Browsing by Subject "Racial socialization"
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Item Academic disidentification in African American college students : an exploratory investigation of the role of teacher trust, parental racial socialization, and gender(2014-08) McClain, Shannon Elizabeth; Cokley, Kevin O. (Kevin O'Neal), 1969-The purpose of this study was to explore whether academic disidentification (i.e., the relation between ASC and GPA), differed based on students’ gender and reported level of parental racial-ethnic socialization and teacher trust. This study was exploratory in nature, as few researchers have examined the relation between parental racial-ethnic socialization and academic outcomes or the relation between teacher trust and academic outcomes. Secondary goals of this study included and examination of (1) the relation between racial socialization and academic outcomes, (2) the relation between teacher trust and academic outcomes, (3) the relation between parenting constructs (i.e., racial socialization and parental warmth) and teacher trust, and (4) the role of parental warmth as a variable that potentially buffers negative child outcomes or enhances positive child outcomes. Participants included 319 African American students (120 males, 199 females) recruited from a large, southwestern, predominantly white university. Results indicated the presence of academic disidentification as unique to upperclassmen males (i.e., the relation between ASC and GPA was significant for females and underclassmen males, but not upperclassmen males). Parental messages of promotion of mistrust were found to significantly moderate the relation between ASC and GPA. Further, in examining the influence of the combination of teacher trust x sex on the relation between ASC and GPA, a significant three-way interaction was present. Teacher trust was also found to be a significant predictor of GPA, with gender significantly moderating this relation. Gender differences were present for teacher trust, but there were not differences between underclassmen and upperclassmen. Racial socialization variables were not found to significantly predict GPA. However, two types of racial socialization (promotion of mistrust and egalitarianism) and parental warmth were found to be significant predictors of teacher trust. Theoretical and practical implications of these findings are discussed.Item The impact of racial socialization and racial identity on body dissatisfaction in African American women college students(2015-12) Taylor, Desire Shenay; Awad, Germine H.; Cokley, Kevin; Sanchez, Delida; Jones, Omi Osun L. Joni; Bentley-Edwards, KeishaA lack of knowledge exists regarding the sociocultural factors involved in African American women’s experience of body dissatisfaction. This study examined the body image attitudes of African American women through the constructs of racial socialization from family and racial identity. This study was partially exploratory in nature, as few researchers have examined the relation between racial socialization from family and body dissatisfaction. Specifically, this study examined (1) the relationships between endorsement of various racial socialization messages and body dissatisfaction (2) the relationships between racial identity attitudes and body dissatisfaction (3) the role of racial socialization messages and racial identity attitudes in the prediction of body dissatisfaction (4) racial identity attitudes as mediators of the relationship between racial socialization messages and body dissatisfaction. Participants included 187 African American women. The majority of the population was recruited from a large, southwestern, predominantly White university. With regard to racial socialization, results did not support a significant relationship between Protective messages and body dissatisfaction, Coping messages and body dissatisfaction, and Affirmation messages and body dissatisfaction. However, Stereotyping messages were found to be significant and positively related to body dissatisfaction. Results revealed that among racial identity attitudes Pre-Encounter Self-Hatred was significantly and positively related to body dissatisfaction. Findings did not support significant relationships between Pre-Encounter Assimilation, Pre-Encounter Miseducation, Immersion-Emersion Anti-White, Internalization Afrocentric, Internalization Multicultural Inclusive racial identity attitudes and body dissatisfaction. Additionally, Stereotyping messages and Pre-Encounter Self-Hatred were predictive of body dissatisfaction among this sample of African American women. Finally, Pre-Encounter Self-Hatred racial identity attitudes mediated the relationship between Stereotyping messages and body dissatisfaction. Theoretical and practical implications of these findings are discussed.Item Relationships among body image dissatisfaction, racial identity, and racial socialization in African American women college students(2013-08) Taylor, Desire Shenay; Awad, Germine H.The discussion of race within body image research has for many years been a topic of empirical focus. However, remaining still is a lack of knowledge regarding the unique sociocultural factors that are involved in African American women’s experience of body and the development of body dissatisfaction. Racial identity and family background may impact Black women’s body attitudes. The proposed study is an exploratory investigation of body dissatisfaction in a sample of African American women college students. Specifically, the role of racial identity and the endorsement of racial socialization messages received from family will be examined. Findings will serve to increase understanding of the sociocultural underpinnings of body image among Black women. Racial identity and racial socialization will be tested as potential predictors of body dissatisfaction through hierarchical multiple regression analyses. Racial identity status will be examined as a potential mediator of racial socialization and body dissatisfaction.Item The role of teacher mistrust and parental racial socialization on academic disidentification in African American male college students(2012-08) McClain, Shannon Elizabeth; Cokley, Kevin O. (Kevin O'Neal), 1969-; Suizzo, Marie-AnneThe academic achievement gap is one of the most important areas of inquiry in education today. Racial-ethnic disparities in achievement continue to be persistent at every level—including post-secondary education. Research suggests African American males are particularly likely to disidentify with academics, resulting in a lack of a significant relation between academic self-concept and academic outcomes. Research has found a relationship between racial-ethnic messages that parents give to their children and academic achievement. Further, the student’s gender may impact the types of parental messages given. Multiple regression statistical analysis will be used to determine if the relation between academic self-concept and GPA is moderated by parental racial-ethnic socialization, teacher mistrust, and gender.