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1.
The authors investigated ethnicity, self‐construal, and distress among African American and Asian American college students. African American students expressed more salient independent self‐construals, whereas Asian American students expressed more salient interdependent self‐construals. As hypothesized, among African American participants, distress was positively related to interdependent self‐construal and negatively associated with independent self‐construal. Contrary to prediction, the same pattern was found for Asian American participants. Multicultural clinical practice implications are presented. 相似文献
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Ninety‐five African American undergraduate females who were attending three predominately Caucasian universities were evaluated for body dissatisfaction and drive for thinness as well as on four dimensions of self‐concept (physical, social, academic, and personal competence). The participants were largely middle class, with 78% reporting parental education levels between high school to college graduation. Results indicated body dissatisfaction and drive for thinness at levels commensurate with Caucasian samples. A hierarchial multiple regression found a combination of physical self‐concept, drive for thinness, and personal competence to be highly predictive of body dissatisfaction in this sample. Using this model, an effective psychosocial prevention program that focused on reduction of risk factors (e.g., drive for thinness) and enhancement of protective factors (e.g., satisfaction with physical appearance and abilities, personal efficacy) would be advantageous. It is suggested that prevention programming with African American women occur within a cultural context that may provide further support. That is, it may be beneficial to facilitate a critical evaluation of current social mores, encourage personal value clarification, and enhance individual resilience within a context of cultural pride. © 2001 John Wiley & Sons, Inc. 相似文献
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Akihiko Masuda Page L. Anderson Michael P. Twohig Amanda B. Feinstein Ying-Yi Chou Johanna W. Wendell Analia R. Stormo 《International journal for the advancement of counseling》2009,31(3):168-180
The study examined African American, Asian American, and European American college students’ previous direct and indirect
experiences of seeking professional psychological services and related attitudes. Survey data were collected from 254 European
American, 182 African American and 82 Asian American college students. Results revealed that fewer African American and Asian
American college students had sought professional psychological services, knew someone who had sought psychological services,
and knew a close person who was diagnosed with a psychological disorder, relative to European American students. Furthermore,
African American and Asian American participants showed less favorable attitudes on a variety of help-seeking attitudes, compared
to the European American group. 相似文献
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The authors examined the predictors of familial acculturative stress in 85 Asian American college students. Participants were primarily 1st‐ and 2nd‐generation U.S. citizens. Results showed that perceived acculturative family conflict and family intragroup marginalization were related to higher levels of familial acculturative stress for participants. Family intragroup marginalization accounted for a statistically significant proportion of the variance in familial acculturative stress after all variables were controlled. The findings emphasize the need to recognize culture‐specific stressors of college students. Implications for college counselors are discussed. 相似文献
6.
Research consistently demonstrates elevated rates of depression among college‐aged women, yet evidence of racial differences in depression among this population are poorly understood. Moreover, the correlates of depression among Asian American women are also understudied. In this exploratory analysis, we examined mean differences in depression levels in a sample of Asian American (n = 117) and European American (n = 257) students from a women's liberal arts college. We also estimated associations between depression and relational health in three types of relationships (mentor, friend, and college community) using ordinary least squares regression. Relational health was examined as a buffer (i.e., moderator) against depression. Results indicated no differences in depression levels between Asian American and European American women. Relationships with the college community were associated with lower levels of depression in both groups of women. Limited evidence suggested that relational health served as a buffer. Results are discussed in light of interventions for college campuses. 相似文献
7.
Rhonda Tabbah Antoinette Halsell Miranda Joe E. Wheaton 《Psychology in the schools》2012,49(9):817-827
The purpose of this study was to investigate three domains (Scholastic Competence, Social Acceptance, and Global Self‐Worth) of self‐concept in Arab American adolescents in relation to their school experiences, including discrimination, self‐perceived teacher social support, and self‐perceived classmate social support. Half of the sample either experienced some form of discrimination or knew someone who had. An experience of discrimination was significantly related to students' Scholastic Competence. Self‐perceived classmate support was significantly related to all domains of self‐concept; however, self‐perceived teacher support was not significantly related to any of the self‐concept domains. Implications of these results are discussed, as well as strategies for how to provide positive relationships for Arab American students and their families. 相似文献
8.
