Stephanie J Rowley
Datos Biográficos
| ID | 101755 |
|---|---|
| NOMBRE | Stephanie J Rowley |
| NOMBRES | Stephanie J |
| APELLIDO | Rowley |
| FIRMA | ROWLEY S J |
| AFILIACIONES | University of Michigan |
| ORCID | 0000-0001-9299-0774 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 48 |
| TOTAL DE CITAS | 1822 |
| TOTAL COMO AUTOR | 48 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1997 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 15 |
Longitudinal associations between math self‐concept and math Black–White stereotypes among Black adolescents
In the United States, Black youth are negatively stereotyped in math ability and are comparatively behind their White and Asian peers on many indicators of math success. Because perceptions of social groups are linked to self-perceptions, Black youths' endorsement of Black-White math stereotypes might be bidirectionally related to their perceptions of their own math abilities. Drawing from a sample of 563 Black youth (250 boys; 313 girls), we use…
Where boys learn to be men
Directionality explored
Increases in conversations about race and racial discrimination experiences during adolescence make this a critical developmental period to investigate adolescents' awareness of racism. We examined bidirectional associations between race-based experiences and awareness of systemic racism-operationalized as understanding systemic causes of racial disparities in education. Adolescents who self-identified as African American/Black were surveyed in G…
Struggling at School
Theoretical work on objectified body consciousness, comprised of body surveillance and body shame, proposes several negative sequelae of holding an objectified view of the self (i.e., valuing the body primarily for its attractiveness to others). Few studies have examined associations between objectified body consciousness and academic beliefs and strategies among adolescent girls, especially girls of color. In the present study, we investigated a…
The Influence of Racial Socialization, Mentor Support, and Emotion Regulation on the Psychological Well-Being of African American Boys
Exploring Black parents’ critical consciousness in relation to their engagement with their children's schools
Despite consensus that parent involvement is integral to children's educational success, Black parents’ involvement remains largely characterized from a deficits‐based perspective. Using critical race and critical consciousness theories, this study explored parents’ analysis of educational inequities and their school engagement. Using interview data from a sample of Black parents ( n = 20), emergent understandings of parents’ thoughts, motivation…
Standing on the shoulders of a giant
Robert M. Sellers, PhD, most known for his influential and highly cited Multidimensional Model of Racial Identity (MMRI), is one of the most prolific and foundational Black scholars in psychology. From racial identity theory development and measurement to conceptual and methodological innovations in studying the lived experiences of Black people, Sellers' scholarship centers on the lives of Black communities. Sellers' mentorship and contributions…
They Can't Take Away the Light
This study examined associations between Black youth's engagement with hip-hop culture and their sociopolitical development (SPD) (e.g., critical social analysis, critical agency, and anti-racist activism). Participants included 499 Black adolescents recruited from across the United States through an online survey panel. Findings from regression analysis revealed the differential effects of rap media (music and music videos) and hip-hop media (e.…
Race differences in Black and white adolescents’ academic gender stereotypes across middle and late adolescence
Objectives: We examined race differences in adolescents' beliefs about boys' and girls' English, math, and science abilities, testing the hypothesis that Black adolescents would rate girls' abilities more favorably than boys' across all domains. In contrast, we expected that White adolescents would report traditional stereotypes favoring boys in math and science and favoring girls in English, and that developmental change would reflect increasing…
Youth anti‐racism action
The current study examined whether youth perceptions of school racial messages that acknowledged the reality of racism (critical consciousness [CC] messages) or denied racism (color‐blind messages) predicted youth anti‐racism action through interpersonal and communal/political means. We further tested whether youths’ critical reflection of perceived inequality and anger toward social injustice—psychological aspects of CC development—mediated rela…
Raising justice‐minded youth
This research explored the co‐occurrence of youth and parent reports of cultural pride and alertness to racial discrimination messages—forms of parental ethnic‐racial socialization—and youth reports of family sociopolitical discussions and parent civic modeling—forms of parental political socialization—among 591 Black parents and adolescents. We examined whether these messages related to youth critical consciousness, or youth's awareness that mar…
Parent and Peer Messages About Homosexuality
Beyond Objectification
