African American College Students Research Articles

Physical Activity Guideline Attainment and Gender Influence Chronic Disease Risks Among African American College Students

Chronic disease risk and poor health behaviors, including physical inactivity, are increasing among college students. African American (AA) college students are a vulnerable population given the disproportionate manifestation of chronic disease in AA adults. AA women are particularly high risk given the higher prevalence of chronic diseases among women compared with men. PURPOSE: To examine differences in chronic disease risk among AA college students by attainment of physical activity (PA) guidelines and gender. METHODS: AA college students (N=63; 43 female, 20 male; aged 18.2 ± 1.3 yrs) were recruited for a study examining and intervening on cardiovascular disease risk. Physical assessments and blood marker investigation were collected. Participants also completed self-report surveys: International PA Questionnaire (IPAQ), Perceived Stress Scale (PSS), and Pittsburgh Sleep Quality Index (PSQI). Students were categorized by meeting or not meeting PA guidelines (>150 min/wk). Descriptive statistics, frequencies, and independent samples t-tests were used to describe overall and stratified chronic disease risk profiles. RESULTS: Overall, students were overweight/obese (54%), had optimal blood profiles, did not attain the PA guidelines for health (54%), were moderately stressed (PSS: 15.1 ±6.5), had poor sleep quality (PSQI: 5.7 ± 3.1), and failed to meet sleep recommendations (6.5 ± 1.2 hrs/night). Females reported higher perceived stress than males (PSS score 16.7 ± 5.6 vs. 11.5 ± 7.2, p<.01); no other gender-specific differences in physical or blood biomarkers were detected. More males (85%) than females (28%) met PA guidelines. Females who met PA guidelines had significantly lower waist circumference (74.1 vs. 85.7 cm), BMI (23.1 vs. 28.6), and LDL cholesterol (65.1 vs. 74.3 mg/dL), and higher sleep quality (4.8 vs. 6.0) compared with females not meeting PA guidelines (all p <.05). There were no significant differences between males by PA guideline attainment. CONCLUSIONS:We identified linkages between PA guideline attainment and chronic disease risk in AA college students, which was more meaningful among females. Given the low PA rates among females, additional work is needed to understand strategies for increasing PA among female AA college students. Supported by NIMHD 1R15MD010194-01.

Black American College Students Report Higher Memory of Love for Mothers in Childhood Than White Students.

Cultural differences between Black and White individuals in the South are connected to the inequitable history of the United States. We wondered if these cultural differences would translate to a particularly precious aspect of life: memories of love felt in childhood toward one's parents. Some past studies have shown that Whites score higher on parental attachment measures to parents than Blacks, while other studies show no significant differences. However, no previous study has ever measured memory of feelings of love in relation to differences between ethnicities. In this study, Black (n = 124) and White (n = 125) undergraduates self-reported the strength and frequency of their past feelings of love toward their mother and father in first, sixth, and ninth grade as well as their current feelings of love. Results suggested that Black students reported feeling more love for their mothers in first, sixth, and ninth grades compared to White students. These findings were not explained when we statistically adjusted for age, gender, socioeconomic status, education levels, income, number of years spent living with mother or father, stress, or personality. Therefore, this relationship may be explained by unmeasured or unmeasurable cultural differences. The direction of this effect was in the opposite direction from what we expected based on past attachment research. Given the inequities in U.S. history and the current discussions around ethnicity and race in the United States, the finding that Blacks reported higher remembered feelings of love for their mothers in childhood is intriguing and worthy of dissemination and discussion.

Career Narratives of African American Female College Students: Insights for College Counselors

The authors collected narrative data from 11 African American female college students at a predominantly White institution using the Career Construction Interview (Savickas &amp; Hartung, ), the Future Career Autobiography (Rehfuss, ), and a qualitative career experiences questionnaire. Using the constant comparison method (Strauss &amp; Corbin, ), the authors uncovered 4 overarching themes based on the unique experiences of participants. The authors present insights for college counselors providing career development services.

