1
|
Buchanan CM, Romer D, Wray-Lake L, Butler-Barnes ST. Editorial: Adolescent storm and stress: a 21st century evaluation. Front Psychol 2023; 14:1257641. [PMID: 37599757 PMCID: PMC10435984 DOI: 10.3389/fpsyg.2023.1257641] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Accepted: 07/24/2023] [Indexed: 08/22/2023] Open
Affiliation(s)
- Christy M. Buchanan
- Department of Psychology, Wake Forest University, Winston-Salem, NC, United States
| | - Daniel Romer
- Annenberg Public Policy Center, Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA, United States
| | - Laura Wray-Lake
- Luskin School of Public Affairs, University of California, Los Angeles, Los Angeles, CA, United States
| | | |
Collapse
|
2
|
Butler-Barnes ST. "What's going on?" Racism, COVID-19, and centering the voices of Black youth. Am J Community Psychol 2023; 71:101-113. [PMID: 36661477 DOI: 10.1002/ajcp.12646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2022] [Revised: 08/16/2022] [Accepted: 12/07/2022] [Indexed: 05/07/2023]
Abstract
This study examined the impact of COVID-19 stress and experiences of racism on COVID-19 adaptability and activism among Black youth. The protective role of perceived peer and adult social support were examined. Data were analyzed from 123 Black youth (Mage = 15.44, 63% girls) from a school district in the Midwest. The findings revealed that more social support from adults increased Black youth adaptability (e.g., "ability to think through possible options to assist in the COVID-19 pandemic"). Perceived lower social support from adults predicted higher engagement in high-risk activism, and higher levels of peer social support were associated with higher levels of high-risk activism. Further, Black youth reporting higher levels of racism and adult social support were more likely to report higher levels of COVID-19 adaptability. Black youth reporting higher racism and peer social support engaged in high-risk activism. Black youth who reported high levels of racism and low perceived adult social support reported higher engagement in high-risk activism. Research and practice implications that support Black youth during the COVID-19 pandemic and the impact of racism and COVID-19 stress on well-being and activism are discussed.
Collapse
|
3
|
Peoples JE, Butler-Barnes ST, Stafford JD, Williams SL, Smith I. Exploring the association between mental health climate and depression: the protective role of positive mental health and sense of belonging among Black college students. J Am Coll Health 2023:1-11. [PMID: 36634355 PMCID: PMC10336179 DOI: 10.1080/07448481.2022.2155466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Revised: 10/06/2022] [Accepted: 11/13/2022] [Indexed: 06/17/2023]
Abstract
Objective: To explore relationships between mental health climate, positive mental health, sense of belonging, and depression among a U.S. national sample of Black college students. Participants: 1303 Black undergraduate and graduate students from 15 colleges and universities throughout the U.S. Methods: Data were from the 2018-2019 Healthy Minds Study. Analysis included hierarchical regression models. Results: A more positive perception of mental health climate and higher levels of both positive mental health and sense of belonging were significantly associated with lower levels of depression. Significant interactions existed between positive mental health and climate and sense of belonging and climate with buffering effects being most pronounced for students reporting high levels of positive mental health. Conclusion: Black college students' perceptions of an institution's mental health climate are associated with psychological outcomes. College health stakeholders should consider the buffering effects of protective factors on mental health when designing initiatives for Black college students.