Although objectification theory posits negative consequences of self-objectification for adolescent girls, few studies have tested how objectification and sexualization contribute to mental health for youth of color. Accordingly, the current study explores the relations among body surveillance, enjoyment of sexualization, and mental health for a sample of 473 Black and White adolescent girls (Mage = 15.21, SD = 1.43). As expected, body surveillan…
A qualitative exploration of Black mothers’ gendered constructions of their children and their parental school involvement
The development of academic and nonacademic race stereotypes in African American adolescents
The purpose of this longitudinal study was to examine developmental change and gender differences in the Black-White race stereotype endorsement of African American adolescents. In Grades 7, 10, and 12, African American students ( N = 563; 313 girls) reported their perceptions of the competence of Blacks and Whites in academic, music, and sports domains. Multilevel growth modeling (MLM) was used to assess change from Grade 7 to Grade 12. Separate…
Longitudinal relations between skin tone and self-esteem in African American girls
We examined developmental changes in self-esteem from late childhood to late adolescence in African American girls ( N = 124), comparing skin tone groups. Girls completed a measure of self-esteem when they were in Grades 5, 7, 10, and 12, and in Grade 12 their skin tone was rated on a 3-point scale (1 = Light, 2 = Medium, 3 = Dark). Girls with lighter skin reported higher self-esteem than dark and medium-toned girls in Grades 5 and 7, and their s…
Integrating Race, Racism, and Critical Consciousness in Black Parents' Engagement With Schools
Although decades of research document the positive benefits of parent involvement in schools, Black parents are not always welcomed in schooling spaces. Black parents have sometimes been perceived as uncaring about their children's education, and often racism has precluded their full inclusion and meaningful participation. This article uses critical race theory to understand the ways that racism influences Black parents' experiences in schools. W…
Friends matter
The current study investigated the role of ethnic-racial identity (ERI) on early adolescents’ school adjustment, as moderated by their school friends’ aggregate ERI. The study drew data from a longitudinal socioemotional project in a Midwestern U.S. middle school. Surveys were administered twice over a 6-month interval with a sample of 161 African American and Latino sixth through eighth grade students. Results suggested a promotive role of ERI, …
Black Adolescents’ Critical Reflection Development
This research explored the development of Black adolescents' (N = 454) critical reflection, conceived as individual (i.e., blaming Black people) and structural (i.e., blaming systemic racism) attributions for race achievement gaps. In this longitudinal study, adolescents and their parents reported their individual and structural attributions for race achievement gaps and parents' racial socialization. Adolescents' structural attributions increase…
Sociocultural Influences on the Sociopolitical Development of African American Youth
Sociopolitical development (SPD) is the process by which individuals become aware of social inequality, recognize the status of their social identities, and engage in activism. For racially marginalized youth, race is an important aspect of their SPD. Yet few studies have considered the connections between racial factors and youth's SPD. In this article, we introduce an integrative model situating racial sociocultural processes (i.e., racial iden…
Race Matters for Black Canadians
Drawing mainly from psychological theories, the present study examines the potential indirect effect of cultural orientation on life satisfaction in a sample of first- and second-generation Black Caribbean and African emerging adults ( M age = 21.18, SD = 3.53) in Canada. Participants ( N = 187) reported their mainstream White culture orientation, heritage culture orientation, and mainstream Black culture orientation, in addition to racial public…
The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents' Achievement Outcomes
Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents' perceptions of school-based discrimination and academic outcomes in a sample of Africa…
Gender Typicality, Felt Pressure for Gender Conformity, Racial Centrality, and Self-Esteem in African American Adolescents
Using a sample of 203 African American late adolescents aged 16 to 19 years (Mage = 17.77 years), we examined whether two aspects of gender identity-gender typicality and felt pressure for gender conformity-were related to self-esteem. Racial centrality (i.e., the importance of race to the individual's self-concept) and gender were tested as moderators of these relations. Compared to girls, boys reported that they were more typical of their gende…
Black Adolescents' Television Usage and Endorsement of Mainstream Gender Roles and the Strong Black Woman Schema
This study investigated the associations between Black adolescents' television usage and their endorsement of mainstream gender roles (MGR) and the strong Black woman (SBW) schema, which characterizes Black woman as emotionally strong, independent, and self-sacrificing. A total of 121 self-identified Black adolescents completed survey measures assessing their endorsement of the SBW and MGR, their viewership of 29 popular television programs (17 t…