African American College Students, the Black Church, and Counseling

African American undergraduate students face numerous challenges during college; however, they are less likely to seek help from college counseling services. Often, African Americans seek support from spiritual resources. In the current phenomenological study, participants shared in a focus group interview. Overall, participants seemed to value the Black Church as an integral part of their lives and as an influence on their perceptions of counseling and proclivity to seek counseling services.

F2. CHILDHOOD TRAUMA AND LACK OF CULTURAL IDENTITY AS RISK FACTORS OF ATTENUATED PSYCHOSIS SYMPTOMS AMONG AFRICAN AMERICAN YOUNG ADULTS

BackgroundSchizophrenia spectrum diagnosis is more commonly assigned to African Americans. Failing to understand and appropriately manage cultural differences will have significant mental health consequences for varied racial/ethnic groups in particular (Betancourt, Green, & Carrillo, 2002). The purpose of the present study was to examine risk factors of attenuated psychosis syndrome in a sample of African American young adults, specifically to investigate whether lack of ethnic identity and adverse childhood experiences (ACEs) put an individual at a higher risk of developing attenuated psychotic symptoms.Adverse Childhood Experiences (ACE) as Risk Factor of APS:The Comorbidity Survey (NCS) Part 2 data showed that the effects of neglect and sexual abuse, along with physical abuse similarly put a child at risk for psychosis. People who had suffered childhood adversity were 2.8 times more likely to develop psychosis than those who had not. Studies have also begun to look at gender differences in schizophrenia by way of ACEs.Lack of Ethnic Identity as Risk Factors of APS:The African worldview reflects psychological communal, spiritual, collective survival thrust as opposed to the European worldview of individualism and materialism. Cultural Misorientation (CM) represents that foreign psychological or psychopathological disposition in the African personality, which allows African Americans to unknowingly value and participate in European cultural indoctrination through the practice of European cultural values, rituals, and customs. The purpose of this study was to explore the roles that CM play on the overall presentation of attenuated psychotic symptoms, by way of ACE exposure.MethodsParticipants: Participants included 304 African American college students, 199 (65.46%) women and 105 (34.54%) men from a Historically Black College and University in the southeastern region of the United States. Participants were between 18 and 25 years of age.InstrumentsAdverse Childhood Experiences Scale measures the association of multiple types of abuse with different types of health outcomes. Prodromal Questionnaire- Brief (PQ-B) measures the presence of negative symptoms, perceptual abnormalities such as hallucinations, and unusual thought content like delusional ideas and paranoia. Cultural Misorientation - Short Form assesses the condition of cultural misorientation across 6 subscales-- materialism orientation, individualism orientation, alien-self orientation, anti-self orientation, self-destructive orientation, and integration orientation.ResultsThe Pearson correlation analysis indicated no significant relationship (r = -.073, p = .206) between ACE exposure and APS total scores on PQ-B. However, an unexpected negative significant relationship between childhood abuse exposures and symptom severity was observed (r = -.126*, p = .028), indicating that participants who reported more instances of childhood abuse tended to report less symptom severity. In addition, Cultural Misorientation (CM) was significantly positively correlated to PBQ total scores r = .194**, p = .001) and the severity of those symptoms (r = .171**, p = .003). CM materialism and individualism subscales mediated the relationship between childhood abuse and PQ-B total scores and symptom severity.DiscussionThis study provides support that some aspects of cultural misorientation can be detrimental to African Americans. Helping to reduce material and individualistic desires that have become detrimental should also be a central focus of implemented mental health programs.

T32. USING PSYCHOSOCIAL INTERVENTION TO ENHANCE KNOWLEDGE OF ATTENUATED PSYCHOSIS SYMPTOMS AND HELP SEEKING BEHAVIORS AMONG AFRICAN AMERICAN YOUNG ADULTS