Due to an increase in enrollment of African American students with disabilities in postsecondary education, there is a need to identify strategies that may lead to improved transition and self‐advocacy skills for these students. These strategies include teaching students to request academic accommodations and to have an understanding of how their disability affects their academic learning. Therefore, the purpose of this article is to provide an in‐depth explanation of a self‐advocacy strategy that was used to teach three African American male college students how to request their academic accommodations. Results indicated this strategy may be a promising intervention for African American college students with disabilities. 相似文献
9.
This exploratory study examined the influence of gender and ethnicity on college student preferences for individualistic vs. relational‐focused counseling approaches. Overall, the results did not demonstrate significant differences across gender and ethnicity. However, there was a small tendency for women and African American participants to rate the counselor conducting the relational‐focused counseling approach more positively than did men and White participants, respectively. 相似文献
10.
Asian Americans are commonly perceived as the diligent and high‐achieving “model minority.” This positive stereotype has negative consequences for this ethnic minority group because it trivializes their social and mental health problems. This image of success has made many overlook the true nature of the struggles many Asian American families have to face in the United States. Scientific literature suggests that Asian American children experience major adjustment problems in school including loneliness, isolation, withdrawal, rejection, anxiety, low self‐esteem, and interpersonal distress. Cultural barriers exist between the Asian and the dominant society and influence Asian Americans' cognitive appraisal and coping choices when personal and emotional problems arise. These barriers also prevent clinicians from identifying and subsequently providing effective mental health services for Asian American children and their families. In this article, the authors examine the Asian cultural conceptions of mental health and various cultural barriers in an attempt to promote cultural understanding and competence among clinicians working with Asian American children and their families. Recommendations for clinical practice and future research directions are provided. © 2009 Wiley Periodicals, Inc. 相似文献
11.
Sherrie L. Proctor Afshan Nasir Tossea Wilson Kathrynne Li Paola Castrillon 《Psychology in the schools》2018,55(5):506-522
This qualitative study investigated eight African‐American specialist‐level students’ experiences with and perceptions of their retention and persistence toward degree completion in school psychology programs. Findings indicate that participants deemed the general supports faculty offered to all students and positive, supportive relationships with faculty as retention strategies they experienced as effective and access to diversity in support systems as a retention strategy they perceived would be beneficial. Participants described social engagement and reliance on family and classmates as persistence strategies they used. Based on these findings, the article provides recommendations for school psychology faculty interested in retaining African‐American students and African‐American students who aim to persist to degree completion. 相似文献
12.
Carolyn M. Tucker Rose A. Zayco Keith C. Herman Wendy M. Reinke Mark Trujillo Kirsten Carraway Cory Wallack Phyllis D. Ivery 《Psychology in the schools》2002,39(4):477-488
A causal model for understanding the complex interplay between student‐reported teacher behaviors, student self‐systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self‐system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self‐system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students. © 2002 Wiley Periodicals, Inc. 相似文献
13.
Very few studies have examined issues of work-life balance among faculty of different racial/ethnic backgrounds. Utilizing data from Harvard University’s Collaborative on Academic Careers in Higher Education project, this study examined predictors of work-life balance for 2953 faculty members from 69 institutions. The final sample consisted of 1059 (36%) Asian American faculty, 512 (17%) African American faculty, 359 (12%) Latina/o faculty, and 1023 (35%) White/Caucasian faculty. There were 1184 (40%) women faculty and 1769 (60%) men faculty. The predictors of worklife balance included faculty characteristics, departmental/institutional characteristics and support, and faculty satisfaction with work. While African American women faculty reported less work-life balance than African American men, the reverse was true for Latina/o faculty. In addition, White faculty who were single with no children were significantly less likely to report having work-life balance than their married counterparts with children. Faculty rank was a significant positive predictor of work-life balance for all faculty. Notably, the findings highlight the importance of department and institutional support for making personal/family obligations and an academic career compatible. Institutional support for making personal/family obligations and an academic career compatible was consistently the strongest positive predictor of perceived work-life balance for all faculty. In addition, satisfaction with time spent on research had positive associations with work-life balance for all faculty, highlighting how faculty from all racial/ethnic backgrounds value being able to spend enough time on their own research. 相似文献
14.