The relationship between racial identity and self-esteem in African American college and high school students
The Multidimensional Model of Racial Identity was used to examine the relationship between racial identity and personal self-esteem (PSE) in a sample of African American college students (n = 173) and a sample of African American high school students (n = 72). Racial identity was assessed using the Centrality and Regard scales of the Multidimensional Inventory of Black Identity, whereas the Rosenberg Self-Esteem Scale was used to assess PSE. Four…
Multidimensional Model of Racial Identity
Research on African American racial identity has utilized 2 distinct approaches. The mainstream approach has focused on universal properties associated with ethnic and racial identities. In contrast, the underground approach has focused on documenting the qualitative meaning of being African American, with an emphasis on the unique cultural and historical experiences of African Americans. The Multidimensional Model of Racial Identity (MMRI) repre…
Multidimensional Inventory of Black Identity
The present study presents preliminary evidence regarding the reliability and validity of the Multidimensional Inventory of Black Identity (MIBI). The MIBI consists of 7 subscales representing 3 stable dimensions of African American racial identity (Centrality, Ideology, and Regard). Responses to the MIBI were collected from 474 African American college students from a predominantly African American university (n = 185) and a predominantly White …
Perceived Racial Discrimination and Self‐Esteem in African American Youth
Racial socialization was examined as a protective factor that might buffer African American youth from the negative effects of perceived racial discrimination. Two types of racial socialization were examined: messages about race pride and preparation for bias. One hundred twenty-eight eighth-grade African American students participated in the study. As anticipated, both types of socialization moderated the relationship between discrimination and …
The relationship between racial identity and self-esteem in African American college and high school students
Black Adolescents’ Critical Reflection Development
This research explored the development of Black adolescents' (N = 454) critical reflection, conceived as individual (i.e., blaming Black people) and structural (i.e., blaming systemic racism) attributions for race achievement gaps. In this longitudinal study, adolescents and their parents reported their individual and structural attributions for race achievement gaps and parents' racial socialization. Adolescents' structural attributions increase…
Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school
The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement and adjustment between 4th and 6th grade in 74 African American children. Longitudinal analyses indicat…
Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth
The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centralit…
Racial identity, social context, and race-related social cognition in African Americans during middle childhood
This study examined the effect of changes in racial identity, cross-race friendships, same-race friendships, and classroom racial composition on changes in race-related social cognition from 3rd to 5th grade for 73 African American children. The goal of the study was to determine the extent to which preadolescent racial identity and social context predict expectations of racial discrimination in cross-race social interactions (social expectations…
Raising Ethnic-Racial Consciousness
Empirical evidence shows that intergroup dialogue programs promote changes in ethnic-racial identity and racism awareness among college students. Expanding on this research, this study examines the effects of intergroup dialogues on adolescents’ racial consciousness. Self-reports of 147 adolescents (13–19 years old), of various racial and ethnic backgrounds were used. Repeated-measures ANOVAs, on pre- and post-tests examined changes in racial con…
The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents' Achievement Outcomes
Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents' perceptions of school-based discrimination and academic outcomes in a sample of Africa…
Racial discrimination experiences and African American youth adjustment
Distinct patterns of racial socialization messages and involved-vigilant parenting contribute to differences in African American youth adjustment. (PsycINFO Database Record
Youth anti‐racism action
The current study examined whether youth perceptions of school racial messages that acknowledged the reality of racism (critical consciousness [CC] messages) or denied racism (color‐blind messages) predicted youth anti‐racism action through interpersonal and communal/political means. We further tested whether youths’ critical reflection of perceived inequality and anger toward social injustice—psychological aspects of CC development—mediated rela…
Social Status as a Predictor of Race and Gender Stereotypes in Late Childhood and Early Adolescence
We examined race and gender stereotypes in fourth‐, sixth‐ and eighth‐grade White and Black children. The participants reported their perceptions of the competence of Black, White, female and male children in academic domains, sports and music. In general, low‐status groups (girls and Black children) did not endorse stereotypes that reflected negatively on their own group but were likely to report stereotypes that favored their social group. High…
