Do African American Male and Female Adolescents Differ in Technological Engagement?: The Effects of Parental Encouragement and Adolescent Technological Confidence

African Americans, especially African American women, remain one of the most underrepresented groups in technology-based degrees and careers. However, little is known about whether gender differences permeate African American adolescents’ engagement in technology in earlier development, such as in middle and high school (ages 12–18). Drawing on an ecological and intersectional framework, we examined if African American male and female adolescents differed in technological engagement and what contextual factors affected their engagement. We hypothesized that parental encouragement would be associated with greater technological confidence in adolescents, which would be linked to more experiences with and interests in technology. Further, we investigated if these associations would vary by adolescents’ and parents’ gender. Survey data from 1041 African American parent-adolescent dyads highlighted that adolescents had less experience and interest with technical activities than with creative activities, especially among female adolescents. More parents encouraged adolescent sons but limited daughters to use technology, yet female adolescents reported greater technological confidence. Moderated mediation analyses revealed that adolescents’ technological confidence mediated the positive association between parental encouragement and adolescents’ technological engagement across all parent-adolescent dyads, but with some nuances. Our findings suggest that prospective gender studies and educational programs should consider the influences of parenting and gender on promoting African American adolescents’ technological involvement and confidence.

     

Bullying Victimization and Use of Substances in High School: Does Religiosity Moderate the Association?

Alcohol, tobacco and other drug use continue to pose serious public health concerns among youth. Bullying victimization has been identified as a risk factor and religiosity a protective factor for adolescent substance use. No previous research has examined the potential moderating role of religiosity. We explore the association between bullying victimization and substance use in adolescents with low and high levels of religiosity. A cross-sectional survey was conducted with a representative sample of high school students in greater Beirut. Binary and multinomial logistic models were used, adjusting for demographics, and stratified by level of religiosity. Of the 986 students responding to the survey, 65% were females; 48% had experienced some form of bullying; and 52% self-rated as low in religiosity. Between 10 and 30% were current users of alcohol or tobacco. Students of lower religiosity levels who had been bullied were more likely to use substances than those who self-rated as high religiosity. Religiosity may be a potential moderator of the association between being bullied and substance use, but the exact mechanisms and underlying reasons need further investigation.

     

The Effects of Images of African American Women in Hip Hop on Early Adolescents’ Attitudes Toward Physical Attractiveness and Interpersonal Relationships

This qualitative study was designed to identify African American early adolescents’ subjective meanings of African American women’s sexuality through an examination of Stephens & Phillips (2003) sexual images—the Diva, Gold Digger, Freak, Dyke, Gangster Bitch, Sister Savior, Earth Mother, and Baby Mama. These eight sexual images both inform and reflect beliefs about African American women’s physical attractiveness. Interpersonal relationship decision making processes also were influenced by these conceptual frameworks of African American women’s sexuality. Findings from this study are important given the tendency of previous researchers to ignore race and intraethnic variations in studies of beliefs about attitudes toward sexuality.     

Exploring Adolescents’ Talk About Bullying on an Online Message Board: Broadening and Complicating Understandings of Victimization

Current definitions of bullying, crafted by policymakers and researchers, raise questions about the ways in which adult constructions of bullying reflect, or fail to reflect, the lived realities of adolescents. In particular, the narrow scope of “bullying,” as currently defined, may over-simplify adolescents’ experiences with relational aggression, which often sit in the space between bullying, discrimination, and harassment. This study investigates adolescents’ talk about bullying on an online message board, as one effort to better understand whether adolescents’ constructions of bullying are aligned with those of researchers and policymakers, and where these youth constructions may overlap with ideas about discrimination and harassment. Conducting a content analysis of data from an online, teen message board, we find that participants frequently use the term bullying to describe adult or familial aggression, and often describe bullying behaviors in ways that reflect elements of discrimination and harassment. We conclude with suggestions for future research and practical approaches that might better bridge gaps between research and practice.     

Effects of Exposure to Community Violence on Internalizing Symptoms: Does Desensitization to Violence Occur in African American Youth?

The purpose of the current study was to examine the linear and curvilinear associations of exposure to community violence to internalizing symptoms in 251 African American adolescents (mean age = 12.86, SD = 1.28). Participants reported on exposure to community violence, anxiety symptoms, and depressive symptoms. Regression analyses were used to test the hypotheses and, consistent with predictions, the results indicated that the association between violence and depression was curvilinear; whereas the association to anxiety was linear and positive. The results highlight the importance of considering more complex models of the impact of exposure to community violence on psychological functioning in African American youth from economically- disadvantaged communities.     

The Effects of Students’ Perceptions of Teachers’ Antibullying Behavior on Bullying Victimization: Is Sense of School Belonging a Mediator?

This study evaluated the influence of students’ perceptions of teachers’ antibullying behavior and sense of school belonging on bullying victimization among elementary school students (N = 110). The authors used structural equation modeling to test a mediational model in which they hypothesized that sense of school belonging would mediate the relationship between students’ perceptions of teacher behavior and bullying victimization. Results supported the mediational model, indicating students’ perceptions of teachers’ antibullying behavior was positively related to sense of school belonging, which in turn was related to lower levels of bullying victimization. Findings highlight the importance of teachers in fostering a positive school climate to reduce bullying behavior. Implications for school-based bullying prevention and intervention programs are discussed.     