BackgroundThe lack in knowledge of mental illnesses is of primary concern with regard to help-seeking and treatment outcomes, especially when faced with chronic and severe illnesses such as psychotic disorders. Where mental health knowledge lacks, so does the ability to recognize the signs and symptoms, risk factors, and causes of mental disorders; as well as the appropriate routes of care for these illnesses. Psychotic disorders and attenuated/subclinical psychotic symptoms are often the target of stigma due to the distinctive symptoms, disruptive behavior and perceived dangerousness of both. Furthermore, the social stigma and discrimination historically faced by African Americans in the United States magnifies the disparity in treatment outcomes among this population. The enrollment of minority college students has increased from 15 percent to 33 percent over the past three decades; cases of students with mental illnesses have also increased. It is becoming more important to explore psychosocial intervention strategies geared to promote knowledge of attenuated psychotic symptoms and help-seeking behavior among African Americans young adults.MethodsThe sample consists of 177 students from a Historically Black College and University (HBCU) in the Southeast region of the United States. The participants ranged in age from 18–25. A within group test-retest design was used to conduct the study. The participants received a pretest, participated in a psychosocial training on attenuated psychosis syndrome, and a posttest.ResultsThe results suggest that the training was effective in enhancing the participants’ knowledge of early warning signs of psychosis and improving their help-seeking behavior. However, stigma unexpectedly increased after the training.DiscussionDiscussion: Enhancing mental health literacy has implications for influencing the effects of stigma and discrimination. Colleges and universities are optimal settings for improving mental health literacy because of the high-risk age groups served at these institutions. Mental health literacy is an important life skill that should be taught before the need arises. In order to increase the likelihood that African American college students seek the appropriate help for mental health problems and understand the effects of stigma on help seeking behaviors, more cultural specific interventions are necessary among this population. Interventions should include strategies to cope with stigma and discrimination in order to reduce the effects of both. Future research in this area should also consider how one’s ethnic identity correlates with stigma and help seeking behavior.

An educational intervention to improve human papilloma virus (HPV) and cervical cancer knowledge among African American college students

ObjectivesMisinformation and lack of formal education about cervical cancer may contribute to disparities. The objective of this study was to assess the role of an educational intervention in improving knowledge about Human papilloma virus (HPV) and cervical cancer among African American female college students. MethodsWe completed a total of 5 lectures at 4 different historically Black Colleges in North Carolina, Virginia, and West Virginia. Each 60min lecture reviewed basic female anatomy, HPV pathogenesis, cervical dysplasia, cervical cancer, HPV vaccination and cervical cancer screening. Participants completed pre- and post-lecture surveys assessing knowledge, attitudes and beliefs related to cervical cancer screening, HPV, and the HPV vaccine. ResultsA total of 72 students attended the lectures and 57 students completed the surveys. 96% of students reported knowledge of the HPV vaccine, however only 52% reported receiving the vaccine, and 42% completed the 3-shot series. About 77% of students over 21years of age reported having a Pap smear. Of the 16 knowledge-based questions, correct response rates significantly increased (74% v. 91%, p=0.005) with the intervention. At the completion of the intervention, 94% affirmed plans to get regular Pap smears and 87% affirmed plans to get the HPV vaccine. ConclusionsPrimary prevention and early detection are key interventions for reducing disparities in cervical cancer incidence and treatment. Community outreach efforts play an important role in reducing inequities in cancer among high-risk groups. The educational intervention utilized in this study was successful in improving knowledge about HPV and cervical cancer.

Intersectionality of Ethnicity/Race and Gender in the Phenomenology of African American College Students’ Presenting Problems: a Profile Analysis Using Nonmetric Multidimensional Scaling

Multidimensional scaling analyses (MDS) was used to uncover the phenomenology or implicit cognitions underlying presenting problems for which African American male and female students reported seeking college counseling services, in comparison to their European American counterparts. Normative, idiographic, and idiothetic approaches to the measurement of explicit versus implicit dimensions of students’ reports of eight psychological issues (seven disorders and medication use) for which they sought counseling in two timeframes (historical and current) were conducted by ethnicity/race and gender. It was hypothesized that idiographic and idiothetic approaches, which involved profile analyses using nonmetric MDS, would be more likely to reveal intersectionality between ethnicity/race and gender than the normative approach. Results supported the hypothesis of the greater sensitivity of the two individual difference models. Nonmetric MDS analyses revealed significant differences across profiles, with African American males underutilizing mental health services but displaying significant psychological distress; and African American females receiving significantly more pharmacotherapy for depression. Implications for college mental health services for African Americans are discussed.