Collapse
Affiliation(s)
- JaNiene E. Peoples
- Brown School of Social Work, Washington University in St. Louis; 1 Brookings Drive, Campus Box 1196, St. Louis, MO, 63130, USA
| | - Sheretta T. Butler-Barnes
- Brown School of Social Work, Washington University in St. Louis; 1 Brookings Drive, Campus Box 1196, St. Louis, MO, 63130, USA
| | - Jewel D. Stafford
- Brown School of Social Work, Washington University in St. Louis; 1 Brookings Drive, Campus Box 1196, St. Louis, MO, 63130, USA
| | - Sha-Lai Williams
- School of Social Work, University of Missouri - St. Louis; 1 Brookings Drive, 1 University Blvd. 475 SSB St. Louis MO 63121, USA
| | - Ivy Smith
- Division of Computational and Data Sciences, Washington University in St. Louis; 1 Brookings Drive, Campus Box 1220, St. Louis, MO, 63130, USA
| |
Collapse
|
4
|
Butler-Barnes ST, Leath S, Inniss-Thompson MN, Allen PC, D'Almeida MEDA, Boyd DT. Racial and gender discrimination by teachers: Risks for Black girls' depressive symptomatology and suicidal ideation. Cultur Divers Ethnic Minor Psychol 2022; 28:469-482. [PMID: 35389693 PMCID: PMC9537365 DOI: 10.1037/cdp0000538] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
OBJECTIVES The present study examines how race and gender-specific factors (i.e., racial centrality and gender role beliefs) serve as protective assets against the harmful impact of racial and gender discrimination on depressive symptomatology and suicidal ideation for Black girls. METHOD Our sample included 232 Black girls ages 15-17 years old (Mage = 16.85) from a socioeconomically diverse community context. RESULTS Our findings revealed that racial and gender discrimination from teachers was associated with higher levels of depressive symptomatology. Perceived gender discrimination by teachers and endorsing traditional gender role beliefs were associated with higher reports of suicidal ideation. Perceiving higher instances of racial discrimination from teachers and reporting lower levels of racial centrality were associated with higher depressive symptomatology. CONCLUSIONS The findings suggest the need to create safe spaces and to consider the interactions that occur in school settings that impact the mental health of Black girls. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Collapse
|
5
|
Hayes S, Malone S, Bonty B, Mueller N, Reyes SM, Reyes SA, Evans C, Wilcher-Roberts M, Watterson T, Akuse S, Shelley J, Yuan G, Lackey I, Prater J, Montgomery B, Williams C, Butler-Barnes ST, Harris K, Caburnay C, Dougherty NL, Liu J, Lai A, Neidich J, Fritz S, Newland JG. Correction: Assessing COVID-19 testing strategies in K-12 schools in underserved populations: study protocol for a cluster-randomized trial. BMC Public Health 2022; 22:1655. [PMID: 36050666 PMCID: PMC9434065 DOI: 10.1186/s12889-022-14059-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Affiliation(s)
- Samantha Hayes
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Sara Malone
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA. .,Brown School, Washington University in St. Louis, St. Louis, MO, USA.
| | - Brittany Bonty
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Nancy Mueller
- Brown School, Washington University in St. Louis, St. Louis, MO, USA
| | - Summer M Reyes
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Sydney A Reyes
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Christina Evans
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Myisha Wilcher-Roberts
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Tremayne Watterson
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Sewuese Akuse
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Jamee Shelley
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Grace Yuan
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Ian Lackey
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Jasmine Prater
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Brock Montgomery
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Cynthia Williams
- Brown School, Washington University in St. Louis, St. Louis, MO, USA
| | | | - Kelly Harris
- Department of Occupational Therapy, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Charlene Caburnay
- Brown School, Washington University in St. Louis, St. Louis, MO, USA
| | | | - Jingxia Liu
- Department of Surgery, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Albert Lai
- Department of Medicine, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Julie Neidich
- Department of Pathology and Immunology, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Stephanie Fritz
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| | - Jason G Newland
- Department of Pediatrics, Washington University in St. Louis School of Medi- cine, St. Louis, MO, USA
| |
Collapse
|
6
|
Hayes S, Malone S, Bonty B, Mueller N, Reyes SM, Reyes SA, Evans C, Wilcher-Roberts M, Watterson T, Akuse S, Shelley J, Yuan G, Lackey I, Prater J, Montgomery B, Williams C, Butler-Barnes ST, Caburnay C, Dougherty NL, Liu J, Lai A, Neidich J, Fritz S, Newland JG. Assessing COVID-19 testing strategies in K-12 schools in underserved populations: study protocol for a cluster-randomized trial. BMC Public Health 2022; 22:1177. [PMID: 35698094 PMCID: PMC9189793 DOI: 10.1186/s12889-022-13577-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Accepted: 06/02/2022] [Indexed: 11/15/2022] Open
Abstract
