African American High School Students Research Articles

Fish in a Dish: Using Zebrafish in Authentic Science Research Experiences for Under-represented High School Students from West Virginia.

Early research experiences positively affect students' interest in STEM careers, and develop practical science and critical thinking skills. However, outreach opportunities are not equally accessible for all students. In states like West Virginia, where many students live in rural Appalachian communities, opportunities for engaging in STEM experiences are limited. In addition, rural teachers may not be equipped to provide authentic research experiences for students due to lack of resources or support. For many students in West Virginia, the Health Sciences and Technology Academy (HSTA) is a major opportunity for STEM engagement. Since its inception in 1998, HSTA has spread to 26 of 55 counties in West Virginia. The program recruits first-generation, low-socioeconomic status, rurally living, and African American high school students who are under-represented in STEM fields. Our research laboratory partnered with HSTA to implement an innovative, hands-on research camp using zebrafish for students participating in their annual junior-level biomedical sciences summer camp. Our camp was held in-person and adapted to an online format during the Covid-19 pandemic. We used pre-post surveys in both camps to assess impacts on science confidence and to collect information about general perceptions of zebrafish, research, and STEM fields. We found that students participating in the in-person and online camps experienced similar overall gains in science confidence. We also identified strong interest in zebrafish, research, and STEM degrees among online students. Online students did not prefer virtual learning experiences; however, they still enjoyed our camp. We also surveyed high school teachers volunteering for HSTA to identify factors that would encourage use of zebrafish in classrooms. The most prominent needs include classroom supplies, experience, and funding. Our successful science-education partnership demonstrates that zebrafish research experiences foster positive outcomes for under-represented students, and can inform future outreach efforts and collaborations with teachers.

Accuracy of Racial Trauma Model in Middle Eastern and North African American High School Students

Introduction: Due to their classification as “White,” Middle Eastern and North African (MENA) individuals have been significantly underrepresented. Awad et al. (2019) provide a model of cumulative racial/ethnic trauma (CRET) within MENA Americans to fill in the knowledge gap around their unique racial experiences. Their model consists of factors on the micro and macro level, and outcomes on the individual and group level. This study adds to Awad et al.’s model by testing the accuracy of their CRET factors in order to improve our understanding of MENA Americans’ experiences. Methodology: A case study was conducted among 6 individuals of MENA descent from X High School. A deductive thematic analysis followed to determine the prevalence and significance of CRET factors through specific experiences within them. Results: Awad et al.’s model has many accuracies in terms of the prevalence of the CRET factors in the lives of MENA American high school students, especially the identity and recognition factor, but the theory lacks accuracy within its interpersonal discrimination factor. Conclusion: My research validated aspects of Awad’s model of CRET factors and identified areas that need improvement. These findings can be used for future social science research regarding MENA Americans’ experiences and aid in finding effective solutions to prevent or remedy their traumatic experiences.

Doran Ross: The Scholar of Akan Art

Doran Ross: The Scholar of Akan Art

To Hope and Belong in Adolescence: A Potential Pathway to Increased Academic Engagement for African American Males

Despite the best intentions of many educators, scholars have theorized that systemic racism and sexism are major impediments to the academic engagement of African American males. The current study explored a potential pathway to address this issue. In a sample of 223 African American male high school students, this study examined the relationship between hope and school belonging to all three aspects of academic engagement (i.e., behavioral engagement, emotional engagement, and intellectual engagement) to better understand how these psychosocial perceptions relate to, and might be a potential pathway to increase, the academic engagement of African American males. Utilizing a series of hierarchical regressions, results indicated that hope and school belonging accounted for around 24% to 46% of all three aspects of African American males’ academic engagement. Given that hope and school belonging have been found to be easily increased, these results suggest a potential path forward to increased engagement for African American males. Impact Statement African American males combat pervasive gender and racial discrimination within the school context. This discrimination suppresses their academic engagement via extinguishing their hope and sense of belonging within the academic domain. The current study proposes a way forward.

Comparison of motivational latent profiles using the PALS and AGQ-R

Given inconsistencies in the extant literature, achievement goal theory and research remain at an important crossroads, with ongoing questions about the conceptualization of achievement goals, measurement of achievement goals, and inferences made regarding achievement goal related findings. Using latent profile analysis, we explored how achievement goals vary across measures (PALS; Midgley et al., 2000 and AGQ-R; Elliot & Murayama, 2008) and domain (math vs. language arts) across a sample of primarily African American middle and high school students in the South. Main findings showed that the PALS and AGQ-R distinguish different profile goal-patterns, and that this is true across both the math and language arts domains. Not surprisingly, generally, students adopting more adaptive goal profiles (e.g., mastery or multiple) reported higher endorsement of cognitive engagement and social and academic future selves. Current findings support previous research observing disparate AGQ-R and PALS outcomes, adding evidence with domain-specific latent profiles. Given differences in profile patterns, findings suggest the instruments may be differentially tapping into goal perceptions.