Integrating Race, Racism, and Critical Consciousness in Black Parents' Engagement With Schools
Although decades of research document the positive benefits of parent involvement in schools, Black parents are not always welcomed in schooling spaces. Black parents have sometimes been perceived as uncaring about their children's education, and often racism has precluded their full inclusion and meaningful participation. This article uses critical race theory to understand the ways that racism influences Black parents' experiences in schools. W…
A Person-Centered Approach to African-American Gender Differences in Racial Ideology
This study uses a person-oriented approach to examine gender differences in the meaning of race in the lives of a sample of African-American college students. Seven hundred twenty-four self-identified African-American students from two universities completed the ideology subscales of the Multidimensional Inventory of Black Identity. Cluster analysis was used to group students into five groups with distinct patterns of responses to the ideology su…
Involved-Vigilant Parenting and Socio-Emotional Well-being Among Black Youth
The Development of Stereotypes About the Rich and Poor
Profiles of African American College Students' Educational Utility and Performance
African American students' beliefs about the value of getting a good education have long been debated. The present study demonstrates that African American students hold a variety of perspectives about the value of education, and that certain types of beliefs naturally occur in students with certain academic performance records. Cluster analysis was used to identify five clusters of 126 African American college students with differing profiles on…
Raising justice‐minded youth
This research explored the co‐occurrence of youth and parent reports of cultural pride and alertness to racial discrimination messages—forms of parental ethnic‐racial socialization—and youth reports of family sociopolitical discussions and parent civic modeling—forms of parental political socialization—among 591 Black parents and adolescents. We examined whether these messages related to youth critical consciousness, or youth's awareness that mar…
Friends matter
The current study investigated the role of ethnic-racial identity (ERI) on early adolescents’ school adjustment, as moderated by their school friends’ aggregate ERI. The study drew data from a longitudinal socioemotional project in a Midwestern U.S. middle school. Surveys were administered twice over a 6-month interval with a sample of 161 African American and Latino sixth through eighth grade students. Results suggested a promotive role of ERI, …
Community Violence and Racial Socialization
The present study investigated the links between community violence exposure (witnessing and direct victimization) and racial socialization and psychological well-being in a sample of 281African American college students (76% female). We predicted that community violence exposure would be negatively related to psychosocial well-being. Additionally, it was hypothesized that the dimensions of racial socialization, cultural socialization and prepara…
The development of academic and nonacademic race stereotypes in African American adolescents
The purpose of this longitudinal study was to examine developmental change and gender differences in the Black-White race stereotype endorsement of African American adolescents. In Grades 7, 10, and 12, African American students ( N = 563; 313 girls) reported their perceptions of the competence of Blacks and Whites in academic, music, and sports domains. Multilevel growth modeling (MLM) was used to assess change from Grade 7 to Grade 12. Separate…
Race Matters for Black Canadians
Drawing mainly from psychological theories, the present study examines the potential indirect effect of cultural orientation on life satisfaction in a sample of first- and second-generation Black Caribbean and African emerging adults ( M age = 21.18, SD = 3.53) in Canada. Participants ( N = 187) reported their mainstream White culture orientation, heritage culture orientation, and mainstream Black culture orientation, in addition to racial public…
Black Adolescents' Television Usage and Endorsement of Mainstream Gender Roles and the Strong Black Woman Schema
This study investigated the associations between Black adolescents' television usage and their endorsement of mainstream gender roles (MGR) and the strong Black woman (SBW) schema, which characterizes Black woman as emotionally strong, independent, and self-sacrificing. A total of 121 self-identified Black adolescents completed survey measures assessing their endorsement of the SBW and MGR, their viewership of 29 popular television programs (17 t…
A qualitative exploration of Black mothers’ gendered constructions of their children and their parental school involvement
Multidimensional Inventory of Black Identity
The present study presents preliminary evidence regarding the reliability and validity of the Multidimensional Inventory of Black Identity (MIBI). The MIBI consists of 7 subscales representing 3 stable dimensions of African American racial identity (Centrality, Ideology, and Regard). Responses to the MIBI were collected from 474 African American college students from a predominantly African American university (n = 185) and a predominantly White …