Background Since March 2020, COVID-19 has disproportionately impacted communities of color within the United States. As schools have shifted from virtual to in-person learning, continual guidance is necessary to understand appropriate interventions to prevent SARS-CoV-2 transmission. Weekly testing of students and staff for SARS-CoV-2 within K-12 school setting could provide an additional barrier to school-based transmission, especially within schools unable to implement additional mitigation strategies and/or are in areas of high transmission. This study seeks to understand the role that weekly SARS-CoV-2 testing could play in K-12 schools. In addition, through qualitative interviews and listening sessions, this research hopes to understand community concerns and barriers regarding COVID-19 testing, COVID-19 vaccine, and return to school during the COVID-19 pandemic. Methods/design Sixteen middle and high schools from five school districts have been randomized into one of the following categories: (1) Weekly screening + symptomatic testing or (2) Symptomatic testing only. The primary outcome for this study will be the average of the secondary attack rate of school-based transmission per case. School-based transmission will also be assessed through qualitative contact interviews with positive contacts identified by the school contact tracers. Lastly, new total numbers of weekly cases and contacts within a school-based quarantine will provide guidance on transmission rates. Qualitative focus groups and interviews have been conducted to provide additional understanding to the acceptance of the intervention and barriers faced by the community regarding SARS-CoV-2 testing and vaccination. Discussion This study will provide greater understanding of the benefit that weekly screening testing can provide in reducing SARS-CoV-2 transmission within K-12 schools. Close collaboration with community partners and school districts will be necessary for the success of this and similar studies. Trial Registration NCT04875520. Registered May 6, 2021.
Collapse
Affiliation(s)
- Samantha Hayes
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Sara Malone
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA. .,Brown School, Washington University in St. Louis, St. Louis, MO, USA.
| | - Brittany Bonty
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Nancy Mueller
- Brown School, Washington University in St. Louis, St. Louis, MO, USA
| | - Summer M Reyes
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Sydney A Reyes
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Christina Evans
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | | | - Tremayne Watterson
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Sewuese Akuse
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Jamee Shelley
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Grace Yuan
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Ian Lackey
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Jasmine Prater
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Brock Montgomery
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Cynthia Williams
- Brown School, Washington University in St. Louis, St. Louis, MO, USA
| | | | - Charlene Caburnay
- Brown School, Washington University in St. Louis, St. Louis, MO, USA
| | | | - Jingxia Liu
- Department of Surgery, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Albert Lai
- Department of Medicine, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Julie Neidich
- Department of Pathology and Immunology, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Stephanie Fritz
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| | - Jason G Newland
- Department of Pediatrics, Washington University in St. Louis School of Medicine, St. Louis, MO, USA
| |
Collapse
|
7
|
Abstract
In a racially stratified and oppressive society, Black youth must figure out who they are and what they can achieve while navigating dehumanizing stereotypes that devalue and disregard Black lives. In the current paper, we analyze focus group interviews with Black students at a predominately Black, all-girls high school to understand the meaning, significance, and potential of Black girl space through an intersectional and developmental lens. Results revealed the challenges and opportunities particularly with regard to the relational space (peers, sexuality, identity) and the structural space (extracurriculars, policies, and building structure). We discuss the potential of Black girl space and the broader implications for educational spaces to support Black girls' development to create a more equitable and impactful developmental science.
Collapse
|
8
|
Jackson AN, Butler-Barnes ST, Stafford JD, Robinson H, Allen PC. "Can I Live": Black American Adolescent Boys' Reports of Police Abuse and the Role of Religiosity on Mental Health. Int J Environ Res Public Health 2020; 17:E4330. [PMID: 32560418 PMCID: PMC7344856 DOI: 10.3390/ijerph17124330] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 05/31/2020] [Accepted: 06/12/2020] [Indexed: 11/30/2022]
Abstract
State sanctioned violence aimed at Black individuals and communities is an issue that has pervaded American history and society since before the establishment of the United States. For Black males, anticipating and preparing for involuntary police contact, unfortunately, is an inevitable part of life. The purpose of this study is to examine the impact of reports of police abuse on mental health and perceived racial out-group perceptions and the protective role of religiosity among a nationally representative sample of Black American adolescent boys (Mage = 14.98). Linear multiple regression was used to determine the interactive effects of subjective religiosity and reported police abuse on Black American adolescent boys. Higher reports of subjective religiosity were associated with lower depressive symptomatology. Reports of police abuse were associated with lower public regard beliefs (belief that society views Black Americans less favorably). Results highlight the impact experiencing police abuse has on Black adolescent boys and we conclude with implications, areas for future research and intervention points.
