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"African American teenage girls Attitudes."
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Smart and Sassy
This book provides an explanatory model of adolescent development in a social context in order to explicate how meaningful psychosocial identities are constructed. The maturational trajectories of adolescents are fully explored within particular developmental domains. The functional constructs of resilience and risk are utilized to clarify the intersection of social context and emotional-behavioral responses in the lives of Black girls and their families. Based on research findings, the book has a particular ethnic focus; notwithstanding, it offers powerful insight into the developmental issues confronting all adolescents. The book brings together empirical data and case illustrations to theorize about social competence and social assets that promote healthy development. The book argues that developmentally self-relatedness or the lack thereof makes for adaptive or maladaptive social adjustment. Altogether, authoritative foundational knowledge in theology, philosophy and human development underscores theorizations about the complexities of concrete life-experiences. The girls' self-reports are told in their own words. Their visceral language communicates chutzpah, intelligence, courage, and hope. Of import to students of social work, counselling, and psychology will be the book's theoretical composition and the presentation of actual case material all of which provide a knowledge base for the development of critical thinking and intervention skills. Case illustrations feature study questions for reflection and class discussion. A Glossary is provided at the end of the book to capture the meaning of core concepts presented throughout the text.
eBook
IMARA: A mother-daughter group randomized controlled trial to reduce sexually transmitted infections in Black/African-American adolescents
Black/African-American girls are infected with sexually transmitted infections (STIs) at higher rates than their White counterparts. This study tested the efficacy of IMARA, a mother-daughter psychosocial STI/HIV prevention program, on adolescent Black/African-American girls' incident STIs at 12 months in a 2-arm group randomized controlled trial. Black/African-American girls 14-18 years old and their primary female caregiver were eligible for the study. Girls provided urine samples to test for N. gonorrhoeae, C. trachomatis, and T. vaginalis infection at baseline and 12-months. Mother-daughter dyads were randomly assigned to IMARA (n = 118) or a time-matched health promotion control program (n = 81). Retention at 12-months was 86% with no difference across arms. Both interventions were delivered over two consecutive Saturdays totaling 12 hours. Girls who received IMARA were 43% less likely to contract a new STI in the 12-month post-intervention period compared with those in the health promotion control program (p = .011). A secondary follow-up intent-to-treat analysis provided additional support for the protective effect of IMARA, albeit with a similar magnitude of 37% (p = .014). Findings provide early evidence for IMARA's efficacy, such that IMARA protected against STIs at 12-months among adolescent Black/African-American girls. Future research should examine the mechanisms associated with reduced STIs.
Journal Article
“My Teacher Doesn’t Like Me”: Perceptions of Teacher Discrimination and School Discipline among African-American and Caribbean Black Adolescent Girls
This study examined the impact of perceived teacher discrimination on the school discipline of African-American and Caribbean Black adolescent girls. The findings are drawn from a nationally representative sample of (n = 410) African-American and (n = 193) Caribbean Black adolescent girls age 13 to 17 (Mage = 15). Results indicate that perceiving discrimination from teachers was associated with higher school discipline (e.g., suspension, expulsion, and spending time in a jail, detention center) for African-American girls. For Caribbean Black girls, higher household income and school bonding was associated with lower school discipline. Older Caribbean Black girls were also more likely to receive higher school discipline. However, perceiving discrimination from teachers was not associated with school discipline for Caribbean Black girls. The developmental significance and implications for future research are discussed.
Journal Article
Gifted Black Girls’ Perceptions of Support Provided by a Summer Math Camp
Out-of-school mathematics programs (OSMPs) can be a great benefit for students in STEM. However, little is known about how students perceive the support provided to them by such programs, especially with respect to students of color. In this paper, we draw upon a framework of institutional resource types (Nasir & Cooks, 2009) and performed a semantic, deductive thematic analysis (Braun & Clarke, 2006) to analyze how three gifted Black high school girls perceived the support provided to them by a summer mathematics camp in terms of their mathematical identity. Findings indicate that the students perceived aspects of the camp to be both supportive and unsupportive with respect to their competence, sense of belonging, and aspirations. Implications for improving OSMPs are discussed.
