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1.
African American male students (N = 203) attending a historically Black college or university (HBCU) and a predominantly White institution (PWI) participated in a study to determine differences in wellness. HBCU students scored significantly higher than did PWI students on Friendship, Love, Sense of Control, and Gender Identity. PWI students scored significantly higher than did HBCU students on Sense of Worth. Implications and future research directions are suggested.  相似文献   

2.
This article examines the relationship between marijuana use and anxiety symptoms among college students, with a secondary focus on marijuana use and grade point average (GPA). A secondary analysis was conducted on data obtained from the American College Health Association–National College Health Assessment. Results indicated that marijuana use was negatively associated with GPA among students with current anxiety and no formal treatment. The relationships between these variables may be more complex than previously thought.  相似文献   

3.
The authors examined college student drinkers’ (n = 153) reasons for seeking counseling services and risk for alcohol problems. Students seeking help for impulse‐ or anger‐related issues and depression were at heightened risk for alcohol problems. Only 10% of students sought alcohol‐related help despite high rates of hazardous alcohol use (80%) and dependence (39%). Targeted screening and intervention in college counseling centers may enable providers to effectively identify and treat students in need of alcohol treatment.  相似文献   

4.
This study investigates Historically Black Colleges and University (HBCU) students' and faculties' knowledge related to school psychology. A total of 165 students and 14 faculty members completed inventories that assessed the understanding and views of various psychological disciplines. Results indicated that HBCU students rated their perceived knowledge of school psychology significantly lower than all psychological disciplines. In addition, these students have significantly fewer sources of information for school psychology than comparable disciplines. Although more than 90% of students stated that they would attend graduate school, the majority was only somewhat interested in school psychology as a career choice. Furthermore, HBCU psychology faculty members stated that the American Psychological Association and the National Association of School Psychologists do not actively recruit or provide information to their students. Results are discussed in terms of increasing the number of African American school psychologists. © 2009 Wiley Periodicals, Inc.  相似文献   

5.
While recent research examines homophobia among social work majors, there is limited research devoted to social work students enrolled in a historically Black college and university (HBCU). Social workers are not immune to possessing homophobic attitudes; therefore, diversity training is important. This research explored whether there were any differences in the attitudes of undergraduate social work students enrolled in a HBCU in the South toward gay and lesbian adoption in relation to the students’ gender, age, religious affiliation, and religious participation. This quantitative study used a nonrandom convenience sample of 94 students using the Attitudes Toward Lesbians and Gay Men Scale and the Attitudes Toward Homosexuality Scale. The data were analyzed utilizing one-way and two-way chi-square procedures.  相似文献   

6.
The literature on the teaching and learning of statistics tend not to address issues of cultural diversity. Twenty-nine students enrolled in a statistics course at a historically Black college/university (HBCU) were the focus of this pilot study. Using structural equation modeling (SEM), the study tested models of the effects of writing assignments, compared to scores on standard homework assignments and midterm grades, on students’ performance on the final examination in the elementary statistics course offered by the psychology department. Consistent with past research on the teaching and learning of statistics, the results supported the hypothesis that writing assignments contribute positively to better performance on the final examination. These preliminary findings suggest that writing assignments in an elementary statistics course are an effective strategy with students attending an HBCU.  相似文献   

7.
The author used an archival study to explore the relationship between college counseling and retention. The cohort for this study was a college's 2006 class of full‐time, 1st‐year students (N = 429). The results of chi‐square analyses and regression analyses indicated (a) a significant difference in retention between high‐risk and low‐risk students who used counseling services (CS) and (b) that a student's risk for dropout did not vary significantly over time based on risk level or CS use.  相似文献   

8.
Authoritarian personality types possess characteristics that are especially troubling if found among criminal justice (CJ) professionals. Recent research found significantly higher Right-Wing Authoritarianism (RWA) scores in male college students majoring in CJ than in male nonmajors as well as significantly higher scores among lower division students than their upper division counterparts. However, the results of that study were limited because the sample was predominantly Caucasian. Given the growth in African-American CJ professionals and the special salience of race, it is important to examine whether the findings can be generalized to African-Americans. In order to explore that issue the current study replicates that research with a largely African-American sample drawn from a historically black college/university (HBCU). Results indicate that, unlike the findings in the original study, CJ majors at the HBCU did not have statistically higher RWA scores. Theoretical and practical implications are discussed.  相似文献   