The Role of Religious Socialization and Religiosity in African American and Caribbean Black Adolescents’ Sexual Initiation

Journal of Religion and Health - This study determined the nature of the associations between religious socialization, religiosity, and adolescent sexual initiation. Data originated from the...     

Adolescents’ Involvement in Cyber Bullying and Perceptions of School: The Importance of Perceived Peer Acceptance for Female Adolescents

Young people are spending increasing amounts of time using digital technology and, as such, are at great risk of being involved in cyber bullying as a victim, bully, or bully/victim. Despite cyber bullying typically occurring outside the school environment, the impact of being involved in cyber bullying is likely to spill over to school. Fully 285 11- to 15-year-olds (125 male and 160 female, M _age = 12.19 years, SD = 1.03) completed measures of cyber bullying involvement, self-esteem, trust, perceived peer acceptance, and perceptions of the value of learning and the importance of school. For young women, involvement in cyber bullying as a victim, bully, or bully/victim negatively predicted perceptions of learning and school, and perceived peer acceptance mediated this relationship. The results indicated that involvement in cyber bullying negatively predicted perceived peer acceptance which, in turn, positively predicted perceptions of learning and school. For young men, fulfilling the bully/victim role negatively predicted perceptions of learning and school. Consequently, for young women in particular, involvement in cyber bullying spills over to impact perceptions of learning. The findings of the current study highlight how stressors external to the school environment can adversely impact young women’s perceptions of school and also have implications for the development of interventions designed to ameliorate the effects of cyber bullying.     

Effects of a Mindfulness-based Intervention on Adolescents’ Depression and Self-concept: The Moderating Role of Age

Journal of Child and Family Studies - During adolescence, there are important changes in both depressive symptoms and self-concept; thus, the present study aimed to examine the effects of a...     

Neighborhood Stress and Life Satisfaction: Is there a Relationship for African American Adolescents?

Applied Research in Quality of Life - This study identified associations between perceived neighborhood stress and adolescents’ perceptions of life satisfaction. African American adolescents...     

The Role of Socially Prescribed Perfectionism in the Link Between Perceived Racial Discrimination and African American Adolescents’ Depressive Symptoms

Research examining the social origins of perfectionism has focused on negative evaluative experiences in the family, with less attention to negative social evaluations in other contexts and situations relevant for African American adolescents. The experience of racial discrimination is common for African American youth, and may trigger maladaptive perfectionistic beliefs if the youth perceive that they do not meet others’ standards (socially prescribed perfectionism) or internalize discriminatory messages. Thus, the present study examined longitudinal associations among racial discrimination, socially prescribed perfectionism, and depressive symptoms among a community sample of urban and predominantly low income African American adolescents (n?=?492; 46.7 % female). In each of grades 7, 8 and 9, participants reported their experiences with racial discrimination, perfectionistic beliefs, and depressive symptoms. Analyses revealed that experiences with racial discrimination in grade 7 were associated with socially prescribed perfectionism in grade 8 which, in turn, was linked with depressive symptoms in grade 9. Results suggest that prospective associations between the experience of racial discrimination and depressive symptoms are due, in part, to increased socially prescribed perfectionism. Implications for interventions targeting depression in African American are discussed.     

A Cross-cultural Perspective on Judgments of Woman-to-woman Sexual Harassment: Does Sexual Orientation Matter?

We investigated perceptions between Brazilian and U.S. college students regarding a hypothetical case involving woman-to-woman sexual harassment in which the sexual orientation of both the target and the alleged harasser was experimentally manipulated. Thus, there were four different scenarios, which were randomly given to 952 college students (89% of whom reported to be White). We found that the scenario that depicted heterosexual woman-to-heterosexual woman sexual harassment was rated as the least likely to be sexual harassment, to need an investigation, and to be punishable than the other scenarios. Generally, Brazilians viewed the case as more likely to be sexual harassment and to need an investigation than did U.S. respondents. In the U.S., women perceived the case as more likely to be sexual harassment, to need an investigation, and to be punishable than men did; however, no such gender differences were found in Brazil. Lastly, hostile sexism and perceptions of woman-to-woman sexual harassment predicted respondents rating the case as sexual harassment and in need of an investigation.     

Attachment Style Differences and Depression in African American and European American College Women: Normative Adaptations?

This study examined ethnic differences in attachment styles and depression among African American and European American college women. African American women reported less favorable views of others, which suggests that attachment styles emphasizing caution in relationships may be normative and adaptive for these women. There were no differences between groups in views of self or reports of depressive symptoms. Implications for long‐term relationships and counseling are discussed. Este estudio examinó las diferencias étnicas en estilos de apego y depresión entre estudiantes universitarias Afroamericanas y Euroamericanas. Las mujeres Afroamericanas expresaron una visión menos favorable sobre los demás, lo que sugiere que los estilos de apego que enfatizan la precaución en las relaciones pueden ser normativos para estas mujeres, y el resultado de su adaptación. No hubo diferencias entre los grupos en cuanto a la visión de sí mismas o expresión de síntomas depresivos. Se discuten las implicaciones para las relaciones a largo plazo y la consejería.     

