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Spirituals and the birth of a black entertainment industry
In the first book-length treatment of postbellum spirituals in theatrical entertainments, Sandra Jean Graham mines a trove of resources to chart the spiritual's journey from the private lives of slaves to the concert stage. Graham navigates the conflicting agendas of those who, in adapting spirituals for their own ends, sold conceptions of racial identity to their patrons. In so doing they laid the foundation for a black entertainment industry whose artistic, financial, and cultural practices extended into the twentieth century.
Book
Spirituals and the Birth of a Black Entertainment Industry
Spirituals performed by jubilee troupes became a sensation in post-Civil War America. First brought to the stage by choral ensembles like the Fisk Jubilee Singers, spirituals anchored a wide range of late nineteenth-century entertainments, including minstrelsy, variety, and plays by both black and white companies. In the first book-length treatment of postbellum spirituals in theatrical entertainments, Sandra Jean Graham mines a trove of resources to chart the spiritual's journey from the private lives of slaves to the concert stage. Graham navigates the conflicting agendas of those who, in adapting spirituals for their own ends, sold conceptions of racial identity to their patrons. In so doing they lay the foundation for a black entertainment industry whose artistic, financial, and cultural practices extended into the twentieth century. A companion website contains jubilee troupe personnel, recordings, and profiles of 85 jubilee groups. Please go to: http://www.press.uillinois.edu/books/graham/spirituals/
eBook
The Transition to High School as a Developmental Process Among Multiethnic Urban Youth
The high school transition was examined in an ethnically diverse, urban sample of 1,979 adolescents, followed from 7th to 10th grade (Mage = 14.6, SD = .37 in 7th grade). Twice annually, data were gathered on adolescents' perceptions of school climate, psychological functioning, and academic behaviors. Piecewise growth modeling results indicate that adolescents were doing well before the transition but experienced transition disruptions in psychological functioning and grades, and many continued to struggle across high school. The immediate experience of the transition appeared to be particularly challenging for African American and Latino students when the numerical representation of their ethnic groups declined significantly from middle to high school. Findings highlight the value of examining the transition in a larger developmental context and the importance of implementing transition support.
Journal Article
Subtypes, Severity, and Structural Stability of Peer Victimization: What Does Latent Class Analysis Say?
This study uses latent class analysis (LCA) to empirically identify victimization groups during middle school. Approximately 2,000 urban, public middle school students (mean age in sixth grade = 11.57) reported on their peer victimization during the Fall and Spring semesters of their sixth, seventh, and eighth grades. Independent LCA analyses at each semester yielded 3 victim classes based on victimization degree rather than type (e.g., physical vs. relational). The most victimized class always represented the smallest proportion of the sample, decreasing from 20% in sixth grade to 6% by the end of eighth grade. This victimized class also always reported feeling less safe at school concurrently and more depressed than others 1 semester later, illustrating the validity of the LCA approach.
Journal Article
Age Differences in Future Orientation and Delay Discounting
Age differences in future orientation are examined in a sample of 935 individuals between 10 and 30 years using a delay discounting task as well as a new self-report measure. Younger adolescents consistently demonstrate a weaker orientation to the future than do individuals aged 16 and older, as reflected in their greater willingness to accept a smaller reward delivered sooner than a larger one that is delayed, and in their characterizations of themselves as less concerned about the future and less likely to anticipate the consequences of their decisions. Planning ahead, in contrast, continues to develop into young adulthood. Future studies should distinguish between future orientation and impulse control, which may have different neural underpinnings and follow different developmental timetables.
Journal Article
For Better or Worse: Friendship Choices and Peer Victimization Among Ethnically Diverse Youth in the First Year of Middle School
As children approach early adolescence, the risk of peer victimization often increases. Many children experience some form of peer victimization during this time, but children who experience chronic victimization may be particularly vulnerable to adjustment difficulties. Thus, identifying risk and protective factors associated with chronic victimization continues to be an important area of research. This study examined the effect of change in the victimization of friends on change in children’s own victimization, taking into account the ethnic group representation of children in their classes. Over 3000 6th grade students (52 % female;
M
= 11.33 years) were drawn from 19 middle schools varying in ethnic composition. Friendships were distinguished by type—reciprocal, desired, and undesired—and a novel methodology for measuring ethnic group representation at the individual level was employed. Multilevel modeling indicated that change in friends’ victimization from fall to spring of 6th grade had a differential impact on children’s own victimization by friendship type and that the benefits and consequences of change in friends’ victimization were especially pronounced for children in the numerical ethnic majority. The findings underscore the role of friendship choices in peer victimization, even if those choices are not reciprocated, and highlight the unique social risks associated with being in the numerical ethnic majority.