本研究随机选取东肯塔基大学、爱荷华大学、杭州师范大学、新疆大学等多所高校的1071名大学生,比较中美大学生关系型自我构念与亲密关系质量的差异,探究大学生关系型自我构念与亲密关系质量间的关系,研究表明:第一,中美两国大学生的关系型自我构念存在差异,虽都偏向独立,中国大学生比美国大学生更倾向于以非亲密关系来构念自我,美国大学生的关系型自我构念存在性别差异;第二,美国大学生的亲密关系质量高于中国大学生,女性大学生的亲密关系质量均高于男性;第三,大学生关系型自我构念与亲密关系质量正向相关,前者对后者有正向影响。 相似文献
15.
The academic outcomes for African American students continue to lag behind their White, Latino, and Asian American counterparts. Culturally responsive pedagogy has been purported to be an intervention that may help to reverse the persistent under performance for African American students. This article highlights findings from a three-year study of an intervention program designed to increase college going rates for African American students. The authors document the manner in which overall student outcomes, graduation rates, and college going rates increased when culturally responsive pedagogical practices were used. Finally, this work calls for academic rigor to be a more germane characteristic of the culturally responsive pedagogical framework. 相似文献
16.
This study examined Asian American and Asian international college students' attitudes toward seeking online professional psychological help as well as traditional face‐to‐face professional psychological help. Results suggest that students had less favorable attitudes toward seeking help online than toward seeking help by traditional face‐to‐face means. Implications for counseling center services for Asian American and Asian international college students are discussed. 相似文献
17.
Alison Cerezo James Lyda Alma Enriquez Matthew Beristianos Michael Connor 《Journal of College Counseling》2015,18(3):244-258
The purpose of this study was to share findings from semistructured qualitative interviews with 9 African American and 12 Latino men about their ideas on how university personnel could better support their needs. Stressing the need for African American men to learn self–reliance to counter microaggressions, African American participants offered recommendations to students rather than personnel. Latino participants discussed the need for personnel to provide critical information about college resources. 相似文献
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T. Elon Dancy II 《Gender and education》2011,23(4):477-495
Using an interdisciplinary approach, this paper explores the ways in which colleges become sites that socialise African American men as gendered beings. Twenty-four African American men enrolled in 12 colleges and universities across the 19 southern and border states of America participated in this study. The purpose is to illustrate how constructions of manhood and masculinity among this group potentially influence collegiate efforts to serve African American college men academically, socially, and developmentally. The following themes of manhood construction emerged: (1) self-expectations; (2) relationships and responsibilities to family; and (3) worldviews and life philosophies. Respondents reported differences in the ways in which they were treated and engaged in historically black and white institutions, also reinforcing various manhood constructs. The paper is a resource to advance the field’s thinking about this group’s college experiences, retention, and identities. 相似文献
20.
As the second in a series of studies concerning the development of kindergartners' self‐perceptions, this study examined the effects of the kindergarten experience on self‐perceptions of African American and White students as they progressed through their kindergarten year. Using a countywide sample of 209 children in 31 classrooms, the study incorporated in vivo observations of teachers' verbal behavior and self‐perception data from the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Results indicate that the kindergarten experience had an equalizing effect on the self‐perceptions of African American and White children, although self‐perceptions of cognitive competence were initially lower for African American children than for their White counterparts. Teachers' verbal interactions with children were not affected by the child's race, at least when different achievement levels were taken into account. © 1999 John Wiley & Sons, Inc. 相似文献