Collapse
Affiliation(s)
- Ashley N. Jackson
- George Warren Brown School of Social Work, Washington University in St. Louis, St. Louis, MO 63130, USA; (S.T.B.-B.); (H.R.); (P.C.A.)
| | - Sheretta T. Butler-Barnes
- George Warren Brown School of Social Work, Washington University in St. Louis, St. Louis, MO 63130, USA; (S.T.B.-B.); (H.R.); (P.C.A.)
| | - Jewel D. Stafford
- College of Public Health and Social Justice, Saint Louis University, St. Louis, MO 63104, USA;
| | - Helen Robinson
- George Warren Brown School of Social Work, Washington University in St. Louis, St. Louis, MO 63130, USA; (S.T.B.-B.); (H.R.); (P.C.A.)
| | - Phylicia C. Allen
- George Warren Brown School of Social Work, Washington University in St. Louis, St. Louis, MO 63130, USA; (S.T.B.-B.); (H.R.); (P.C.A.)
| |
Collapse
|
9
|
Butler-Barnes ST, Richardson BL, Chavous TM, Zhu J. The Importance of Racial Socialization: School-Based Racial Discrimination and Racial Identity Among African American Adolescent Boys and Girls. J Res Adolesc 2019; 29:432-448. [PMID: 29504688 DOI: 10.1111/jora.12383] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
This study examined various parental racial socialization messages as mediators between school-based racial discrimination and racial identity formation over 4 years for African American boys (N = 639) and African American girls (N = 711). Findings indicated that school-based racial discrimination was associated with racial identity beliefs. For African American boys, behavioral racial socialization messages mediated the relation between school-based racial discrimination and racial centrality over time. Mediation also resulted for African American girls, but for a different set of race-related messages (negative messages and racial barriers) and racial identity beliefs. The developmental significance of the findings and implications for future research are discussed.
Collapse
|
10
|
Cunningham-Williams RM, Jones BD, Butler-Barnes ST, Wells AA, Williams Woodson SLL, Johnson SD, Pilar MR. Stress, stressors, and substance use: Differential risk for hookah use among African American college students. J Ethn Subst Abuse 2018; 19:289-310. [PMID: 30346896 DOI: 10.1080/15332640.2018.1511492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Using differential, multivariable risk models, we assessed the contribution of substance use and stress/traumatic events to hookah use among African American college students (n = 1,402) using data from the Fall 2012 American College Health Association-National College Health Assessment (ACHA-NCHA) II. Lifetime hookah use was 24.8%, with 34.2% of lifetime users having done so in the past 30 days. Compared to nonusers, hookah users had significantly higher use rates of alcohol, marijuana, other tobacco, and other drugs. Furthermore, hookah use was more likely among those with cumulative stress, yet less likely among older students. An implication is that prevention messages may need to be tailored for African American college students and particularly target younger students, substance users, and those with cumulative stress. These findings also inform policy discussions regarding hookah use on college campuses.
Collapse
Affiliation(s)
| | | | | | | | | | - Sharon D Johnson
- School of Social Work, University of Missouri-St. Louis, St. Louis, Missouri
| | - Meagan R Pilar
- Brown School of Social Work, Washington University in St. Louis, St. Louis, Missouri
| |
Collapse
|
11
|
Butler-Barnes ST, Martin PP, Hope EC, Copeland-Linder N, Lawrence Scott M. Religiosity and Coping: Racial Stigma and Psychological Well-Being among African American Girls. J Relig Health 2018; 57:1980-1995. [PMID: 29860644 DOI: 10.1007/s10943-018-0644-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
This study examined how having a relationship with God served as a protective factor between racial stigma beliefs and psychological well-being. A church sample of African American adolescent girls (N = 117, Mage= 15) completed measures on racial stigma, psychological well-being, and reports on having a relationship with God. After controlling for adolescent age, family income, and church attendance, positive racial beliefs and having a relationship with God were associated with a healthier psychological well-being. Findings also revealed that having a relationship with God and internalizing healthier racial beliefs were associated with a healthier psychological well-being, whereas reporting higher levels of having a relationship with God served as a protective factor for African American girls when internalizing moderate levels of racial stigma. Overall, results suggest that having a relationship with God can serve as a coping mechanism and promote a healthier psychological well-being for African American adolescent girls.
