Supplemental Material for Suicidal, Abused African American Women's Response to a Culturally Informed Intervention

2010 ◽  
Keyword(s):  
African American ◽  
Culturally Informed

scholarly journals Effects of a culturally informed intervention on abused, suicidal African American women.

2015 ◽  
Vol 21 (4) ◽  
pp. 560-570 ◽  
Author(s):  
Farah Taha ◽  
Huaiyu Zhang ◽  
Kara Snead ◽  
Ashley D. Jones ◽  
Brittane Blackmon ◽  
...  
Keyword(s):  
African American ◽  
African American Women ◽  
American Women ◽  
Culturally Informed

Effects of a Culturally Informed Intervention on Depressed and Suicidal African American Women

2012 ◽  
Author(s):  
Farah Taha ◽  
Huaiyu Zhang ◽  
Rachel Bryant ◽  
Ashley Jones ◽  
Michelle Calderon ◽  
...  
Keyword(s):  
African American ◽  
African American Women ◽  
American Women ◽  
Culturally Informed

Bereavement Among African Americans and Latino/a Americans

2011 ◽  
Vol 33 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Joleen Schoulte
Keyword(s):  
African American ◽  
African Americans ◽  
Ethnic Group ◽  
Human Experience ◽  
Cultural Issues ◽  
Culturally Informed

Mourning is the term for the culturally-informed practices through which grief is expressed. Although grief is a universal human experience, mourning varies greatly by culture and ethnic group. In this article, I examine bereavement and mourning in African American and Latino/a American groups. I also discuss broader cultural issues related to assessment and intervention.

Suicidal, abused African American women's response to a culturally informed intervention.

2010 ◽  
Vol 78 (4) ◽  
pp. 449-458 ◽  
Author(s):  
Nadine J. Kaslow ◽  
Amy S. Leiner ◽  
Susan Reviere ◽  
Emily Jackson ◽  
Kafi Bethea ◽  
...  
Keyword(s):  
African American ◽  
Culturally Informed

Teacher Implemented Communal Learning in Math: Boosting Learning with African American Elementary Students

2021 ◽  
pp. 004208592199874
Author(s):  
Sean T. Coleman ◽  
Eric A. Hurley ◽  
A. Wade Boykin
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Elementary Students ◽  
Learning Environments ◽  
Control Group ◽  
Learning Effects ◽  
Experimental Conditions ◽  
Culturally Informed ◽  
Communal Learning ◽  
Fourth Grade Students

The current study examined lasting learning effects of communal contexts for 124 African American third and fourth-grade students using a mathematics fractions unit with students’ regularly assigned teachers. Teachers in two experimental conditions received training on implementing communally or individually structured fractions curricula, and a naturalistic control was included whose participants did not receive the intervention. Findings revealed that students in the communal condition outperformed those who learned individually, and students in both intervention conditions outperformed those in the naturalistic control group. Survey of communal home-socialization obtained a relationship with identifying fractions performance. Implications for facilitative effects of culturally informed learning environments and teacher training toward enhanced academic achievement are discussed.

The Hearing Aid Effect in African American and Caucasian Males as Perceived by Female Judges of the Same Race

1999 ◽  
Vol 30 (2) ◽  
pp. 165-172 ◽  
Author(s):  
Mary Davis ◽  
Rhonda Jackson ◽  
Tina Smith ◽  
William Cooper
Keyword(s):  
African American ◽  
Hearing Aids ◽  
Undergraduate Education ◽  
Hearing Aid ◽  
Semantic Differential ◽  
Semantic Differential Scale ◽  
Education Majors ◽  
Female Undergraduate ◽  
Lay Persons ◽  
Males And Females

Prior studies have proven the existence of the "hearing aid effect" when photographs of Caucasian males and females wearing a body aid, a post-auricular aid (behind-the-ear), or no hearing aid were judged by lay persons and professionals. This study was performed to determine if African American and Caucasian males, judged by female members of their own race, were likely to be judged in a similar manner on the basis of appearance, personality, assertiveness, and achievement. Sixty female undergraduate education majors (30 African American; 30 Caucasian) used a semantic differential scale to rate slides of preteen African American and Caucasian males, with and without hearing aids. The results of this study showed that female African American and Caucasian judges rated males of their respective races differently. The hearing aid effect was predominant among the Caucasian judges across the dimensions of appearance, personality, assertiveness, and achievement. In contrast, the African American judges only exhibited a hearing aid effect on the appearance dimension.

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