Journal Article
Towards a Fairer Future: An Activist Model of Black Girl Leadership
In the study on which this article is based, I examine the correlation between the number of Black girls in leadership programs and the number of Black female leaders in nonprofit organizations. I carried out research on Black girl leadership to understand the shortcomings of programs meant to teach Black girls appropriate leadership skills and I conducted interviews with female leaders to determine the hurdles faced by Black women trying to obtain leadership roles in the nonprofit sector. My findings show that there is a disconnect between Black and white women in leadership roles and that impediments for Black women affect leadership prospects for Black girls. This article is a call to create an activist model that supports the professional trajectories of Black girls.
Journal Article
Coital debut: The role of religiosity and sex attitudes in the add health survey
Recent reviews suggest that religiosity is associated with the delay of adolescent coital debut (Rostosky, Wilcox, Wright, & Randall, in press; Wilcox, Rostosky, Randall, & Wright, 2001). Few studies, however, have examined this association using longitudinal data to test theoretically driven models. We analyzed data from 3,691 adolescents (ages 15-21), testing the hypothesis that adolescent religiosity and sex attitudes (at Wave 1) predict later coital debut (at Wave 2) and that these predictive relationships vary by gender. Findings indicated that beyond demographic factors and number of romantic partners, religiosity reduced the likelihood of coital debut for both males and females. After accounting for the effects of religiosity, anticipation of negative emotions after coital debut (sex attitude factor 1) further reduced its likelihood for females and males. Finally, adolescent girls-but not boys-who anticipated positive emotions following sexual intercourse (sex attitude factor 2) were more likely to debut. While virginity pledge status was associated with coital debut for boys and girls, more conservative beliefs about sex appeared to mediate its effect. Finally, a significant interaction between race and religiosity indicated that African American adolescent males who had either signed a virginity pledge or were more religious were significantly more likely to debut than both White non-Hispanic males and African American males who were less religious and/orwho had not signed a pledge. The implications of these results for adolescent pregnancy prevention programming are discussed.
Journal Article
Characteristics of Sexually Active Teenage Girls Who Would Be Pleased with Becoming Pregnant
To investigate factors associated with favorable pregnancy attitudes among teenage girls. Participants were sexually active teenage girls aged 15–18 years old (n = 965) who took part in the 2002 or 2006–2010 National Survey of Family Growth (NSFG). Multinomial multivariable logistic regression was used to assess the likelihood of
being pleased
with a teenage pregnancy. Sixteen percent of sexually active teenage girls (n = 164) would
be pleased
(11 % a little pleased, 5 % very pleased) if they became pregnant. In a multivariable model, participants who had not yet discussed sexual health topics (i.e., how to say no to sexual intercourse or birth control) or had only discussed birth control with a parent were more likely to
be very pleased
with a teenage pregnancy than participants who had discussed both topics with a parent. Prior pregnancy, racial/ethnic group status, older age, and having parents with a high school education or less also increased the odds of being pleased with a teenage pregnancy. Being pleased with a teenage pregnancy was correlated with a lack of discussion of sexual health topics with parents, prior pregnancy, and sociodemographic factors (having less educated parents, racial/ethnic group status). Pregnancy prevention efforts can be improved by acknowledging the structural and cultural factors that shape teenage pregnancy attitudes.
Journal Article
Age at Menarche and First Pregnancy Among Psychosocially At-Risk Adolescents
We sought to determine which factors influence the association between menarche and conception among adolescent study participants (n = 1030), who demonstrated an earlier age of menarche than did national samples. Age at first sexual intercourse (coitarche) mediated the relationship between age at menarche and first pregnancy among White girls, whereas gynecologic age at coitarche (age at coitarche minus age at menarche) and age at menarche explained the timing of the first pregnancy among Black and Hispanic girls. Pregnancy prevention interventions to delay coitarche should also include reproductive education and contraception.
Journal Article
Black Female Adolescents and Racism in Schools: Experiences in a Colorblind Society
This article takes up the questions: (a) How do Black female adolescents define racism?, (b) What kind of experiences with racism to they report having in schools?, and (c) How can these perspectives and experiences inform educational reform efforts? The in-depth analysis of 18 student surveys and interviews revealed that most of the definitions of racism centered on prejudice, discrimination, and differential treatment; and most of the experiences the girls described regarding racism in school illustrated issues of prejudice, discrimination, and differential treatment as well as stereotypes, labels and low teacher expectations. Critical Race Theory, Critical Race Feminism, and Black Feminist Thought were used as interpretive theoretical frameworks. Implications for teacher education, secondary education and broad reform efforts are discussed.
Journal Article