African American Female College Students Research Articles

RESISTANCE AND RESILIENCE IN AFRICAN AMERICAN AND LATINX WOMEN COLLEGE STUDENTS IN THE CONTEXT OF ETHNO-GENDERED RACISM

This study explores how high-achieving African American and Latinx female college students in an historically white institution (HWI) experience and respond to ethno-gendered bias based on the perspectives of resilience and intersectionality. Six 90-minutes focus group were conducted with 21 college women of color (CWOC), including 10 African American and 11 Latina emerging adults aged 18 to 23. A modified grounded theory approach was employed for the data analysis. The transitions of CWOC as emerging adults taking on greater responsibilities and independence were made more complex by ethno-gendered encounters. A grounded model of resistance expanded the ecological framework of resilience to accommodate intersectional experiences with race and gender bias. The model highlights CWOC resistance as an important psychosocial mechanism facilitating their adjustment in a predominantly White institution. CWOC employed a strong psychological mechanism of resistance to prevent the internalization of the negative stereotypical narratives. Maternal ethno-gendered racial socialization appeared to be a crucial resilience resource helping them to cope and promoting the growth of self-system characterized by independence, self-efficacy and self-respect, high self-esteem, determination and hard work. This transformative and constructive psychological mechanism of resistance was linked to their successful adjustment and achievement in college. The findings have developmental and practical implications for historically minoritized women college students’ resilience and adjustment.

Academic Success and Stories of Resiliency: African American Female Students Navigating the College Terrain

Many educators have become accustomed to using the deficit model of thinking to illustrate the challenges faced by African American students, frequently interpreting their academic struggles as personal failures and lack of resilience. In 2007, a public university in Southern California established the Learning Habits Project (LHP), a study designed to assess the ongoing efforts of university academic programs and to provide data on fostering student success through successful learning habits. This study documented the strategic approaches that foster academic success and resilience employed by 19 African American female college students. Viewed through the lens of Black Feminist Standpoint and Resiliency theories, the results of this study can be used to guide students and educators seeking to improve academic success and resiliency in higher education.

The Role of Enculturation, Racial Identity, and Body Mass Index in the Prediction of Body Dissatisfaction in African American Women

The purpose of the current study was to examine the role of enculturation and racial identity in the prediction of body dissatisfaction and weight preoccupation in a sample of African American women. Participants consisted of 278 African American female college students enrolled in a large Midwestern university who completed a racial identity measure, an African American enculturation measure, and body dissatisfaction measures. Simultaneous regression results suggested that preencounter self-hatred attitudes were the only racial identity dimension to significantly predict body dissatisfaction. In addition, the level of enculturation significantly predicted body dissatisfaction, suggesting that African American women who were highly enculturated experienced greater body dissatisfaction. Subsequent mediational analyses found that body mass index fully mediated the relationship between enculturation and body dissatisfaction for African American women. Greater enculturation was associated with a higher body mass index, which in turn predicted greater overweight preoccupation. Study implications are discussed.

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.

“White folks ain’t got hair like us”: African American Mother–Daughter Hair Stories and Racial Socialization

Abstract Limited research focuses on the memories that shape African American mother–daughter bonds and racial socialization. Informed by Marva L. Lewis’s hair-combing interaction paradigm that emphasizes the role of hair in African American mother–daughter relationships, this study analyzes qualitative data from 13 African American female college students to explore mother–daughter dynamics, race, and hair. Multiple experiential themes emerged in the data: recognizing differences in hair texture, making doll choices, and daughters requesting permission from mothers to alter their hair chemically. Participants identified being between the ages of four to 14 years old during the experiences and expressed a range of feelings that centered on sadness, anger, and confusion. The findings address an indisputable void in understanding the internalized stories about hair that shape African American racial identity and racial socialization.

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

Objective: Misinformation 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.

Barriers that Affect African-American Female College Students from Using the Campus Exercise and Wellness Facility

One group that is affected by the lack of being physically active is the African-American Female (AAF) population. For this study 107 AAF were surveyed to find out the barriers to using the campus exercise and wellness facility. Briefly, it was found that the AAF students were not physically active because of prior experiences in physical activity settings, and that the students were not motivated to be physically active. Also those AAF females did not feel comfortable exercising in the presences of men. This knowledge can give those supervising campus exercise and wellness facilities knowledge of the barriers of keeping AAF from being physically active.

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 & Hartung, ), the Future Career Autobiography (Rehfuss, ), and a qualitative career experiences questionnaire. Using the constant comparison method (Strauss & 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.

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.