The relationship between racial identity and self-esteem in African American college and high school students
Multidimensional Model of Racial Identity
Research on African American racial identity has utilized 2 distinct approaches. The mainstream approach has focused on universal properties associated with ethnic and racial identities. In contrast, the underground approach has focused on documenting the qualitative meaning of being African American, with an emphasis on the unique cultural and historical experiences of African Americans. The Multidimensional Model of Racial Identity (MMRI) repre…
Profiles of African American College Students' Educational Utility and Performance
African American students' beliefs about the value of getting a good education have long been debated. The present study demonstrates that African American students hold a variety of perspectives about the value of education, and that certain types of beliefs naturally occur in students with certain academic performance records. Cluster analysis was used to identify five clusters of 126 African American college students with differing profiles on…
A Person-Centered Approach to African-American Gender Differences in Racial Ideology
This study uses a person-oriented approach to examine gender differences in the meaning of race in the lives of a sample of African-American college students. Seven hundred twenty-four self-identified African-American students from two universities completed the ideology subscales of the Multidimensional Inventory of Black Identity. Cluster analysis was used to group students into five groups with distinct patterns of responses to the ideology su…
Academic Socialization
This review summarizes the research literature on the academic socialization of children within the family context. A conceptual model is introduced that describes the process of academic socialization, including parental experiences in school, parental school-related cognitions, and specific parenting behaviors. Parental attitudes and practices provide the foundation for children's development of schemas about school performance and thus are cri…
The Development of Stereotypes About the Rich and Poor
Social Status as a Predictor of Race and Gender Stereotypes in Late Childhood and Early Adolescence
We examined race and gender stereotypes in fourth‐, sixth‐ and eighth‐grade White and Black children. The participants reported their perceptions of the competence of Black, White, female and male children in academic domains, sports and music. In general, low‐status groups (girls and Black children) did not endorse stereotypes that reflected negatively on their own group but were likely to report stereotypes that favored their social group. High…
Perceived Racial Discrimination and Self‐Esteem in African American Youth
Racial socialization was examined as a protective factor that might buffer African American youth from the negative effects of perceived racial discrimination. Two types of racial socialization were examined: messages about race pride and preparation for bias. One hundred twenty-eight eighth-grade African American students participated in the study. As anticipated, both types of socialization moderated the relationship between discrimination and …
Predictors of Parent Involvement across Contexts in Asian American and European American Families
This study examines the predictors of parent involvement in 537 Asian American and 12,630 European American parents. Data came from the nationally representative Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), an ongoing study of kindergarten children as they make the transition into and through formal schooling. We used Structural Equation Models (SEM) to examine (1) the influence of parents’ beliefs, expectations, and educati…
Racial identity, social context, and race-related social cognition in African Americans during middle childhood
This study examined the effect of changes in racial identity, cross-race friendships, same-race friendships, and classroom racial composition on changes in race-related social cognition from 3rd to 5th grade for 73 African American children. The goal of the study was to determine the extent to which preadolescent racial identity and social context predict expectations of racial discrimination in cross-race social interactions (social expectations…
Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school
The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement and adjustment between 4th and 6th grade in 74 African American children. Longitudinal analyses indicat…
Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth
The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centralit…
Academic Self-concept in Black Adolescents
We examined the relation between race- and gender-group competence ratings and academic self-concept in 252 Black seventh- and eighth-graders. On average, youth reported traditional race stereotypes, whereas gender stereotypes were traditional about verbal abilities and were nontraditional regarding math/science abilities. Among boys, in-group gender and in-group race-based competence ratings (i.e. ratings of boys and Blacks) were related to math…
