African American College Students Research Articles

Black youths' ethnic and racial identity development from childhood to emerging adulthood.

This qualitative study employed a retrospective inquiry design to trace changes in the course of ethnic and racial identity (ERI) development of 20 African American college students (18-22 years old) attending a large, predominantly White university in the Midwestern United States. Through interviews, participants recalled life experiences that they considered crucial to their understanding of their own ERI in childhood, adolescence, and emerging adulthood. Using longitudinal qualitative analysis, three distinct pathways of ERI development were identified: consolidating (no change to the understanding they developed earlier in life), cumulative (successive additions or expansions to their current understanding of their own ERI), and transformative (their ERI trajectory is qualitatively altered by a turning point event). Results revealed that the development of ERI components is influenced by the interplay of contextual, individual, and developmental factors, along with the ongoing meaning-making of identity-relevant experiences. Findings lend empirical support for adopting a lifespan approach to ERI development, demonstrating ERI development as a dynamically interactive and continuous process. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Examining Demographic & Socio-Cultural Factors as Predictors of Alcohol Consumption Among African American Male College Students Attending an Urban Historically Black College and University

ABSTRACT Alcohol consumption among college students continues to be a significant public health concern for colleges and universities across the country. However, a preponderance of research primarily included White samples from predominantly white institutions. Unsurprisingly, this practice limits what is known regarding alcohol consumption among African American male college students on historically Black campuses. Notably, as a “rite of passages” from childhood to adulthood, early exposure to alcohol consumption has been viewed as a cultural norm in African American families. The negative consequences associated with alcohol abuse, early exposure to alcohol, and the prevalence of problem drinking among college students in general, mandated further research facilitating a better understanding of this public health concern on historically Black campuses. This study examined alcohol use among African American male college students, investigating relationships between demographics and socio-cultural factors as predictors of alcohol consumption among African American male college students who drink. A convenience sample of 94 students was used. A multiple regression was conducted to test whether demographics and socio-cultural factors were predictors of alcohol consumption. Findings from this study will advance social work research and stimulate discussions about substance abuse disparities among African American male college students who consume alcohol. Furthermore, this research highlights the public health issue, prompting the development of prevention and intervention programs aimed at addressing the social problem of alcohol consumption among African American male college students at historically Black universities.

Using Critical Race Mixed Methodology to Explore African American College Students’ Experiences with Racial Microaggressions

AbstractThere is a dearth of social justice or critical mixed methods research approaches, particularly in higher education. Critical Race Mixed Methodology (CRMM) is a type of critical mixed methods research that combines Critical Race Theory (CRT) and mixed methods research (DeCuir-Gunby in Educational Psychologist 55, 244-255, 2020). However, there are limited examples of CRMM within higher education research (Johnson & Strayhorn in Journal of Diversity in Higher Education 16, 539-553, 2023). Our study further operationalizes CRMM through the explication of an explanatory sequential mixed methods exploration of African American college students’ experiences with racial microaggressions, where the qualitative findings are used to expand upon the quantitative findings (Creswell & Plano Clark, 2017). The study uses Critical Race Theory (Bell, 1992; Ladson-Billings & Tate in Teachers College Record 97, 47-68, 1995; Solórzano & Huber, 2020) to focus on how African American college students’ experiencing of racial microaggressions influences their racial identity and feelings of belonging in historically white institutions (HWIs). The quantitative findings (n = 97) indicated that private regard (racial identity) protected students’ sense of belonging when experiencing racial microaggressions. The qualitative findings (n = 15) explored students’ stories regarding their experiences with racial microaggressions, focusing on their feelings of belonging. Through our discussion, we advance the use of mixed methods in higher education research to better understand the racialized experiences of African American college students and demonstrate how CRMM can be used to integrate quantitative and qualitative findings.