9.
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10.
While first‐generation college students are ‘at risk’, the majority do persist. Using in‐depth interviews with 28 white college students I ask: How do white, first‐generation, working‐class students understand their college experiences, especially in terms of their academic, social, and cultural adjustment? Moreover, what kinds of factors seem to help or hinder their adjustment to college life? I discovered three patterns of adjustment among these students: (1) about half expressed few feelings of marginality and appeared well integrated into campus life; (2) one quarter experienced persistent and debilitating marginality; and (3) another quarter overcame their feelings of marginality en route to becoming socially and academically engaged on campus, with some transforming their feelings of marginality into motivation for social change. I argue that these variations can be understood by looking at how working‐class students’ economic resources may function as an asset, while their whiteness may function alternately as an asset and a liability.  相似文献   

11.
Mobile social media often feature the ability to “Like” content posted by others. This study examined the effect of Likes on youths' neural and behavioral responses to photographs. High school and college students (N = 61, ages 13–21) viewed theirs and others' Instagram photographs while undergoing functional Magnetic Resonance Imaging (fMRI). Participants more often Liked photographs that appeared to have received many (vs. few) Likes. Popular photographs elicited greater activity in multiple brain regions, including the nucleus accumbens (NAcc), a hub of the brain's reward circuitry. NAcc responsivity increased with age for high school but not college students. When viewing images depicting risk‐taking (vs. nonrisky photographs), high school students, but not college students, showed decreased activation of neural regions implicated in cognitive control.  相似文献   

12.
Given the potential negative effects of vicarious racism, we sought to examine the impact of vicarious racism via the media on college students of color. Using a sample of 217 college students of color, we analyzed positive and negative affect and craving for alcohol and marijuana before and after exposure to media stimuli. Split‐plot analysis of variance results revealed a statistically significant interaction effect between time and group for negative affect, but not cravings for substances.  相似文献   

13.
Substance abuse continues to be prevalent on college campuses. This study explored the relationships between social interest, social bonding, and hazardous drinking and marijuana use among college students. Results indicate that the social bonding elements of religious commitment, respect for authority, and acceptance of conventional beliefs, along with social interest, significantly differ between groups of students engaged in hazardous drinking and marijuana use.  相似文献   

14.
Research is needed to understand intersecting health risks among community college students. Applying a syndemic framework, the present research explored childhood sexual victimization, adolescent sexual victimization, intimate partner violence (IPV), marijuana use, alcohol consumption, and symptoms of depression and post-traumatic stress disorder as additive as well as interactive correlates of women's condom use. Questionnaires were administered to a sample of 212 women between the ages of 18 to 24 attending a community college. A series of logistic regression analyses documented that an increased number of psychosocial risk factors was associated with not using a condom during sexual intercourse. Experiencing both adolescent sexual victimization and lifetime IPV, compared to experiencing one form of victimization, increased the odds of not using a condom. Endorsing both lifetime IPV and past year marijuana use, compared to endorsing only one of these factors, also increased the odds of not using a condom. These findings highlight the importance of targeting intersections between adolescent sexual victimization, IPV, marijuana use, and sexual risk behavior when developing educational programs for community college women.  相似文献   

15.
This study compared heavy drinking and alcohol‐related consequences between freshman student‐athletes (n = 137) and nonathletes (n = 318). Differences in high‐risk drinking between the fall and spring terms were also examined. Results indicated that student‐athletes reported heavier drinking and higher levels of alcohol‐related consequences than did nonathletes. In addition, student‐athletes reported the highest levels of drinking and alcohol‐related consequences in the spring term. Implications for college counseling prevention programming are discussed.  相似文献   