Collapse
Affiliation(s)
- Sheretta T Butler-Barnes
- George Warren Brown School of Social Work, Washington University, One Brookings Drive, Campus Box 1196, St. Louis, MO, 63130, USA.
| | | | - Elan C Hope
- North Carolina State University, Raleigh, USA
| | | | | |
Collapse
|
12
|
Carter R, Mustafaa FN, Leath S, Butler-Barnes ST. Teachers’ academic and behavioral expectations and girls’ pubertal development: Does the classroom learning environment matter? Soc Psychol Educ 2018. [DOI: 10.1007/s11218-018-9450-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
|
13
|
Varner FA, Hou Y, Hodzic T, Hurd NM, Butler-Barnes ST, Rowley SJ. Racial discrimination experiences and African American youth adjustment: The role of parenting profiles based on racial socialization and involved-vigilant parenting. Cultur Divers Ethnic Minor Psychol 2018; 24:173-186. [PMID: 29154560 PMCID: PMC5886795 DOI: 10.1037/cdp0000180] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
OBJECTIVES The purpose of this study was to test whether parenting profiles based on racial socialization and involved-vigilant parenting would compensate for or moderate associations between racial discrimination experiences and academic outcomes and psychological well-being among African American adolescents. METHOD Participants were 1,363 African American adolescents (Mage = 14.19; 52.3% female) from 3 Midwestern suburban school districts. Latent profile analysis was used to examine whether there were distinct combinations of parenting. The relationships among racial discrimination experiences, parenting profiles, and adjustment were examined using structural equation modeling (SEM). RESULTS Three distinct parenting profiles were found: moderate positive (n = 767; moderately high involved-vigilant parenting and racial barrier, racial pride, behavioral, and egalitarian messages, and low negative messages), unengaged (n = 351; low racial socialization messages and moderately low involved-vigilant parenting), and high negative parenting (n = 242; high negative messages, moderate other racial socialization messages, and moderately low involved-vigilant parenting). Racial discrimination experiences were negatively associated with youth adjustment. Moderate positive parenting was related to the best academic outcomes and unengaged parenting was associated with more positive academic outcomes than high negative parenting. Moderate positive parenting was associated with better psychological well-being than unengaged or high negative parenting although the benefits were greater for adolescents with fewer racial discrimination experiences. CONCLUSIONS Distinct patterns of racial socialization messages and involved-vigilant parenting contribute to differences in African American youth adjustment. (PsycINFO Database Record
Collapse
Affiliation(s)
| | - Yang Hou
- Department of Human Development and Family Sciences
| | | | | | | | | |
Collapse
|
14
|
Butler-Barnes ST, Varner F, Williams A, Sellers R. Academic Identity: A Longitudinal Investigation of African American Adolescents' cademic Persistence. J Black Psychol 2017; 43:714-739. [PMID: 38009097 PMCID: PMC10676052 DOI: 10.1177/0095798416683170] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2023]
Abstract
Adolescence is a vulnerable period for the development of academic identification and academic persistence, particularly among African American adolescents. The present study investigated how cultural assets (i.e., private regard and racial centrality) and academic assets (i.e., academic curiosity and academic self-esteem) influence African American adolescent boys' (n = 109) and girls' (n = 153) academic persistence over time. Additionally, we explored whether oppositional academic identity mediated the relationships between academic and cultural assets and academic persistence. Data were drawn from a cross-sectional longitudinal study. Results indicated significant direct effects of academic assets on academic persistence at Times 1 and 2 for boys and at Times 1, 2, and 3 for girls. Furthermore, oppositional academic identity mediated the relationship between boys', but not girls', cultural assets and academic persistence at Time 1. These findings have implications for understanding the role of assets in the lives of African American youth.