Perceived and Personal Mental Health Stigma in Latino and African American College Students.

Mental health stigma occurs when people have negative thoughts and beliefs of those with mental health illnesses or mental health treatment. Mental health stigma is related to an assortment of negative outcomes including discrimination in housing and employment, reduced usage of mental health services, and poor mental health outcomes. These implications may be particularly salient for ethnic minorities such as African Americans and Latinos who already suffer from other types of discrimination. This study examines perceived and personal mental health stigma in African American and Latino college students from a nontraditional university to help elucidate factors related to the development of mental health stigma. Students completed surveys concerning their stigma beliefs. African American students were found to have higher rates of mental health stigma than Latino students. Furthermore, anxiety about those with mental illness was related to greater mental health stigma for both groups. For African Americans, it was found that their perception of their ability to visibly identify those with mental illness was related to greater mental health stigma. These findings suggest that interventions to reduce mental health stigma in college students should target specific ethnic minority groups and focus on issues that are particularly salient to those communities.

Enhancing Psychosocial Constructs Associated with Technology-Based Physical Activity: A Randomized Trial Among African American Women

ABSTRACTBackground: Minority women have demonstrated higher rates of health disparities associated with lower levels of physical activity, a finding prevalent among college-aged individuals. Though these health disparities occur given a variety of factors, novel, technology-based interventions are being developed to increase physical activity, with Social Cognitive Theory (SCT) serving as a useful framework for guiding such interventions. Purpose: This investigation sought to evaluate 2 technology-based interventions on physical activity motivation and psychosocial variables among young African American women. Methods: Forty-nine female African American college students aged 18–24 used an UpBand accelerometer and app or a diet tracker app for 6 weeks. Posttesting occurred at the conclusion of the intervention and 2 months postintervention. Results: Perceived family support for exercise decreased in both groups, F(2, 94) = 9.90, P < .001, partial η2 = 0.17. Following an initial decrease in exercise self-efficacy scores from pre- to posttest, an increase in exercise self-efficacy was evidenced from posttest to the 2-month follow-up for both groups, F(1, 47) = 10.90, P = .002, partial η2 = 0.188. Discussion: Although technology-based physical activity apps include social constructs, this study did not find strong support for promoting the psychosocial variables among participants. The use of fitness-promoting technology may facilitate exercise self-efficacy in minority female college students. Translation to Health Education Practice: Technology-based interventions may be more effective when used in conjunction with traditional physical activity promotion.

Dimensions of ethnic identity as protective factors for substance use and sexual risk behaviors in African American college students

ABSTRACTObjective: To examine ethnic identity and ethnic socialization as potential protective factors for risk behaviors among US college students. Participants: Participants were 398 African American and Afro-Caribbean students recruited from 30 colleges and universities during September 2008–October 2009. Methods: Data on hazardous alcohol use, substance use, sexual behaviors, ethnic identity, and ethnic/racial socialization were collected. Hierarchical linear and negative binomial regression analyses were conducted to determine the degree to which ethnic identity and ethnic/racial socialization predicted the risk behaviors. Results: Ethnic Identity affirmation, belonging, and commitment (EI-ABC) significantly predicted lower substance use and hazardous alcohol use. Ethnic/racial socialization was not a significant predictor of substance use or sexual risk behaviors. Conclusions: Components of ethnic identity are potentially protective against alcohol and substance use behaviors. Additional research is recommended to determine effective intervention strategies.

Stigma and Status at an HBCU: Perceptions of Racial Authenticity Among Racially Underrepresented Students in the South

The existence of race-based stigma among minority populations in the United States has been well-documented. Notably, the acting White accusation has garnered considerable attention in relation to the African American population. Interestingly, studies related to this accusation have been primarily centered around Black students at Predominately White Institutions. Comparably, a focus on African American college students at Historically Black Colleges and Universities is limited. The purpose of this study is to determine the extent to which student characteristics (i.e., age, classification) are associated with the acting White accusation. Utilizing a quantitative method design, we analyzed over 100 student surveys which identified a number of significant outcomes. Through the use of ANOVA, findings indicate that both student classification and age are significantly associated with a number of aspects related to the race-based stigmatization. Limitations, policy implications, and areas of further research are discussed.