16.
The purpose of this study was to understand academic leadership's views of the field of school psychology. This is the first study that has attempted to incorporate the views of historically Black college and university (HBCU) Psychology Department Chairs' regarding the field of school psychology and the potential development of school psychology programs at HBCUs. The results indicated that Department Chairs at HBCUs are not recommending the field of school psychology to their students based on a variety of reasons related to their views of the field (e.g., lack of focus on Black research issues). Despite the shortage of school psychologists and ample career opportunities, Department chairs in our sample do not recommend the field of school psychology as a first option graduate school choice. Implications are discussed in terms of increasing the number of African Americans in the field of school psychology.  相似文献   

17.
The purpose of this study was to assess how attachment dimensions (anxiety and avoidance), self-esteem, and three subscales of test anxiety – cognitive obstruction, social derogation and tenseness are related in two age groups: adolescents and college students. Participants (N?=?327) completed relevant questionnaires. Results showed that college students revealed higher test anxiety than did high school students on the cognitive obstruction and tenseness scales, whereas high school students revealed higher social derogation than college students. Anxious attachment was related to all three sub-scales of test anxiety and avoidant attachment was related to cognitive obstruction among college students and to tenseness among high school students. Most of the correlations between anxious attachment and test anxiety were mediated by self-esteem among high school students. The mediation ability of self-esteem was weaker among college students.  相似文献   

18.
The purpose of this study was to identify those factors related to academic success in high‐risk students so that college educators could more precisely develop remedial programs to heighten the probability of academic success for high‐risk populations.

Demographic, academic, and personality variables were analyzed for groups of successful and unsuccessful high‐risk students in order to determine which were significant predictors of academic success.

An analysis of the data revealed that a greater proportion of the students in the successful group were married and female. The successful group's reading score at the time of admission was significantly higher than the unsuccessful group's. The majority of the successful group had enrolled in college to acquire job related skills; the unsuccessful group had enrolled to receive transfer credits toward a baccalaureate degree.

The personality analysis indicated that the successful group scored significantly higher on self‐esteem, assertiveness, and internal locus of control. Their learning style was characterized by their desire for detailed instruction, their preference for working with inanimate objects, and reading was their preferred modality for learning. The unsuccessful group scored lower on self‐esteem and higher on control by chance. The learning style inventory revealed that they did not like detailed instruction, they preferred working with people, and listening was their preferred mode of learning. Their grade expectancy was extremely unrealistic; they predicted higher grades for themselves than did the successful group.

The authors suggest strategies for utilizing these findings in the development of remedial programs for high‐risk students.  相似文献   

19.
While African American women routinely outnumber African American men on the historically Black college and university (HBCU) campus, the African American woman??s voice is usually relegated to the margins within social and academic frameworks. The author seeks to gain a deeper understanding of the actual liberation of African American women on HBCU campuses. Drawing from undergraduate and graduate experiences as an African American female on campus, the author uses Collins??s (Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge, New York, 2009) Black feminist epistemology as a lens through which to examine her own decision to attend an HBCU while giving specific attention to the implications and intersections of race and gender. Using Black feminist epistemology and autoethnography, the author provides a critical analysis of her education at an HBCU in relationship to the experiences of other African American women. The author concludes the article explaining the intersections of education, liberation, and resistance with implications for HBCU administrators and staff in preparing African American women as campus and community leaders.  相似文献   

20.
The purpose of this study was to examine whether school experiences, school performance, and other risk‐protective factors were related to violence among Hawaiian, Filipino, and Samoan youths residing in Hawai'i. This study analyzed survey data (N = 325) collected in three high schools having concentrations of Filipino, Hawaiian, and Samoan youths, as well as a smaller number of Japanese students, which served as a comparison group. The analyses consisted of bivariate and multivariate analyses of risk protection for violence. Two‐ and three‐way interactions were tested to examine whether there were specific gender and/or ethnic effects. The final model explained 29.3% of the variance in violent behavior. Five variables were significant: grade point average, pressure to choose between school and friends, favorable school attitude, feeling safe, and importance of college. Schools serving these populations should focus on fostering positive bonds between teachers and students and building bridges to families and neighborhoods. © 2010 Wiley Periodicals, Inc.  相似文献   

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