Collapse
|
15
|
Carter R, Leath S, Butler-Barnes ST, Byrd CM, Chavous TM, Caldwell CH, Jackson JS. Comparing Associations Between Perceived Puberty, Same-Race Friends and Same-Race Peers, and Psychosocial Outcomes Among African American and Caribbean Black Girls. Journal of Black Psychology 2017. [DOI: 10.1177/0095798417711024] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
16
|
Thompson VLS, Butler-Barnes ST, Jones BD, Wells AA, Cunningham-Williams RM, Williams SL. Factors Associated with Human Papillomavirus Vaccination Status at U.S. Colleges and Universities. Health Soc Work 2017; 42:e1-e7. [PMID: 28395066 DOI: 10.1093/hsw/hlw050] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2015] [Accepted: 02/23/2016] [Indexed: 06/07/2023]
Abstract
Human papillomavirus (HPV) vaccination rates remain low, but college student vaccination could offset this trend. This study identifies characteristics that could enhance HPV vaccination among U.S. college students. Data were from the National College Health Assessment II survey (fall 2012, N = 18,919). Univariate and logistic regression analyses were used to examine associations among demographic characteristics, college region and size, health status, receipt of health services, sexual health information, and HPV vaccination status. Among women, ethnic minorities, students attending schools in the South, those not receiving routine gynecological care in the past 12 months, and those unsure of when they last received gynecological care were less likely to report HPV vaccination. Among men, African Americans, students attending schools in the South and West, and those receiving sexually transmitted infection information were more likely to report vaccination. Data suggest that college health education can help to improve U.S. HPV vaccination rates. Campus health practitioners providing sexual health information and referrals are positioned to assist in this effort.
Collapse
Affiliation(s)
- Vetta L Sanders Thompson
- George Warren Brown School of Social Work, Washington University in St. Louis , St. Louis, MO , USA
| | - Sheretta T Butler-Barnes
- George Warren Brown School of Social Work, Washington University in St. Louis , St. Louis, MO , USA
| | - Brittni D Jones
- Department of Education, Washington University in St. Louis, One Brookings Drive, St. Louis, MO, USA
| | - Anjanette A Wells
- George Warren Brown School of Social Work, Washington University in St. Louis , St. Louis, MO , USA
| | | | - Sha-Lai Williams
- George Warren Brown School of Social Work, Washington University in St. Louis , St. Louis, MO , USA
| |
Collapse
|
17
|
Butler-Barnes ST, Estrada-Martinez L, Colin RJ, Jones BD. School and peer influences on the academic outcomes of African American adolescents. J Adolesc 2015; 44:168-81. [PMID: 26277404 DOI: 10.1016/j.adolescence.2015.07.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2015] [Revised: 07/06/2015] [Accepted: 07/19/2015] [Indexed: 10/23/2022]
Abstract
Little scholarship explores how adolescents' beliefs about school and peers influence the academic outcomes of African American boys and girls. The sample included 612 African American boys (N = 307, Mage = 16.84) and girls (N = 305, Mage = 16.79). Latent class analysis (LCA) revealed unique patterns for African American boys and girls. Findings indicate that for African American boys, school attachment was protective, despite having peers who endorsed negative achievement values. Furthermore, socio-economic (SES) status was associated with higher grade point averages (GPA) for African American girls. Overall, these findings underscore the unique role of school, peer, and gendered experiences in lives of African American adolescents.
Collapse
Affiliation(s)
- Sheretta T Butler-Barnes
- George Warren Brown School of Social Work, Washington University in St. Louis, Campus Box 1196, One Brookings Drive, St. Louis, MO 63130, USA.
| | - Lorena Estrada-Martinez
- College of Public and Community Service, University of Massachusetts Boston, 100 Morrissey Blvd., Boston, MA 02125, USA.
| | - Rosa J Colin
- George Warren Brown School of Social Work, Washington University in St. Louis, Campus Box 1196, One Brookings Drive, St. Louis, MO 63130, USA.
| | - Brittni D Jones
- Department of Education, Washington University in St. Louis, One Brookings Drive, Campus Box 1183, St. Louis, MO 63130, USA.