Fit issues in ready-to-wear clothing for African-American female college students based on the body shapes

ABSTRACTThe purpose of this study was to explore actual ready-to-wear (RTW) clothing fit for African-American female college students and their satisfaction with it. Seventy-two African-American female participants volunteered for the study. Their body shapes were classified into several groups using bust, waist, and hip measurements. Fit of RTW clothing was assessed based on participants’ body shapes. They were manually measured with a tape measure and were also surveyed via questionnaire to identify their actual and self-reported body shapes and examine satisfaction with clothing fit. Findings of this study demonstrated that most African-American female students tended to wear RTW tight-fitting clothing, especially around waist but did not feel uncomfortable. This result makes sense because they psychologically assume their body shapes to be an hourglass shape as shown in their self-report. However, each body shape group exhibits its discriminative satisfaction with tight-fitting clothing around bust and hips.

Body Weight Misconception and Maintenance Among Female African American College Students

The purpose of this study was to compare self-reported weight classifications with objectively measured body mass index (BMI) and weight management motivations among female African American (AA) students in a mid-size southeastern university in a rural setting. Participants were recruited from general health class to complete a brief survey, and their height/weight was measured. Chi-square tests were performed to investigate whether mismatch occurred between self-perceived weight classification and directly measured BMI, and the relationship between body weight loss effort and self-perceived body weight. Among the women who were classified as overweight or obese based on direct measurements, 29.63% and 11.59% felt they were normal weight, respectively. Almost one third of the overweight college females perceived their body weight incorrectly and body weight perception is a significant factor driving the body weight control efforts. Appropriate programs for body weight perception and weight control behavior for AA female college students should be developed and implemented.

African American College Students and Racial Microaggressions: Assumptions of Criminality

African American College Students and Racial Microaggressions: Assumptions of Criminality Leatha M. Bennett , Everton McIntosh, Ferris O. Henson Abstract African American college students experience a high number of racial microaggressions related to the assumptions of criminality. Racial microaggressions are subtle racist statements or actions that are intended to denigrate people of color. 240 African American college students who attended a Historically Black University in the South participated. The researchers focused on REMS Subscales 2, Second-Class Citizen and Assumptions of Criminality, with regards to gender and status of work of the college students. The study results revealed a significant difference between African American male and female college students’ experience of racial microaggressions related to assumptions of criminality. No difference was revealed when comparing students who worked to students who did not work. The researchers discussed coping strategies to help African American college students’ fortify themselves to the deleterious effects of racial microaggressions on their emotional and physical health. Full Text: PDF DOI: 10.15640/jpbs.v5n2a2

The Effect Of Product Involvement On Store Preference And Clothing Benefits Sought For African-American Female Students

Clothing is one of the most essential things that human bodies need for the multipurpose reasons. Such clothing has been recognized as the high involvement product for many years, resulting to one of the very interesting subjects in consumer research. The purpose of this study is to investigate the influences of clothing involvement on clothing store preference and clothing benefits sought for African-American female college students. This study demonstrates that African-American female college students are generally satisfied with the current ready-to-wear (RTW) clothing. To purchase such RTW clothing, internet store is revealed as one of very exciting shopping centers. Instead, catalog or mail ordering does not strongly attract to the African-American female college consumers. Compared to other involvement groups, high clothing involvement consumers are actively seeking for the fashion image, one of the factors in clothing benefits sought, as well as actively shopping at department store, specialty stores, outlet stores, and internet in Types of Stores. Interestingly, low involvement consumers are generally less interested in store preference or clothing benefits sought than other involvement groups except for the camouflage benefits.

Exposure to Hypersexualized Rap Imagery and the Relationship among Self-Esteem, Cultural Identity and Body Image of African American Female Students

The purpose of the study was to identify relationships among psychosocial indicators and exposure to hypersexualized rap imagery. African American female college students (N=112) indicated time spent viewing and listening to rap music, identified their attitudes and perceptions of rap music, and responded to measures of self-esteem, cultural identity, and body image. Participants who experienced excessive exposure exhibited more positive empowerment scores than participants who experienced minimal exposure. Respondents with minimal exposure exhibited less positive artistic/esthetic scores than those with moderate exposure. Participants with more positive violence/misogyny scores exhibited lower self-ideal. Implications for promoting healthy relationships are explored.