Debating disadvantage: self-concept, the civil rights movement and pre-college programmes in the United States in the 1960s

ABSTRACT In the early 1960s, colleges and universities in the United States launched dozens of new pre-college programmes for low-income and predominantly African American high school students. Many of these initiatives were inspired by the civil rights movement. Moved by the sit-ins, marches and boycotts that had riveted the nation, a range of educators – mostly university professors and administrators – created new programmes to help students ill-served by school systems marked by racism and inequality. Many of the leaders of these initiatives hoped not only to support particular students but also to make the United States a more just and equal society and to change the university by opening the door to a more diverse student body. Nevertheless, most pre-college programmes operated under a flawed conception of disadvantage that individualised the ‘disadvantaged student’ and thus disconnected African American young people from the histories and contemporary struggles of their communities.

Examining academic success among African American high school students

ABSTRACT We aimed to identify individual (family) and school protective factors that are critical to academic success among African American students, using Bronfenbrenner’s ecological systems theory. A total of 2020 African American students in 463 schools from the Educational Longitudinal Study provided data. We developed a multilevel logistic model (students nested within schools) to predict the probability of academic success based on variables at the student and school levels. The probability was 11% for the nationally typical African American student. At the student level, the effects of socioeconomic status on academic success were stronger for students with lower peer academic commitment, and we identified school involvement, teacher expectation, and time spent on homework as protective factors that increased the probability of academic success. At the school level, we identified one protective factor of academic climate and found that strong school remediation effort tended to signal schools where academic success was lacking.

Perceived Teacher Autonomy Support and Self-Determination Skill Expression: Predictors of Student Engagement Among African American High School Students

This study explored how student engagement was related to perceived teacher autonomy support and self-determination skill expression among 145 Grades 9 through 12 African American high school students. First, we examined differences between male and female students’ engagement, perceived teacher autonomy support, and self-determination skill expression. Results indicated that male and female students did not report significant differences in the extent to which they were engaged in class, perceived their teachers as supporting their autonomy, and expressed indicators of self-determination. Second, regression analysis indicated that perceived teacher autonomy support and self-determination skill expression were significant, positive predictors of students’ engagement in class. An additional mediation model demonstrated that self-determination skill expression mediated the relationship between perceived teacher autonomy support and student engagement. Strategies for supporting African American high school students’ autonomy and self-determination skill expression are provided, as well as limitations and directions for future research.

Sports team participation and pressures on academic achievement of African American high school students

The study aimed at whether sports participation and demographic characteristics influence academic performance and how sports participation and students’ and parental pressure to academic achievement influence academic performance among African American high school students. The results revealed two-thirds of students participated in sports team programs and the interaction effect of sports team participation and parental pressure in combination influenced high school students’ academic performance in the collected sample. The finding suggests administrators, coaches, and teachers can recognize the relationships and can apply appropriate programs to support students. Furthermore, it lays the foundation for future work on establishing a better way to balance sports participation and academic achievement by controlling the pressure students place on themselves and receive from their parents.

Lived Experiences of Low-Income, African American Males in a High School STEAM Academy: Implications for School Counselors

Using a qualitative case study approach, this investigation focused specifically on the school and home experiences of low-income, African American males who had attended a career academy focused on science, technology, engineering, arts, and math. With semistructured interviews of individuals and focus groups, we investigated the school and home experiences of African American male former high school students and how these experiences influenced their overall educational pursuit. This study concentrated on the specific research question: What are the unique identities, school experiences, and life challenges of low-income, African American males? Data analysis revealed three salient themes: (a) missing critical school and home supports, (b) searching for significant relationships and role models, and (c) desiring to earn money to provide for their families. Based on these qualitative themes, we offer specific strategies that school personnel, such as school counselors, can use to increase school engagement and success among low-income, African American males.

How Variations in Behavior and Phenotype Affect In-Group Stereotyping and Belonging Among African American Adolescents and Emerging Adults

The present study based on social identity theory and phenotypic bias models examined how variations in phenotype and behavior related to in-group belonging and stereotyping for African American adolescents and emerging adults. Although ethnic-racial typicality is often considered as either phenotypic or behavioral, little research has investigated the interaction of these two dimensions. Forty African American high school students ( Mage = 15.38, SD = 0.81) and 42 college students ( Mage = 19.55, SD = 1.35) watched animated clips of African American male characters varying in typicality. Participants rated the character’s stereotypical traits, academic potential, and likelihood of intraracial group belonging. Results showed that characters who were stereotypical in behavior were rated with higher averages of stereotypical traits, lower averages of counterstereotypical traits, and more likely to belong than were characters with less-typical behaviors. There was also an interaction between a character’s behavior and phenotype for judgments of academic potential among high school students, but not college students. Theoretical and practical implications of these findings for African American youth are discussed.