Health literacy and digital media use: Assessing the Health Literacy Skills Instrument - Short Form and its correlates among African American college students.

Improving health literacy is increasingly seen as a solution to health problems and inequalities. This study assesses how one of the more recent measures of health literacy, the Health Literacy Skills Instrument – Short Form, performs among African American college students, and ascertains if and how media use relates to health literacy. Results indicate that both the use of health-related websites and apps as well as overall time spent with the media were positively, but conditionally, linked to health literacy. However, findings also pointed to the need for further test development.

An Eight-Week Supervised Fitness Program in Reducing Cardiovascular Risk Factors Among African-American College Students

Cardiovascular disease (CVD) is the leading cause of death of all races in the United States. African-Americans are more likely to die from CVD than whites. One hundred and forty-six African-Americans college students were recruited from a historical black college (HBCU) in North Carolina. A fitness course (PEDU 1541) was required for all students at North Carolina Central University (NCCU). An eight-week program was designed by several certified fitness instructors who teach this course at NCCU. This study was to exam the effectiveness of an 8-week exercise program in reducing CVD risk factors, including cardiovascular fitness, waist circumferences, and body fat percentage (BF%). Students’ BMI, body composition, cardiovascular fitness, muscular endurance, and trunk flexibility were assessed before and after completion of this 8-week supervised program. All the pre- and post-measurements of the 146 students were compared with a paired-t test to see if there were any significant changes. After 8 weeks of participation in this program, all measurements except their body fat composition improved (p< 0.05). Students’ diet or calorie intake was not controlled during the program in this study. Therefore, no significant change was found in their answers to the modified questionnaire of health behaviors, including alcohol, tobacco, vegetable consumptions before and after they completed this 8-week fitness course. Therefore, increase physical activity level alone may not be sufficient to reduce all risks of CVD in African-American population.

From Bakke to Fisher: African American Students in U.S. Higher Education over Forty Years

We consider how antiblack legal precedents constrain African American access and success in higher education. We employ critical race theory to assess status and trends for African American college, graduate, and professional students. Our forty-year analysis traces national patterns of African American student enrollment and degree completion at public, four-year institutions. Using the Integrated Postsecondary Education Data System, we find that higher education remains a site of intense racial struggle for African American students. Across institutions we see various trends: the number of African American students at flagships has declined, more students enroll and complete degrees at black-serving institutions, and historically black colleges and universities are more racially diverse.

Racial discrimination, racial identity, and impostor phenomenon: A profile approach.

This study examined the association between racial discrimination and the impostor phenomenon (IP) and the moderating influence of racial identity on this relationship. One hundred fifty-seven African American college students (68% female; mean age = 18.63) completed measures of racial discrimination, racial identity, and IP during 2 waves of data collection. Utilizing latent profile analyses, 4 patterns of racial identity were identified: Undifferentiated, Multiculturalist, Race-Focused, and Humanist. Racial discrimination predicted higher subsequent levels of IP. Racial identity did not moderate the impact of racial discrimination; however, students in the Multiculturalist and Humanist groups reported the lowest and highest levels of IP at Wave 2, respectively. IP is influenced by racial discrimination experiences as well as by the significance and meaning that individuals ascribe to being African American. (PsycINFO Database Record

&lt;em&gt;Applying the Connor-Davidson Resilience Scale for Use with Third-Year African American College Students&lt;/em&gt;

&lt;em&gt;Applying the Connor-Davidson Resilience Scale for Use with Third-Year African American College Students&lt;/em&gt;

Using the PRECEDE-PROCEED model for an online peer-to-peer suicide prevention and awareness for depression (SPAD) intervention among African American college students: experimental study.