Substance Use Among African American College Students: Testing the Theory of African American Offending

Background: General criminological theories contend that African Americans’ substance use is due to overexposure to criminological risk factors. However, some scholars suggest that racial injustices (i.e., racial discrimination and criminal justice injustices) and racial socialization practices, which includes religiosity (church involvement), impact African American substance use. Objective: Drawing on Unnever and Gabbidon’s theory of African American offending, which considers racial injustices and racial socialization when explaining African American offending, the current research examined African American college students’ substance use behavior. Methods: African American college students (n = 131) completed an online and anonymous survey measuring substance use, criminal justice injustices, racial discrimination, racial socialization, religiosity, negative emotions, and school bonds. Results: African American college students who reported marijuana use had less confidence in the police and those who engaged in heavy/binge drinking reported more negative emotions and negative encounters with the police. Additionally, negative police encounters and racial socialization practices increased the odds of heavy/binge drinking, whereas religiosity decreased the odds of heavy/binge drinking. Conclusion: These results suggest that a relationship exists among criminal justice injustices, perceived racial bias, racial socialization, religiosity, and African American college students’ substance use. As such, the current research provides partial support for the Theory of African American Offending while demonstrating the need to consider racial experiences when examining African American substance use.

Relation of Family Economic Pressure and Racial Stress with Sleep Disturbance among African American College Students: Moderating Effects of Kin Social Support

AbstractThe investigation examined whether kin social support moderated the association of family economic pressure and race-related stress with sleep disturbance among African American college students. The study is grounded in two theoretical models including the Integrative Model for the Study of Developmental Competence in Minority Children (IM) and the Family Stress Model (FSM), which predict that economic and race-related stress are linked to well-being in families and that the effects of stressful experiences may be moderated by kin social support. Hypotheses were assessed with online questionnaires administered to 152 African American college students (83% female, Mage = 21.7, SDage = 4.6). Economic pressure and race-related stress were significantly associated with sleep disturbance. Interference effects of kin support were evident and revealed that the positive relations of family economic pressure and race-related stress with sleep disturbance were less apparent with increases in kin support. Findings suggest that kinship ties are complex relations with costs and benefits that African American students must manage as they cope with stressful experiences in college.

Multilevel sources of strength and school-based racial discrimination: Competing factors associated with mental health among African American college students.

Despite increasing diversity on predominantly White college campuses, African American college students remain subject to racial discrimination, creating a complex array of mental health stressors. In this study, we adopted a strengths-based approach to mental health in this population and investigated (a) whether school-based discrimination contributes to negative mental health outcomes; (b) whether internal, interpersonal, and campus sources of strength contribute to positive mental health outcomes; and (c) whether internal sources of strength moderate the mental health effects of discrimination. Secondary analysis was performed on public data from African American college students (N = 1,444; Mage = 24.67, SDage = 7.87) who participated in the Healthy Minds Study between 2017 and 2020. Healthy Minds Study is a cross-sectional survey examining mental health factors in U.S. university student populations. School-based racial discrimination was negatively associated with flourishing and positively associated with depression. Flourishing was positively associated with all sources of strength, including academic persistence, religiosity, racial identity, race-based affinity space involvement, and campus climate for diversity. Depression was inversely associated with persistence, religiosity, and affinity space involvement. Except for persistence, internal sources of strength did not mitigate the negative effects of discrimination on mental health outcomes. Policies are needed that hold accountable campus members who perpetrate race-based aggressions, tangible support systems involving African American mentors and cultural affinity groups, and strengths-based audits of students seeking mental health care. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Students speak: Academic, career, and sociocultural experiences of African American college students

This manuscript presents the outcomes of a qualitative research investigation centered on the experiences of African American college students in terms of their preparation for high school, college, and careers within a Predominantly White Institution (PWI) situated in rural southeastern Wisconsin. At the time of this research, the comprehensive public university had an undergraduate enrollment of 10,196 students. Among these students, 82.1% self-identified as White, 7.8% as Hispanic or Latinx, 5.4% as African American, 3.2% as Asian or Southeast Asian, and 0.9% as American Indian or Alaskan Native. Using semi-structured interviews with willing student participants, the primary objectives of this study were twofold: (1) to recognize the sociocultural and institutional elements that influence the career trajectories of African American students attending the institution and (2) to effectively capture the educational and career viewpoints and voices of these students as they navigate the complex sociocultural and institutional landscape. Key findings from the research highlight the students’ perspectives on the substantial connections between their high school experiences, particularly those in and around a major urban center in the Midwest, and their subsequent college and career paths. Additionally, the study underscores the challenges these students encounter while navigating the physical and social spaces on a rural PWI campus. Recommendations are made for creating a more welcoming space for African American students and for supporting those engaged in the work.

Impact of a psychoeducational intervention on willingness to seek help for depression among African American young adults.