Journal Article
Perception Matters: The Influence of School Ethnic Racial Context on Ethnic Racial Identity Development for Black Adolescents
In the current study, latent growth curve modeling is used to explore growth in ethnic–racial identity (ERI) commitment from 9th to 12th grade as a function of two aspects of the school ethnic–racial environment—perceived representation among peers and perceived discrimination from peers. The participants included 237 students that self-identified as African American (Mage = 14.7; 50% female). The results showed that perceiving more Black peers at school buffered the negative impact of racial discrimination from peers on ERI commitment. Further, the positive impact of perceived representation remained significant even after controlling for other markers of school ethnic–racial context including objective representation and school ethnic–racial diversity. The findings have implications for the environmental factors that support ERI development as well as how we study and conceptualize the influence of the school ethnic–racial environment.
Journal Article
Music in Black American Life, 1600-1945
This first volume of Music in Black American Life collects
research and analysis that originally appeared in the journals
American Music and the Black Music Research
Journal , and in the University of Illinois Press's acclaimed
book series Music in American Life. In these selections, experts
from a cross-section of disciplines engage with fundamental issues
in ways that changed our perceptions of Black music. The topics
includes the culturally and musically complex Black music-making of
colonial America; string bands and other lesser-known genres
practiced by Black artists; the jubilee industry and its audiences;
and innovators in jazz, blues, and Black gospel.
Eclectic and essential, Music in Black American Life,
1600-1945 offers specialists and students alike a gateway to
the history and impact of Black music in the United States.
Contributors: R. Reid Badger, Rae Linda Brown, Samuel A. Floyd
Jr., Sandra Jean Graham, Jeffrey Magee, Robert M. Marovich, Harriet
Ottenheimer, Eileen Southern, Katrina Dyonne Thompson, Stephen
Wade, and Charles Wolfe
eBook
The effectiveness of the Moms’ Empowerment Program (MEP) in reducing post-traumatic stress symptoms and depressive symptoms among Iranian mothers surviving intimate partner violence
Purpose
Intimate partner violence (IPV) is a global health crisis with severe psychological sequelae. While the Moms’ Empowerment Program (MEP) is an evidence-based intervention, its efficacy in non-Western contexts remains under-explored. This study evaluated the effectiveness of a systematically, culturally adapted MEP in reducing post-traumatic stress symptoms (PTSS) and depressive symptoms among Iranian mothers who have survived IPV.
Methods
A single-case experimental design (SCED) with an A-B-Follow-up framework was replicated across eight female participants (
N
= 8) recruited from community shelters. The intervention consisted of a 10-week, group-based MEP. PTSS and depressive symptoms were measured repeatedly across baseline, intervention, and a three-month follow-up phase using the PTSD Checklist for DSM-5 (PCL-5) and the Beck Depression Inventory-Short Form (BDI-SF).
Results
Visual analysis revealed an immediate, marked, and consistent reduction in both PTSS and depression scores for all eight participants following the introduction of the intervention. Therapeutic gains were durably maintained throughout the follow-up period. The effects were of a large magnitude, with individual-level Cohen's d effect sizes ranging from 1.64 to 1.83.
Conclusions
This study provides strong preliminary evidence that a culturally adapted MEP can be a highly effective intervention for treating the psychological wounds of IPV in a non-Western, Middle Eastern context. The findings underscore the critical importance of culturally sensitive, evidence-based care and support the program's potential for broader global application.
Journal Article
Ethnic Diversity and Perceptions of Safety in Urban Middle Schools
Students' perceptions of their safety and vulnerability were investigated in 11 public middle schools (more than 70 sixth-grade classrooms) that varied in ethnic diversity. Results of hierarchical linear modeling analyses indicate that higher classroom diversity is associated with feelings of safety and social satisfaction. African American (n = 511) and Latino (n = 910) students felt safer in school, were less harassed by peers, felt less lonely, and had higher self-worth the more ethnically diverse their classrooms were, even when controlling for classroom differences in academic engagement. Results at the school level were similar to those at the classroom level; higher ethnic diversity was associated with lower levels of self-reported vulnerability (but no difference in self-worth) in both fall and spring of sixth grade. In the spirit of Brown v. Board of Education, the current findings offer new empirical evidence for the psychological benefits of multiethnic schools.
Journal Article