| |
Collapse
|
18
|
Butler-Barnes ST, Chavous TM, Hurd N, Varner F. African American adolescents' academic persistence: a strengths-based approach. J Youth Adolesc 2013; 42:1443-58. [PMID: 23700259 DOI: 10.1007/s10964-013-9962-0] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2013] [Accepted: 05/08/2013] [Indexed: 11/25/2022]
Abstract
African American adolescents are faced with the challenge to be successful academically, even though they may experience racial discrimination within school settings. Unfortunately, relatively little scholarship explores how African American adolescents draw on personal and cultural assets to persist and thrive in the face of discriminatory experiences. Additionally, little research has explored the buffering role of assets (e.g., racial pride, self-efficacy, and self-acceptance) on the relationship between school-based racial discriminatory experiences and the academic persistence of African American adolescents. Participants in the current study included 220 (58 % girls) socioeconomically diverse African American adolescents. Latent class analysis was utilized to identify clusters based on participants' racial pride, self-efficacy, and self-acceptance. Three cluster groups were identified. The majority of the students belonged to the average group in which adolescents reported average levels of the three study assets. Adolescents in the higher group reported higher assets relative to their peers in the study and those in the lower group reported lower strength-based assets relative to their peers. Results indicated that school-based racial discrimination was associated with lower levels of academic persistence. Additionally, adolescents in the higher assets group reported higher academic persistence in comparison to the average and low group. Our model reflected a promotive but not protective influence of adolescents' assets on their academic persistence.
Collapse
Affiliation(s)
- Sheretta T Butler-Barnes
- George Warren Brown School of Social Work, Washington University in St. Louis, St. Louis, MO 63130, USA.
| | | | | | | |
Collapse
|
19
|
Hurd NM, Sellers RM, Cogburn CD, Butler-Barnes ST, Zimmerman MA. Racial identity and depressive symptoms among Black emerging adults: the moderating effects of neighborhood racial composition. Dev Psychol 2013; 49:938-50. [PMID: 22709129 PMCID: PMC3484216 DOI: 10.1037/a0028826] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
In the current study, we explored patterns of change in Black emerging adults' racial identity beliefs during the transition to adulthood, assessed neighborhood racial composition effects on Black emerging adults' racial identity beliefs, and tested the moderating effects of neighborhood racial composition on the associations between Black emerging adults' racial identity beliefs and depressive symptoms over time. Participants in the current study included 570 Black adolescents (52% female) who were transitioning into adulthood (senior year of high school through 5 years post- high school). We did not find average patterns of change in Black emerging adults' racial identity beliefs over time. Further, neighborhood racial composition did not predict participants' beginning status or growth in racial identity beliefs over time. We, however, found evidence that neighborhood racial composition may moderate the associations between Black emerging adults' racial identity beliefs and symptoms of depression over time. Findings from the current study underscore the importance of considering how the larger social context may interact with individuals' racial identity beliefs to influence Black emerging adults' psychological health.
Collapse
Affiliation(s)
- Noelle M Hurd
- Center for the Study of Black Youth in Context, University of Michigan, USA.
| | | | | | | | | |
Collapse
|
20
|
Butler-Barnes ST, Williams TT, Chavous TM. Racial pride and religiosity among African American boys: implications for academic motivation and achievement. J Youth Adolesc 2011; 41:486-98. [PMID: 21611827 DOI: 10.1007/s10964-011-9675-1] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2011] [Accepted: 05/10/2011] [Indexed: 11/27/2022]
Abstract
The persistent underachievement among African American boys has led to increased empirical inquiry, yet little research considers within-group variation in achievement nor positive youth characteristics that help explain positive achievement outcomes. This study conceptualized culturally-based factors (racial pride and religiosity) as adolescent assets that would promote African American boys' achievement and also enhance positive effects of other youth assets (positive educational utility beliefs) on achievement. Our sample included 158 adolescent boys (M = 17.08) from a large, socioeconomically diverse suburban community context. Accounting for demographic background variables, educational utility beliefs were positively associated with academic grade performance. A significant educational utility beliefs and racial pride interaction indicated a stronger, positive association of educational utility beliefs with grade performance among boys with higher racial pride relative to those with lower racial pride. Also, there was a stronger positive association between educational utility beliefs and grades for boys reporting lower religious importance, but boys endorsing both lower educational utility beliefs and religious importance were at highest risk for low grade performance. Overall results suggest the importance of considering culturally-based factors in studying achievement motivation processes among ethnic minority adolescents.
Collapse
Affiliation(s)
- Sheretta T Butler-Barnes
- School of Education, University of Michigan, 615 East University Avenue, Ann Arbor, MI 48109, USA.
| | | | | |
Collapse
|