A longitudinal study of household change on African American adolescents
Few studies have examined the effects of household change on adolescent development. We study household composition change and its effect on development, as measured by both internalizing symptoms and externalizing behaviors, in a sample of urban African American adolescents. Household change was defined based on the movement in or out of the household of one of the 2 most important adults adolescents named. We found 25% of adolescents reported c…
Self-views of African-American Youth are Related to the Gender Stereotypes and Ability Attributions of Their Parents
We examined relations among African American mothers' ( N = 392) stereotypes about gender differences in mathematics, science, and reading performance, parents' attributions about their children's academic successes and failures, and their seventh and eighth grade children's academic self-views (domain-specific ability attributions and self-concept). Parents' stereotypes about gender differences in abilities were related to their ability attribut…
Raising Ethnic-Racial Consciousness
Empirical evidence shows that intergroup dialogue programs promote changes in ethnic-racial identity and racism awareness among college students. Expanding on this research, this study examines the effects of intergroup dialogues on adolescents’ racial consciousness. Self-reports of 147 adolescents (13–19 years old), of various racial and ethnic backgrounds were used. Repeated-measures ANOVAs, on pre- and post-tests examined changes in racial con…
Involved-Vigilant Parenting and Socio-Emotional Well-being Among Black Youth
Community Violence and Racial Socialization
The present study investigated the links between community violence exposure (witnessing and direct victimization) and racial socialization and psychological well-being in a sample of 281African American college students (76% female). We predicted that community violence exposure would be negatively related to psychosocial well-being. Additionally, it was hypothesized that the dimensions of racial socialization, cultural socialization and prepara…
Experiences With Discrimination and Depression
Racial discrimination has been negatively linked to mental health in African Americans, but less is known about how it may affect parents' academic efficacy. This study examined the direct and indirect relationships between racial discrimination, depressive symptomatology, and academic efficacy in African American mothers. Seventy-six African American mothers were surveyed just before their children began first grade and again during the spring o…
Bidirectional influence between African American mothers’ and children’s racial centrality from elementary through high school
For many African Americans, racial identity is an important aspect of their individual identity. We explored developmental change and stability of individual differences in the racial centrality of African American youths and their mothers as well as the relation between maternal and child racial centrality across time. African American youths (N = 380) and mothers completed surveys when youths were in grades 5, 7, 10, and 12. Mean levels of yout…
Racial discrimination experiences and African American youth adjustment
Distinct patterns of racial socialization messages and involved-vigilant parenting contribute to differences in African American youth adjustment. (PsycINFO Database Record
Black Mothers' Perceptions of the Role of Race in Children's Education
Many Black parents consider racial climate and academic quality when thinking and making decisions about their children's schooling experiences. However, few studies have directly asked Black parents about the role they believe race will play in their children's schooling, if any. The authors interviewed 76 Black mothers (Mage = 34; SDage = 6.67) of children entering first grade (Mage = 6.13; SDage = 0.36), asking what role they believed race wou…
Sociocultural Influences on the Sociopolitical Development of African American Youth
Sociopolitical development (SPD) is the process by which individuals become aware of social inequality, recognize the status of their social identities, and engage in activism. For racially marginalized youth, race is an important aspect of their SPD. Yet few studies have considered the connections between racial factors and youth's SPD. In this article, we introduce an integrative model situating racial sociocultural processes (i.e., racial iden…
Race Matters for Black Canadians
Drawing mainly from psychological theories, the present study examines the potential indirect effect of cultural orientation on life satisfaction in a sample of first- and second-generation Black Caribbean and African emerging adults ( M age = 21.18, SD = 3.53) in Canada. Participants ( N = 187) reported their mainstream White culture orientation, heritage culture orientation, and mainstream Black culture orientation, in addition to racial public…
Psychology (48 obras) · Developmental psychology (38 obras) · Social Psychology (36 obras) · Social Psychology (34 obras) · Sociology (29 obras) · Gender Studies (22 obras) · Racial and Ethnic Identity Research (22 obras) · Early Childhood Education and Development (21 obras) · Gender Studies (21 obras) · Race (biology (17 obras)