Despite the success of psychoeducational interventions at improving willingness to seek professional help for mental illness, limited research explores the effect of culturally tailored psychoeducational interventions on African American (AA) college students. The objective of this study was to determine if exposure to a culturally relevant psychoeducational intervention impacted AA young adult attitudes, subjective norms, perceived behavioral control, depression stigma, disclosure and willingness to seek help for depression. We conducted a one-group pre- and post-test intervention study of AA college students (N = 75). The 2.5-h intervention featured presentations, large-group discussions, videos, and active learning exercises and was guided by applying a cultural adaptation framework to an existing psychoeducational intervention. The self-administered surveys were created using the Theory of Planned Behavior as a guide. Data were analyzed using paired t-tests. A total of 70 participants completed both pre- and post-test surveys. Overall, willingness, attitude, and disclosure significantly increased after the intervention (p < .001). Additionally, depression stigma significantly decreased after the intervention, indicating fewer stigmatizing beliefs about depression (p < .001). Willingness to seek help for depression among AA college students can be improved through culturally relevant and interactive psychoeducational interventions. These interventions can also improve negative attitudes and perceived behavioral control toward seeking help and decrease stigmatizing beliefs. More research is needed to explore the longitudinal impact of culturally relevant psychoeducational interventions and how they may affect actual help-seeking behavior among AA college students.

Returning at Any Cost? How Black College Students’ Feel Toward COVID Vaccines and Institutional Mandates

Decades of research have found African Americans to be unfairly marginalized by healthcare systems. As U.S. colleges released their plans to re-open for in-person classes for the Fall 2021 semester and beyond, research is needed into how African American students view vaccine mandates, such as the one levied in March 2021 by Rutgers University and many other institutions. Subsequently, the purpose of this study is to explore how African American students feel regarding vaccine mandates and a return to in-person learning. In all, this survey study engaged with 180 African American college students currently enrolled in postsecondary education in the United States. Results suggest Black women are more comfortable with COVID-19 vaccinations than Black men, and Black women are more willing to take the COVID-19 vaccine to return to in-person learning on campus. Implications of this work outline how Black women may return to in-person higher education at greater numbers than Black men, perhaps further marginalizing Black men from higher education. Students with disabilities and students attending 4-year institutions also expressed the most discomfort and least likelihood to take a COVID-19 vaccine if it were mandated. Implications for equity and campus safety are addressed.

The Impact of Campus Residency on Retention of First-Generation African American College Students at Predominantly White Institutions

The purpose of this study was to determine the impact of campus residency on the retention of first-generation, African American college student at PWIs. A sample of 20, full-time freshmen students participated in the study. The researchers used in-depth interviews to gain a deeper understanding of the impact campus residency is having on student retention. All information was self-reported by the participants. Limited research has been conducted on first-generation African American college students at Predominantly White Institutions. Study findings supported previous research in relation to on-campus housing and a sense of belonging. Study showed that campus residency had impacts on student’s retention as a result of their accessibility to academic support systems, extracurricular activities, importance of faculty and staff relationships, peer interactions, and a sense of belonging.

Religiosity and Family Functioning as Predictors of Hope and Resilience during the COVID-19 Pandemic among African American and Latinx College Students with Asthma

Being resilient and hopeful in the face of adversity can promote health and academic outcomes. We sought to determine whether religiosity and family functioning pre-pandemic predicted resilience and hope during the pandemic in a sample of 105 African American and Latinx college students with asthma (Mage = 19.09 years, SD = 1.01). Participants completed an online survey prior to the pandemic and one during the pandemic. In simple regressions, controlling for age, race/ethnicity, gender, and asthma control, greater religious commitment, better family functioning, and less COVID-19 impact were associated with higher resilience scores. Only greater religious commitment was associated with higher hope scores. In a hierarchical regression predicting resilience from all variables, religiosity and family functioning were associated with resilience above and beyond COVID-19 impact and covariates. Findings highlight the importance of family functioning and religiosity—two cultural factors that are salient in African American and Latinx communities—in resiliency and hope.

