scholarly journals Nutrient intake over time in a multi-ethnic sample of youth

2002 ◽  
Vol 5 (2) ◽  
pp. 319-328 ◽  
Author(s):  
Leslie A Lytle ◽  
John H Himes ◽  
Henry Feldman ◽  
Michelle Zive ◽  
Johanna Dwyer ◽  
...  
Keyword(s):  
African American ◽  
Nutrition Education ◽  
African American Students ◽  
Saturated Fat ◽  
Childhood And Adolescence ◽  
Nutrient Intakes ◽  
American Students ◽  
Race Ethnicity ◽  
Total Fat ◽  
Over Time

AbstractObjectives:The purpose of this paper is to present longitudinal data on nutrient intakes of youth with emphases on differences by sex and race/ethnicity. Nutrients selected for examination are those implicated in chronic disease.Design:24-hour dietary recalls were collected from a cohort of third, fifth and eighth graders (n=1874).Setting and subjects:The sample is drawn from the Child and Adolescent Trial for Cardiovascular Health and includes students from California, Louisiana, Minnesota and Texas.Results:Across the total sample, nutrient intakes met recommended levels except that total fat, saturated fat and sodium consistently exceeded recommendations and calcium and iron intake of girls consistently fell short of recommended levels. Nutrient consumption between third and eighth grade differed by sex and race/ethnicity for a number of nutrients. In particular, females' intake of energy from total fat, calcium, iron, folic acid, vitamin A and vitamin D decreased over time relative to males' intakes, controlling for overall energy intake. Compared with the other ethnic/racial groups, African-American students increased their intake of energy from total fat and saturated fat over time.Conclusions:Our results suggest that the diets of youth change over time, and negative trends are more common in females than in males and in African-American and Hispanics compared with Caucasian students. Nutrition education and intervention are needed throughout childhood and adolescence with an emphasis on choosing healthful foods. In addition, greater attention to differential opportunities and reinforcements for females and males, and Caucasian, Hispanic and African-American students is warranted.

Adaptation to college among African American students: The role of trauma and PTSD

2011 ◽  
Author(s):  
Guler Boyraz ◽  
Sharon G. Horne ◽  
Archandria C. Owens ◽  
Aisha P. Armstrong
Keyword(s):  
African American ◽  
African American Students ◽  
American Students ◽  
Adaptation To College

Making Youth Matter

2018 ◽  
Vol 11 (2) ◽  
pp. 70-93
Author(s):  
Celeste Hawkins
Keyword(s):  
African American ◽  
African American Students ◽  
African American Male ◽  
Research Study ◽  
Educational Experiences ◽  
Male Students ◽  
African American Male Students ◽  
American Students ◽  
And Gender ◽  
K 12

This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

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