SES Black males report poor mental health. To better understand the role of contextual factors in explaining this pattern, we aimed to test whether school racial composition explains why high income Black youth perceive more discrimination. We explored these associations by ethnicity and gender. Using data from the National Survey of American Life-Adolescent supplement (NSAL-A), the current study included 810 African American and 360 Caribbean Black youth, with a mean age of 15. Ethnicity, age, gender, income-to-needs ratio (SES), skin color, school racial composition, and perceived (daily) discrimination were measured. Using Stata 15.0 (Stata Corp., College Station, TX, USA), we fitted seven structural equation models (SEMs) for data analysis in the pooled sample based on the intersection of ethnicity and gender. Considerable gender by ethnicity variations were found in the associations between SES, school racial composition, and perceived discrimination. For African American males but not African American females or Caribbean Black males or females, school racial composition fully mediated the effect of SES on perceived discrimination. The role of inter-racial contact as a mechanism for high discrimination and poor mental health of Black American adolescents may depend on their intersection of ethnicity and gender. School racial composition may be a mechanism for increased perceived discrimination among high SES African American males.

Performing Masculinity

2012 ◽  
Vol 6 (1) ◽  
pp. 97-115
Author(s):  
Lionel C. Howard
Keyword(s):  
African American ◽  
Identity Development ◽  
African American Males ◽  
Culturally Appropriate ◽  
African American Boys ◽  
Select Group ◽  
Group Data ◽  
Gender Scripts ◽  
Focus Group Data

This article focuses on the ways in which a select group of adolescent African American males respond to gender scripts. Drawing on interview and focus group data, the article describes four different responses to messages they receive from peers and significant adults about socio-culturally appropriate behaviors and characteristics of masculinity: 1) adapting or modifying their presentations of self, 2) internalizing ascribed gender scripts, 3) resisting, and 4) remaining conflicted about an appropriate response. Narratives highlight the complexity of gender identity development and active participation of African American boys in the construction of a masculine identity that feels most authentic, as well as the role of agents of socialization on identity.

Men Do Matter

2009 ◽  
Vol 30 (8) ◽  
pp. 1041-1069 ◽  
Author(s):  
Joseph B. Richardson
Keyword(s):  
African American ◽  
African American Males ◽  
Black Male ◽  
Violent Behavior ◽  
Black Families ◽  
Biological Father ◽  
Male Youth ◽  
Female Headed Households ◽  
Biological Fathers

This article examines the role of the African American uncle as a vital yet overlooked form of social support and social capital in the lives of adolescent African American male sons living in single-female-headed households. Research rarely examines the affective roles and functions of men in Black families; moreover, poor urban Black male youth are typically portrayed as a monolithic and homogeneous group who lack positive relationships with their biological fathers. The absence of these relationships has been correlated to numerous social problems for Black male youth—specifically, delinquency and violent behavior. Although much of the work on African American fatherhood has focused on the role of the biological father (and, to some extent, the stepfather), minimal attention has been given to men within extended familial networks and their impact on successful adolescent development among young African American males.

Creating access and opportunity

2016 ◽  
Vol 10 (3) ◽  
pp. 384-404 ◽  
Author(s):  
Brian L. Wright ◽  
Shelly L. Counsell ◽  
Ramon B. Goings ◽  
Hollee Freeman ◽  
Felicia Peat
Keyword(s):  
African American ◽  
African American Males ◽  
Meaning Making ◽  
Underrepresented Populations ◽  
Content Type ◽  
Stem Pipeline ◽  
Stem Development ◽  
Stem Outcomes ◽  
Out Of School

Purpose Research often neglects the full continuum of the STEM pipeline in terms of underserved and underrepresented populations. African American males, in particular, experience limited access, opportunity, and preparation along STEM trajectories preK-12. The purpose of this paper is to challenge this gap by presenting examples of preK-12 programs that nurture and promote STEM development and learner outcomes for underrepresented populations. Design/methodology/approach A culturally responsive, asset-based approach emphasizes the importance of leveraging out-of-school practices that shape African-American males learning experiences. From a practitioner standpoint, the need to understand the importance of developing a STEM identity as a conduit to better improve STEM outcomes for African-American males is discussed. Findings To respond to the full continuum of the pipeline, the authors highlight the role of families and STEM programs that support African-American male students’ STEM identity development generally with an emphasis on how particular out-of-school programs (e.g. The Children’s Museum of Memphis [CMOM], MathScience Innovation Center [MSiC]) cultivate STEM trajectories. The authors conclude with how preK-12 settings can collaborate with local museums and other agencies to create opportunities for greater access and improve the quality of African-American males’ STEM preparation. Originality/value The intellectual value of our work lies in the fact that few studies have focused on the importance of examining the full continuum of the STEM pipeline with a particular emphasis on STEM development in early childhood (preK-3). Similarly, few studies have examined the role of identity construction and meaning-making practices as a conduit to better STEM outcomes for African-American males prek-12.

The Role of Supportive Relationships in Facilitating African American Males' Success in College

NASPA Journal ◽  
2008 ◽  
Vol 45 (1) ◽  
Author(s):  
Terrell L. Strayhorn
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Student Affairs ◽  
Black Men ◽  
African American Males ◽  
Quantitative Investigation ◽  
Supportive Relationships ◽  
Policy Practice ◽  
Future Policy

Drawing on Sanford’s notions of challenge and support, coupled with Tinto’s theory on retention, this quantitative investigation sought to measure the association between supportive relationships and success in college for a sample of Black men. Results suggest that supportive relationships are associated with higher levels of satisfaction but not academic achievement as measured by grades. Implications for future policy, practice, and research are discussed in the context of academic and student affairs.

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