African American College Students Research Articles

The association between Food and Alcohol Disturbance (FAD), race, and ethnic identity belonging.

A growing body of literature has established that food and alcohol disturbance (FAD: decreasing one's caloric intake in preparation for alcohol consumption) is a specific health risk that endangers health and wellbeing. Recent research on trends in FAD has revealed ethno-racial disparities. A sociological analysis is helpful to center race and examine the role of ethnic identity in reproducing health disparities. The current study is guided by theories of socialization into ideal body types by race. Study uses data from a cross-sectional survey conducted among college students. The sample includes White and Black American college students, ages 18-25, and uses ordinal logistic regression to test for the impact of race and ethnic identity on engagement in FAD using the Compensatory Eating and Behaviors in Response to Alcohol Consumption Scale (CEBRACS). FAD prevalence was lower among Black Americans than among White Americans in the sample. Results from ordered logistic regression models indicate that stronger ethnic ties reduce likelihood of FAD among Black Americans but have the opposite effect among White Americans. This modification effect provides evidence that ethnic identity belonging protects against FAD for Black Americans but acts as a risk factor for FAD among White Americans. Findings shed light on the documented racial disparities in FAD and weight control behavior more broadly. Ethnic identity modifies the relationship between race and FAD in our sample. Level V, cross-sectional descriptive study.

Coming to My Senses.

Coming to My Senses.

Coping with racial battle fatigue: differences and similarities for African American and Mexican American college students

ABSTRACTStudent of Color often reference racial microaggressions when asked to describe their post-secondary experience. The racial battle fatigue framework assists in understanding the cumulative, negative effect of racial microaggressions on psychological, behavioral, and physiological outcomes. This paper assesses the racial battle fatigue framework for African American and Mexican American college students and the impact of coping on racial stress. Results demonstrate that racial microaggressions negatively impact stress responses for African American and Mexican Americans differently, but coping may help alleviate the impact of racial battle fatigue. Universities can address racial microaggressions and negative health outcomes by educating campus constituents about racial microaggressions, addressing Whiteness, and providing education about adaptive coping strategies.

Psychological Momentum and Inertia: Toward a Model of Academic Motivation

Building upon psychological momentum theory, we draw an analogy between motivational constructs proposed herein and the physical principles of mass, inertia, and momentum. From these principles, we derived constructs representing academic inertia in states of both low and high momentum. The sample consisted of 105 African American college students in science, technology, engineering, and mathematics majors. Results of a confirmatory factor analysis (CFA) of a newly developed scale yielded support for two distinct factors reflecting low momentum state inertia (LMSI) and high momentum state inertia (HMSI). The conditional relationship between LMSI and HMSI was then examined with inspiration as a moderating variable. Consistent with our prediction, results indicated that the relationship between LMSI and HMSI was positive and significant at low levels of inspiration, while this slope was not significant at high levels of inspiration. Implications for cognitive-affective factors that may inhibit or facilitate psychological momentum in the context of academic functioning are discussed.

Campus climate comparisons in academic pursuits: How race still matters for African American college students

Perceptions of social estrangement felt by African American college students can account for group-based inequalities evident in a wide range of educational outcomes. Moreover, racial incidents, occurring on and off college campuses, make race more salient for African American students and influence emerging identity development. By recruiting African American students enrolled at predominantly White institutions (PWIs) as well as at historically Black college and universities (HBCUs), this study examined how individual differences in sensitivity to racial status related to self-reported scores of students’ academic success and satisfaction. African American participants ( N = 352) contributed to a longitudinal study surveying the daily life experiences of African American college students. We predicted that across the participant groups, assessed outcomes would be similar, but not identical due to varying campus climates. Results indicated that at both HBCU and PWI institutions, race matters at the individual level and campus climate impacts groups differently.

Incorporating Humanistic Values and Techniques in a Culturally Responsive Therapeutic Intervention for African American College Students

Creating spaces that counter deficit notions of people of color can promote well‐being among African American college students. Yet, there is little guidance on how to develop these identity‐affirming settings. Delineating the counseling skills and group processes involved in facilitating a counterspace, the authors present the African American Student Network.