Online Social Connections of Black American College Students Pre- and Peri-COVID-19 Pandemic: Network Science Approach (Preprint)

Online Social Connections of Black American College Students Pre- and Peri-COVID-19 Pandemic: Network Science Approach (Preprint)

The relationship between religious coping strategies to gain control and well-being among African American college students

ABSTRACT This study aimed to explore if religious coping strategies to gain control were related to well-being in a sample of African American college students. An additional purpose was to determine how religious coping strategies were associated with facets of spirituality. A multiple regression analysis was used to determine if collaborative religious coping, active religious surrender, and self-directing religious coping positively predicted well-being, and passive religious deferral and pleading for direct intercession negatively predicted well-being. Results demonstrated pleading for direct intercession positively predicted well-being and self-directing religious coping negatively predicted well-being. Bivariate correlations also revealed religiousness and cognitive orientation towards spirituality were negatively related to collaborative religious coping, active religious surrender, pleading for direct intercession, and self-directing religious coping. These results may have important implications for understanding factors that impact well-being and coping strategy use among African American college students.

STRIVING TO SUCCEED: ETHNIC-RACIAL SOCIALIZATION AS AN ADAPTIVE MECHANISM FOR AFRICAN AMERICAN COLLEGE STUDENTS

ABSTRACT Attending predominantly White institutions have been associated with certain challenges of academic success for African American college students. Although there are challenges, studies indicate that ethnic-racial socialization (ERS) may be an adaptive mechanism for African Americans. The current study investigates how ERS mitigates the effects of racial discrimination on the academic outcomes of 282 African Americans. Memories of school-related discrimination were negatively associated with academic outcomes, however, ERS dimensions were related to better academic outcomes. Certain ERS dimensions mitigate the effects of peer-related discrimination on academic engagement. Implications for utilizing ERS in university settings to enhance academic achievement are discussed.

Sex and ethnic/racial differences in disordered eating behaviors and intuitive eating among college student.

Eating behaviors encompass disordered eating behaviors (e.g., overeating, binge eating, and associated symptoms of binge eating) and intuitive eating. Certain disordered eating behaviors, including binge eating, are more prevalent among female and ethnic/racial-minority college students than male and/or non-Hispanic White college students. However, sex and ethnic/racial differences among college students with other disordered eating (e.g., associated symptoms of binge eating) and intuitive eating behaviors remain unclear. In 2022, 887 college students (Mage = 20.9 ± 2.6 years) self-reported their sex, ethnicity/race, disordered eating behaviors (e.g., overeating, binge eating, associated symptoms of binge eating), and intuitive eating. To examine sex and ethnic/racial differences among these students, we used modified Poisson regressions for students who reported disordered eating and linear regressions for students who reported intuitive eating. Except for overeating, disordered eating behaviors were more prevalent among female [adjusted prevalence ratio (aPR) = 1.3-1.8] than male college students after adjusting for sociodemographic variables, whereas intuitive eating scores did not differ by sex. Across ethnic/racial groups, disordered eating was more prevalent among all ethnic/racial-minority college students (aPR = 1.2-2.3) than non-Hispanic White college students after adjusting for sociodemographic variables. Moreover, non-Hispanic Black or African American college students had higher intuitive eating scores than non-Hispanic White college students (adjusted β = 0.7, 95% CI = -0.2, 1.6). In our sample, notable differences emerged in the prevalence of disordered eating behaviors and mean scores by sex and ethnicity/race, while differences in intuitive eating scores emerged based on ethnicity/race.

Early onset marijuana use and suicidal ideation among African American college students

Between 2013 and 2019 the suicide rate for African American young persons 15–24 years of age rose by 47% for males and 59% for females. Presently, little is known about factors that contribute to the suicidal behavior of African Americans in late adolescence and emerging adulthood. However, considering the coinciding increase in high potency marijuana use among African American young persons and literature suggesting a potential link between marijuana use and suicidal behavior, we examined early onset marijuana use as a risk factor for suicidal ideation. The sample included 221African American students (70% female and M age = 20.3, SD = 1.97) attending an HBCU between 2019 and 2020. We employed multivariable logistic regression analysis that included suicidal ideation as the outcome variable and early onset marijuana use as the explanatory variable, while controlling for demographic factors and mental health treatment status. Approximately 19% of the sample reported suicidal ideation. Early onset marijuana use was reported by 28% of students. Compared to students who never used marijuana, early onset users were three times as likely to report suicidal ideation (AOR = 3.33, 95% CI = 1.06–10.44). In conclusion, early onset marijuana use may place African American young persons at increased risk for suicidal ideation. Marijuana use may be an important malleable risk factor that can be targeted in suicide prevention interventions designed for African American college students. More research is warranted.