Hyperarousal and hypervigilance in African American male adolescents exposed to community violence

The current study examined the promotive and protective roles of hyperarousal and hypervigilance for community violence exposure over time in a sample of African American adolescent males. Participants were 135 African American male high school students (Mage = 15.18 years, SD = 0.98). Participants completed measures of exposure to community violence, hyperarousal symptoms, and aggressive behaviors at two time points. Consistent with a promotive role, regression analyses revealed that hypervigilance predicted decreases in witnessing violence, but not victimization, one year later. Analyses using bias-corrected bootstrapping revealed that the effect of physiological hyperarousal on subsequent victimization was moderated by physical aggression. Specifically, hyperarousal significantly predicted decreases in victimization at high, but not low or moderate levels of aggression. Protective models were tested by examining hyperarousal and hypervigilance as moderators of the association between baseline violence exposure and violence exposure one year later. Neither hyperarousal nor hypervigilance were protective factors for subsequent violence exposure.

Racial Fairness, School Engagement, and Discipline Outcomes in African American High School Students: The Important Role of Gender

ABSTRACTThis preliminary investigation explored associations between African American students’ perceptions of racial fairness, dimensions of school engagement (behavioral, emotional, cognitive) and school discipline (office discipline referrals, out-of-school suspensions), and the role of gender as an important social context for these associations. In this cross-sectional investigation, participants were 151 (78 girls; 73 boys) high school students from the southeastern United States who reported on their perceptions of the school’s racial fairness and their engagement. Discipline outcomes were retrieved from school record data. For girls, results revealed a significant indirect relationship (small to medium effect) between perceived racial fairness and office discipline referrals through emotional engagement. For boys, a significant indirect association of perceived racial fairness on office discipline referrals (medium effect) and out-of-school suspensions (large effect) through behavioral engagement was found. Implications for our findings are discussed for the work of school psychologists.

Mindfulness and Posttraumatic Stress Disorder Symptom Severity in Urban African-American High School Students.

The aim of the current study was to examine the relations among mindfulness, posttraumatic stress disorder (PTSD) symptom severity, and stressful life events (SLEs) in African-American urban adolescents. Another aim was to examine mindfulness as a moderator of the relation between SLEs and PTSD symptom severity in this population. Eighty-eight African-American high school students from a low-income urban community completed measures of demographics, PTSD symptom severity, SLEs, and mindfulness. Mindfulness was significantly negatively related to PTSD symptom severity, r(86) = -.70, p < .001, 95% CI [-.58, -79], and SLEs were significantly positively related to PTSD symptom severity, r(86) = .29, p = .003, 95% CI [.09, .47]. Mindfulness was an independent predictor of PTSD symptom severity after accounting for SLEs, B = -1.16, t(84) = -9.06, p < .001, 95% CI [-1.41, -0.90], and SLEs were an independent predictor of PTSD symptom severity after accounting for mindfulness, B = 0.49, t(84) = 2.92, p = .004, 95% CI [0.16, 0.82]. Mindfulness did not moderate the relation between SLEs and PTSD symptom severity, B = -.003, t(84) = -0.15, p = .89, 95% CI [-.04, .03]. This study has implications for both mindfulness as a potential protective factor against PTSD symptom severity and SLEs as a potential risk factor for increased PTSD symptom severity in African-American urban adolescents.

It Takes a Village: Understanding African American High School Students’ Self-Determination in School

The present study examined African American high school students’ perceptions of their development and use of self-determination skills (e.g., goal setting, choice/decision making, self-advocacy, etc.) in school. The term development refers to the cultivation of self-determination skills through various means (e.g., structured learning opportunities), and the term use refers to students actually employing the skills in school and other settings across time. We conducted four focus group interviews with a predominately African American female sample to examine (a) how various self-determination skills contributed to their success in school and (b) how they developed these skills through community-based support. Key findings indicate that the participants perceived their use of multiple self-determination skills as facilitating their success in school by helping them (a) be independent, (b) remain motivated in school, (c) prioritize their time, and (d) receive support from classroom teachers. Through their involvement in community-based programs, the participants developed the skills through hands-on activities, group discussions, field trips (e.g., college visits), and interacting with peers in their community organization. Findings from this research support calls for educators to promote African American students’ self-determination while taking a culturally responsive approach by collaborating with local community-based organizations that were developed to support these students.