Social-cognitive career theory variables as mediators for the relationship between deep learning and goal persistence in African American college students with disabilities

Social-cognitive career theory variables as mediators for the relationship between deep learning and goal persistence in African American college students with disabilities

Improving financial literacy in college of business students: modernizing delivery tools

PurposeThe purpose of this paper is to develop and test through an experiment, an innovative online video teaching module that significantly improves financial literacy in college of business students. Specific business major financial literacy levels are also tested.Design/methodology/approachA total of 244 college of business students were given a financial literacy test. Half of the students were exposed to the “treatment” (watched a video module), while other half were not. The videos comprised 67 min of micro-lectures that students could download, free of charge, at their own convenience. The researchers analyzed the impact of a previous personal finance course on students’ financial literacy levels and tested across four business majors.FindingsThe video intervention was the most successful at increasing financial literacy, surprisingly more so than having taken a past personal finance course. Interaction effects were not significant. Four college majors were tested with a shorter, improved financial literacy measure – finding, to our surprise that non-quantitative business majors (particularly marketing students) are not less financially literate than other majors. Supporting past research, the authors found that female and African-American college students performed significantly lower on the test.Originality/valueThe research adds value to the literature by developing and testing a modern, novel teaching innovation to improve financial literacy in young adults. Using an experimental setting, the authors showed that the innovation was more effective than the commonly proscribed personal finance course. This is one of the few studies to measure financial literacy levels for specific college of business majors.

Physical and Mental Health Experiences among African American College Students

ABSTRACTTransitioning from home to college life can lead to changes in dietary and physical activity behaviors. Approximately 12% to 50% of college students meet criteria for one or more mental disorders. When compared to others, African Americans typically have poorer health outcomes and experience greater rates of cardiovascular-related diseases and depression. The purpose of this qualitative interpretive meta-synthesis (QIMS) was to understand physical and mental health experiences among African American college students to inform policy, practice, and research. Findings from the QIMS revealed two overarching themes: (1) perceptions of physical health and (2) perceptions of mental health. Each theme included three dimensions. The dimensions of perceptions of physical health include (1) exercising for health benefits, (2) exercising for aesthetics, and (3) nutrition versus healthy eating. The dimensions of perceptions of mental health include (1) stress, (2) confidence, and (3) spirituality. These themes enhance understanding of what African American college students perceive and experience when attempting to engage in overall physical and mental health.

Prior Experiences With Racial Discrimination Predict Psychological Reactions to a Recent Incident of Race-Based Rejection Among African American University Students

Based on previous theory and research suggesting that a defensive motivational system (DMS) is activated in response to a specific incident of racial discrimination, prejudice, or stereotyping, we examined how prior experiences with racial discrimination increase intense psychological reactions to a recent incident of race-based rejection. Participants were 161 African American undergraduate students from a PWCU or a HBCU who initially completed a Time 1 measure about their prior experiences with racial discrimination. At Time 2, participants who reported being the target of prejudice in the previous 10 to 12 weeks completed measures of thought intrusions about the incident, negative affect about what happened, and lack of forgiveness for the perpetrator. The results indicated that prior exposure to racial discrimination was associated with an increase in thought intrusions about the incident. In turn, more thought intrusions were associated with more negative affect and lower forgiveness for the perpetrator.

Clothing Involvement Profiles of African-American Students for Marketing Strategies

Successful marketing strategies for clothing business are strongly dependent on understanding the way in which consumers become involved with clothing product before making a purchasing decision. This study revealed that African-American college students have higher mean scores of clothing involvement than the other ethnic consumers have, which is caused by the highly skewed distribution pattern of clothing involvement. 240 completed data were analyzed to explain such unique characteristics of African-American students’ consumption behavior using multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA). As a result, many of African-American college students think it is very important to choose clothing that makes them look good with the fit and style. In particular, the high-involvement groups tend to follow the latest fashion trends and dynamic clothing styles in order to create their better personal image with best-fitting clothing. Fashion magazine is one of the most important information sources to them because it usually deals with lots of the current fashion issues for young consumers compared to other information sources.

How High-Impact Practices Influence Academic Achievement for African American College Students

Utilizing data from seven four-year public institutions in the United States, this study employed chi-square test for independence and a Mann-Whitney U test to examine the relationships between participation in high-impact practices (HIPs)and academic outcomes of undergraduate African American college students. Findings suggest the number of HIPs undergraduate African American students were involved in was associated with academic achievement. Furthermore, associations between HIPs and academic achievement differed based on class standing (i.e., first-year/second-year and junior/senior) and gender. The article closes with implications for practice and future research.