The association of perceived stress, contextualized stress, and emotional eating with body mass index in college-aged Black women

A growing body of literature supports the association between adverse stress experiences and health inequities, including obesity, among African American/Black women. Adverse stress experiences can contribute to poor appetite regulation, increased food intake, emotional eating, binge eating, and sedentary behavior, all of which can contribute to weight gain and obesity. Most research studies concerning the effect of psychological stress on eating behaviors have not examined the unique stress experience, body composition, and eating behaviors of African American/Black women. Even fewer studies have examined these constructs among Black female college students, who have an increased prevalence of overweight and obesity compared to their counterparts. Therefore, the aim of the current study is to examine the associations among emotional eating, perceived stress, contextualized stress, and BMI in African American female college students. All participants identified as African American or Black (N=99). The mean age of the sample was 19.4years (SD=1.80). A statistically significant eating behavior patterns×perceived stress interaction was evident for body mass index (BMI) (β=0.036, S.E.=.0118, p<.01). In addition, a statistically significant eating behavior patterns×contextualized stress interaction was observed for BMI (β=0.007, S.E.=.0027, p=.015). Findings from this study demonstrate that the stress experience interacts with emotional eating to influence BMI. Based on these findings, culturally relevant interventions that target the unique stress experience and eating behavior patterns of young African American women are warranted.

Perfectionism and racial identity as predictors of life satisfaction in African American female college students

This study examines the relationships among racial identity, perfectionism and life satisfaction in a sample of 122 African American women. The current study found that the pre-encounter status of racial identity was associated with lower life satisfaction. Self-oriented perfectionism was positively associated with life satisfaction while socially prescribed perfectionism was negatively associated with life satisfaction. Implications for assessment and interventions with African American female college students are discussed.

Development and Validation of a Preliminary Measure of African American Women's Gender Role Beliefs.

Gender role beliefs of African American women differ from those of women in other ethnic/racial groups and a culturally valid measure of their gender role beliefs is needed. Three studies were conducted to develop a preliminary measure. In Study 1, focus groups were conducted with a community and college sample of 44 African American women. Transcripts reviewed resulted in an initial pool of 40 items. These items were reviewed by an expert panel and 18 items were retained. In Study 2, an exploratory factor analysis was computed with data from 94 African American female college students. The 18 items were included along with measures to assess convergent and discriminant validity. Nine items were retained. These nine items comprised two subscales labeled Agency and Caretaking. The scales demonstrated good internal consistency and convergent and discriminant validity. In Study 3, a confirmatory factor analysis was computed with a different sample of 184 African American female college students. The confirmatory factor analysis showed acceptable fit for the two-factor structure of Agency and Caretaking.

Effectiveness of a dissonance-based eating disorder prevention program for ethnic groups in two randomized controlled trials

ObjectiveAs young women from certain ethnic minority groups have reported less pursuit of the thin ideal and body dissatisfaction than European American young women we tested whether a dissonance-based prevention program designed to reduce thin-ideal internalization among women with body dissatisfaction is less effective for the former relative to the later groups. We also tested whether intervention effects are larger when participants from minority groups worked with a facilitator matched versus not matched on ethnicity. MethodIn Study 1, 426 female undergraduates (M age = 21.6, SD = 5.6) were randomized to clinician-led Body Project groups or an educational control group. In Study 2, 189 female undergraduates were randomized to peer-led Body Project groups or a waitlist control condition. ResultsAlthough there was some variation in risk factor scores across ethnic groups, ethnic minority participants did not demonstrate consistently higher or lower risk relative to European American participants. Intervention effects did not significantly differ for participants from minority groups versus European American participants in either trial. There was no evidence that effects were significantly larger when minority participants and facilitators were matched on ethnicity. ConclusionsResults suggest that the Body Project is similarly effective for African American, Asian American, European American, and Hispanic female college students, and when participants and facilitators are matched or not on minority ethnicity status, implying that this prevention program can be broadly disseminated in this population.

Using Item Response Theory to Improve Alcohol Dependence Screening for African American and White Male and Female College Students

Background:Alcohol-dependent college students rarely seek treatment, despite the availability of efficacious interventions. Overly simplistic screening procedures, failing to account for differential patterns across demographic groupings, exacerbate this when students in need of intervention are not

Physical Activity Patterns by Campus Housing Status Among African American Female College Students

Physical activity protects against heart disease, diabetes, high blood pressure, obesity, and cancer. Fewer than 40% of African American women obtain recommended amounts of physical activity. Healthy Campus 2010 identifies physical activity as a top priority for improving the health of college students. However, during college, women tend to reduce their levels of physical activity. This study examines the relationship between campus housing and physical activity behaviors in a sample of African American female college students (N = 138). Participants who lived on campus were significantly more likely to meet the recommended amounts of both moderate and vigorous physical activity than students who lived off campus (44% vs. 19%). The results demonstrate the importance of campus fitness resources in explaining the role that the built environment can play in increased physical activity among this population. Recommendations for the use of the campus's built environment and fitness resources are provided.