Can Self-Reassurance Buffer against the Impact of Bullying? Effects on Body Shame and Disordered Eating in Adolescence

Bullying experiences are associated with body image and eating-related problems. Nonetheless, research on possible resilience factors is scant. The current study tested a path model examining the association between emotional memories of experiences of warmth and safeness, and self-reassuring abilities, and whether these abilities moderate the impact of bullying experiences on body image shame and eating psychopathology. We tested this model in a nonclinical sample of 609 adolescent girls aged 12–18 years. The examined model accounted for 22?% of body image shame variance and 51?% of eating psychopathology variance. Memories of warmth and safeness were significantly associated with self-reassurance, and negatively linked to body image shame and eating psychopathology. Self-reassurance significantly moderated the association between bullying experiences and both body image shame and eating psychopathology. The present findings suggest the relevance of assessing the quality of interpersonal experiences reported by adolescents and their potential association with self-reassuring abilities. Moreover, these results suggest that the ability to reassure and soothe the self may have a buffering effect against the negative impact of bullying experiences on adolescents’ body image and eating behaviors.     

The Unique Effects of Fathers’ Warmth on Adolescents’ Positive Beliefs and Behaviors: Pathways to Resilience in Low-Income Families

The aim of the present study was to investigate the pathways through which fathers’ warmth influences adolescents’ grades. We investigated the positive beliefs of optimism and academic self-efficacy, and the motivational construct of determination, as possible mediators. Questionnaire data were collected from a sample of 183 sixth-graders (78 male, 105 female) from low-income families: 133 Mexican Americans, 36 African Americans, 11 European Americans, and 3 other ethnicity. Multigroup SEM path analysis was used to test two path models and investigate variations in these models by adolescents’ gender. Results revealed that, controlling for mothers’ warmth, fathers’ warmth predicts adolescents’ positive beliefs and that these relations vary by adolescents’ gender. For male adolescents, relations between fathers’ warmth and English language arts grades are mediated by academic self-efficacy and determination to persist on challenging schoolwork. For female adolescents, relations between fathers’ warmth and math grades are mediated by optimism and determination. These results demonstrate the unique contributions of fathers’ warmth to their sons’ and daughters’ emotional and academic development. Our study suggests that counselors and educators may positively influence adolescents’ well-being by encouraging fathers to communicate warmth and acceptance to their adolescents.     

Exploring Associations Among African American Youths' Perceptions of Racial Fairness and School Engagement: Does Gender Matter?

In addition to experiencing race as a unique social milieu within school, gender may also provide an important context for African American students. The authors explored gender differences in associations between African American youths' perceptions of racial fairness and school engagement (behavioral, emotional, and cognitive). One hundred thirty-nine (72 girls, 67 boys) African American high schoolers were recruited from the southeastern region of the United States. Gender differences were found for neither perceptions of racial fairness nor emotional and cognitive engagement. Girls reported higher behavior engagement relative to boys. Also, racial fairness was positively associated with emotional engagement among girls. For boys, racial fairness related positively to the three engagement dimensions. Implications and resources relevant for school psychology practice are discussed.     

Does Parenting Differ Based on Social Class?: African American Women's Perceived Socialization for Achievement

Research has provided some evidence of ethnic group, gender, and class differences in the socialization for achievement. However, there is little research on African American women with the exception of the studies of low-income, single mothers. To understand the similarities and differences in socialization for achievement based on social class, middle-class African American women from working- and middle-class backgrounds were studied using qualitative and quantitative methods to compare them on issues related to achievement socialization. Women from middle-class backgrounds reported that their parents had higher expectations for them and were more involved in their education than did women from working-class backgrounds. More middle-class parents expected their daughters to be successful in careers than did working-class parents. Women from working-class families did receive support from their parents but they did not have as much support as did the women from middle-class backgrounds. Women from working-class families perhaps made use of other sources to support their desire to succeed. There were no differences in perceived race-related socialization based on social class. Implications of these findings for future research are discussed.     

Looking Fat or Being Bad? Effects of Body Size and Eating Style on Peer Evaluation in Adolescents

The present study examined adolescents' peer evaluations when information about body size (normal vs. overweight) and eating style (healthy vs. unhealthy) was provided. A study was conducted with a sample of 90 adolescents. Adolescents judged their peers on information about body size, but also about their eating style. The effect of body size was qualified by gender: Male adolescents were more positive about normal body weight peers, whereas females did not distinguish between normal weight and overweight peers. The results imply that not only are the consequences of unhealthy eating important; the behavior itself is also important. This holds promise for addressing adolescents' eating behavior.     

Correction to: The Comparative Effects of Teacher Versus Peer-Scaffolding on EFL Learners’ Incidental Vocabulary Learning and Reading Comprehension: A Socio-Cultural Perspective

Journal of Psycholinguistic Research -