Perceived Stress, Religiosity, and Substance Use Among African American and Latinx College Students with Asthma in the USA.

This study examined associations among perceived stress, religiosity, and substance use in African American and Latinx college students with asthma. Participants included 194 college students with asthma (18-20years, 63.4% African American, 21.1% Latinx). Eligible students completed an online questionnaire that included measures of asthma control, perceived stress, religiosity, alcohol misuse, and last 30-day tobacco use and marijuana use. Over one-quarter (25.3%) of participants reported using tobacco and 31.9% reported using marijuana in the past 30days. Perceived stress and religiosity were each independently associated with multiple indicators of substance use. Asthma control moderated associations between religiosity and tobacco use in the past 30days (b = - .014, p = .002), such that the association between religiosity and tobacco use was stronger among those with better asthma control. Participant gender significantly moderated the association between perceived stress and alcohol misuse (b = - .099, p = .029); a stronger, positive association between stress and alcohol misuse was found among men. Students' perceived stress levels were associated with marijuana use in the past 30days and high alcohol misuse. Religiosity was inversely linked to substance use. There is a need for healthcare providers to recognize and focus on substance use prevention specifically among African American and Latinx college students with asthma.

Attachment Styles among African American College Students

This study explored adult attachment styles among African American college students. The participants consisted of 129 college students aged 18 to 26 years (M = 20.1; SD =1.9). The participants completed three attachment instruments: (1) the Original Attachment Three-Category Measure (Hazen &amp;amp; Shaver, 1987); (2) the Relationship Questionnaire (RQ; Bartholomew &amp;amp; Horowitz, 1991); (3) the Experiences in Close Relationships-Revised (ECR-R; Fraley et al., 2000); and a demographic information form. The results indicated that the avoidant and secure attachment styles were dominant among African American college students. Cultural considerations are examined.&amp;nbsp;

No Booster for Us! An Understanding of HBCU Students’ COVID-19 Booster Vaccine Hesitancy

This exploratory study examines COVID-19 booster vaccine hesitancy among African American college students at a four-year Historically Black College and University (HBCU) in Maryland. Although limited in scope, this research has implications for students at other HBCUs because of the shared history and culture of the &amp;ldquo;Black experience&amp;rdquo; in the United States. The study was conducted using focus groups. Key findings lie in the areas of self-efficacy, gender, and health status couched in the context of African Americans&amp;rsquo; generational distrust of government and science to serve their best interests. In terms of self-efficacy, the students stated by taking the initial vaccines, they had done enough to ward off severe COVID-19. A concern by gender was voiced about purported side effects of the vaccine experienced from the initial doses. Certainly, as with many young adults of all races, the students in the study had a sense of invincibility regarding their health. Overall, the findings indicate that government and health organizations need to work more purposively by listening to the young African Americans they seek to serve. This in turn could lead to the creation of more effective health messages to reach demographics and communities who view themselves as outliers from the larger society.

Implicit Racial Bias, Health Care Provider Attitudes, and Perceptions of Health Care Quality Among African American College Students in Georgia, USA.

Due to racism, over 20% of African Americans, including college students in Georgia, receive poor quality health care. Consequently, most students are reluctant to utilize health care services in the state. This study examined biased racial attitudes of health care providers in Georgia, and African American Georgia State University (GSU) School of Public Health (SPH) students' perceptions of the quality of health care they receive from providers, the effects of such care, and student recommendations for the way forward. A mixed-methods cross-sectional design was used to collect data from 63 students across six domains using Qualtrics. Provider brushes off patient concerns when providing medical care (29.9%), stereotyping (26.9%), and the lack of communication during medical care (25.4%) were the three main implicit racial attitudes identified by GSU SPH students. Owing to the poor quality of care they receive from their health care providers, some students (28.4%) are reluctant to utilize health care services, distrust doctors that are not from their race (34.3%), do not adhere to treatment (19.4%), and prefer to use home remedies (28.4%) when ill. Students recommended cultural competency training, holding health care providers accountable for their actions, and increasing African American health care providers in Georgia as ways to address health care provider attitudes and quality of care. Negative provider attitudes impact the health and health-seeking behavior of African American college students in Georgia. These attitudes must be eliminated so barriers to clinical participation are removed, and student health outcomes optimized.