Assessing the Correlation between Parental Incarceration and Relational Aggression: Factor Structure of the Diverse Adolescent Relational Aggression Scale (DARAS)

ABSTRACT This study details the development of the Diverse Adolescent Relational Aggression Scale (DARAS), to examine the association between parental incarceration and relational aggression in a high school population. The sample was comprised of predominantly African American high school students (N = 191) between 14–18 years of age from a North Texas school district. Data were collected through survey completion: a demographics survey, the DARAS, the Index of Family Relations, and a relational aggression subscale. Exploratory factor analysis, regression analysis, and reliability tests were conducted. The results indicate average validity and reliability for the DARAS with this diverse sample. Although no association was found between relational aggression and parental incarceration, there was an association found between parental arrest and parental aggression. Overall, the findings provided support for the DARAS when studying this population. The use of this measure by student service personnel to assess relational aggression was discussed, along with implications for practice and continued research.

Facilitators and barriers to African American high school students' self‐determination skill expression

AbstractWe conducted four focus group interviews with 24 high school youth to examine facilitators and barriers to African American high school students' expression of various self‐determination skills (e.g., choice/decision making, self‐advocacy, goal setting, and attainment etc.). The majority of our research participants were African American, with one student identifying as multiracial (African American and White). Key findings revealed that personal (e.g., desire to graduate from school) and contextual factors (e.g., school counselor and teacher support) influenced the participants' expression of multiple self‐determination skills. We also found that some of the participants' motives for utilizing or not utilizing specific skills were influenced by what they perceived as racist, punitive, and restrictive school practices (e.g., teachers holding negative perceptions about African American students and school counselors restricting their access to advanced courses). Findings from this study support ongoing calls for educators to consider students' cultural backgrounds and lived experiences when promoting their expression of self‐determination skills.

“That’s Just Who I am”: African American High School Seniors and Their Mothers Perspectives on Academic Success

Much of the research on African American students tend to focus on the causes and consequences of academic failure. This fixation on negative outcomes continues to perpetuate deficit views of African American student achievement. As a consequence, far less is known about the successful academic outcomes of African American students, generally, and those from single-mother homes, specifically. Social workers can learn a lot about how to support and celebrate African American student achievement by allowing them and their families to give voice to their own lived experiences. Centering and honoring the unique taken-for-granted knowledges of African American students and their families offers social workers a more authentic understanding of students and families, insights that can inform both micro and macro level practice approaches. The purpose of this study was to explore academic success as perceived and experienced by African American high school students and their single mothers. This qualitative study utilized a narrative inquiry approach that used in-depth, semistructured interviews for data collection. The sample of seven African American high school seniors (four girls, three boys) and their single mothers were selected using purposeful sampling methods. Data analysis revealed that students’ inherent drive toward success, a deeply invested mother, and assistance from social-relational supports were key factors to academic success. Implications for social work practice are included.

The Jackson Heart Study: Preparing African American High School Students for Health Careers and Research.

In 1999, Tougaloo College (TC), located in Jackson, Mississippi, was charged, as a part of its role in the Jackson Heart Study (JHS), with creating a pool of well-trained high school students who, upon entering college, could successfully complete undergraduate and graduate or professional degrees in the health professions, biomedical research, and public health. TC identified the following educational challenges experienced by Mississippi high school students: inadequate exposure to reading, writing, logic, and quantitative skills; inadequate course work in science and mathematics; lack of mentors and role models in science-related fields as well as for exploration and identification of career options in the health professions and biomedical research. To this end, the JHS Undergraduate Training and Education Center (JHS UTEC) developed three four-week summer workshops in Science, Language Arts, and Mathematics (SLAM) for high school students in grades 9 through 11. Since SLAM's inception, more than 900 students have completed the program, and more than 90% have enrolled in college. In addition, according to National Student Clearinghouse and participant-reported data, many of the SLAM participants have earned not only undergraduate degrees in science, but also graduate degrees in a health-related and STEM fields. This article details the SLAM curricula and strategies for recruiting, selecting, training, and retaining high school students; we also present data to illustrate the success of the SLAM program.

Exploring poetry as method: “Representing faithfully” the narratives of African American high school students and their mothers

In this article, I reflect on my experiences using poetry as a method of data analysis and data representation from a qualitative study of seven African American high school seniors and their single mothers. By applying different techniques of narrative analysis, namely poetic transcription, a deeper understanding of both participants’ and the researcher’s lived experiences were gained. Poetic transcription techniques were used to create found poems for each participant. The poems serve as a means to honor and center the unique experiences of Black students and Black mothers. The article discusses opportunities for poetry in social work research and demonstrates using poetry as a technique for data analysis and data representation.