Exploring the Relationship Between Campus Climate and Minority Stress in African American College Students

During recent decades, there has been a growth in research exploring the social experiences of African American students attending institutions of higher education. Research that examines minority stress suggests that students of color experience cognitive stressors specific to their racial identity or status as minorities on campus. Many studies have expanded on this knowledge in terms of academic achievement, retention, and adjustment to campus during the first year. The present study explored the concept of minority stress in relation to campus climate and the mental health of African American college students. The participants in this study consisted of eight college students from a predominantly White Midwestern university who identified as African American. Utilizing one-on-one interviews, the students discussed their experiences on campus, their perceptions of campus climate, the stress they experienced as students of color, and how these aspects may have contributed to symptoms of depression and anxiety. Information shared by the students indicated that campus climate and minority stress are closely associated with one another, especially when considering the racial status of the students. While students described feeling stress, discomfort, and burden due to campus climate and minority stress, the investigators were unable to determine if the symptoms described were, in fact, due to anxiety or depression.

Racial Climate and Inclusiveness in Academic Libraries: Perceptions of Welcomeness among Black College Students

AbstractThere is currently a dearth of research on African American college students and their interactions in academic libraries. The purpose of this quantitative study is to investigate whether A...

The Relationship between Financial Knowledge, Financial Management, and Financial Self-Efficacy Among African-American Students

The personal finance literature has documented the positive effects of financial knowledge, financial management, and financial self-efficacy on the lives of college students. However, there is a need for a more nuanced examination of how these factors shape financial decision making among African American college students. Using data obtained from the 2014 National Student Financial Wellness Study and structural equation modeling, results indicated that financial knowledge is not directly or indirectly associated with financial self-efficacy for African American students. Only financial management is significantly associated with increased financial self-efficacy. Findings indicate that financial education based on experiential learning may be effective for the well-being of African American students. Further, as the personal finance profession seeks to increase diversity in the field, experiential learning may be the vehicle to attract more African American professionals pursuing financial counseling, planning, and education professions in the future.

Does Resilience Mediate the Link between Depression and Internet Addiction among African American University Students?

Does Resilience Mediate the Link between Depression and Internet Addiction among African American University Students?

African American Male College Students' Transitioning Experiences at PWCUs and their Coping Strategies

Qualitative methodology was used to explore the transitioning experiences of African American males at a large public university in the Midwest. Researchers facilitated a focus group in which seven African American male students described their transitioning experiences and coping strategies attending a predominantly White college and university (PWCU). An interpretative phenomenological approach (IPA) guided by grounded theory was used to analyze the data. Results are discussed with recommendations for researchers and university practitioners.

Using the Intrusive and Nurturing Models when Advising African American College Students with Learning Disabilities

Using the Intrusive and Nurturing Models when Advising African American College Students with Learning Disabilities

Cultural Identity, Africultural Coping Strategies, and Depression as Predictors of Suicidal Ideations and Attempts Among African American Female College Students

Suicide prevention is a growing health concern in America for many minority groups. Although experts agree suicide is associated with cultural practices and beliefs, there is limited evidence on how African American women cultural values and practices influence their low rates of suicide. This study explores cultural identity, Africultural coping strategies, and depression as predictors of suicidal ideations and attempts among African American female college students. It was hypothesized that suicidal ideations and attempts are negatively related to cultural identity and Africultural coping styles, but positively related to depression. One hundred and thirty-seven African American female students were administered a battery of measures assessing cultural identity, coping strategies, and suicidal ideations and attempts. Results revealed that Africultural coping strategies and depression emerged as significant predictors of suicidal ideation and attempts. Results are discussed in terms of African American culture as a buffer to possible suicidal behavior in African American women.

A mixed methods exploration of the relationships between the racial identity, science identity, science self-efficacy, and science achievement of African American students at HBCUs

Utilizing a Critical Race Mixed Methodology framework, the purpose of this concurrent (QUANT +qual) mixed methods study was to investigate the relationships between the racial identity, science identity, science self-efficacy beliefs, and science achievement of 347 African American college students who attend historically Black colleges and universities (HBCUs). The quantitative data identified several statistically significant relationships between science identity, racial identity, science self-efficacy, and science achievement. The results of a path analysis suggested that college science achievement is significantly explained by science identity (indirect effect = 0.09, p < 0.01), and marginally by racial identity measures (centrality, nationalist, and public regard), with science self-efficacy serving as a mediator. In the qualitative strand, semi-structured interviews were conducted with 14 students from the quantitative strand in order to corroborate the findings between the two methods. The qualitative data revealed that HBCUs facilitate the development of the constructs of interest by establishing Black racial cohesion and Black science cohesion, as well as by building students’ science cultural capital. Overall the qualitative findings corroborated several key quantitative findings.