Background: Suicide rates are high among African American students because they are at a greater risk of depression. A commonly used suicide prevention approach is the gatekeeper training. However, gatekeeper training is neither evidence-based nor has it been identified as culturally-appropriate for African American college students. Therefore, the purpose of this study was to develop and evaluate an online peer-to-peer PRECEDE-PROCEED model based depression awareness and suicide prevention program that was culturally appropriate for African American college students.Methods: The setting was a predominantly Black institution in southern USA. A pre-experimental repeated measures one group design was used to measure changes in peer educators’ (n = 29) predisposing factors regarding knowledge, skills and attitudes pertaining to depression, reinforcing factors or receiving support from peers, healthcare professionals and teachers to help someone with depression, enabling factors or sureness of finding organizations to help someone with depression, and behavior for helping someone with depression at pretest, posttest and 1-month follow-up. A posttest only one group design was also used to measure effect on predisposing factors and behavior of students (n = 300) trained by peer educators.Results: There were statistically significant improvements in attitudes related to depression as disease (P = 0.003; η2 = 0.39), attitudes about managing depression (P = 0.0001; η2 = 0.30), skills(P = 0.0001; η2 = 0.41), reinforcing factors (P = 0.018; η2 = 0.13), enabling factors (P = 0.0001;η2 = 0.31), and behavior (P = 0.016; η2 = 0.14). Changes in knowledge about depression and attitudes about helping people with depression were not statistically significant over time for peer educators. The peer-to-peer training was not completely effective in transferring corresponding changes for students trained by peers.Conclusion: The program was effective for peer educators but peers could not significantly influence other students in all domains. This study provides a starting point toward evidencebased approaches for health promotion interventionists addressing depression awareness and suicide prevention among African American college students.

Southern assumptions: normalizing racialized structures at a university in the Deep South

Informed by critical race theory (CRT), we examine how African-American and white college students, at a predominantly white, structurally diverse, Southern US university, understand their cross-racial experiences. Black–white interactions are understood within the context of the so-called ‘post-racial’ environment, against the backdrop of high-profile cases of racial injustice, and within the added context of the historical legacy of slavery and Jim Crow segregation in the rural Southern United States. Our study suggests that many students, regardless of race, recognized the persistence of racial segregation, especially in nightlife and campus Greek letter organizations (GLOs). African-American students were the most vocal and troubled by this division. Unexpectedly, however, students appeared to take for granted that in the American South, racism is persistent and indestructible. Building on Bell’s (1991) notion of racial realism and Bonilla-Silva’s (2013) notion of naturalization, we expand the view that racism is inherent or related to individual preference, to place and time, with a construct we term southern assumptions. Southern assumptions are the mechanisms in which participants connect collective historical racism in the south to the race problems of today.

Anxiety, Stress, and Trauma Symptoms in African Americans: Negative Affectivity Does Not Explain the Relationship between Microaggressions and Psychopathology.

Prior research has demonstrated a clear relationship between experiences of racial microaggressions and various indicators of psychological unwellness. One concern with these findings is that the role of negative affectivity, considered a marker of neuroticism, has not been considered. Negative affectivity has previously been correlated to experiences of racial discrimination and psychological unwellness and has been suggested as a cause of the observed relationship between microaggressions and psychopathology. We examined the relationships between self-reported frequency of experiences of microaggressions and several mental health outcomes (i.e., anxiety [Beck Anxiety Inventory], stress [General Ethnic and Discrimination Scale], and trauma symptoms [Trauma Symptoms of Discrimination Scale]) in 177 African American and European American college students, controlling for negative affectivity (the Positive and Negative Affect Schedule) and gender. Results indicated that African Americans experience more racial discrimination than European Americans. Negative affectivity in African Americans appears to be significantly related to some but not all perceptions of the experience of discrimination. A strong relationship between racial mistreatment and symptoms of psychopathology was evident, even after controlling for negative affectivity. In summary, African Americans experience clinically measurable anxiety, stress, and trauma symptoms as a result of racial mistreatment, which cannot be wholly explained by individual differences in negative affectivity. Future work should examine additional factors in these relationships, and targeted interventions should be developed to help those suffering as a result of racial mistreatment and to reduce microaggressions.