scholarly journals Family Factors and Mediators of Substance Use Among African American Adolescents

2012 ◽  
Vol 42 (4) ◽  
pp. 358-372 ◽  
Author(s):  
Trenette T. Clark ◽  
Anh B. Nguyen

This study uses a sample of 424 African American 8th- and 12th-grade students (mean age = 16.55; 65.1% girls) in the United States to examine how family protective factors explain cultural and school protective factors that prevent substance use. Questionnaires were administered between 2007 and 2009. Using structural equation modeling, results indicated that cultural and school factors partially mediated the relationship between family factors and lifetime substance use. School factors fully mediated the relationship between cultural factors and lifetime substance use. The findings suggest that parents promote cultural attributes, which in turn promotes school achievement, and in turn contributes to lower substance use. Limitations of the study, and implications for future research and prevention programs are discussed.

2020 ◽  
pp. 088626052096939
Author(s):  
Hsing-Fang Hsieh ◽  
Justin E. Heinze ◽  
Elise Caruso ◽  
Briana A. Scott ◽  
Brady T. West ◽  
...  

African Americans develop hypertension earlier in life than Whites and the racial/ethnic disparities in blood pressure level can appear as early as adolescence. Violence victimization, a prevalent environmental stressor among inner-city youth, may play a role in such disparities. In a sample of inner-city youth in the United States, the current study examines the relationship between violence victimization and hypertension while investigating the role of social support in moderating that relationship. We analyzed eight waves of data from a longitudinal study of African American youth ( n = 353, 56.7% female) from mid-adolescence (9th grade, mean age = 14.9 years old) to emerging adulthood (mean age = 23.1 years old) using probit regression. Higher levels of self-reported violence victimization during ages 14–18 was associated with more reports of hypertension during ages 20–23, after adjusting for sex, socioeconomic status, substance use, and mental distress. The relationship of violence victimization with hypertension was moderated by friends’ support, but not parental support. The association between victimization and hypertension was weaker and non-significant among individuals with more peer support compared to those with less support. Researchers have reported many instances of associations of early violence exposure to later risk for hypertension; however, most have focused on childhood maltreatment or intimate partner violence. We extend these findings to violence victimization in an African American sample of youth from adolescence to early adulthood, while examining social support modifiers. The disparity in African American hypertension rates relative to Whites may partly be explained by differential exposure to violence. Our findings also suggest that having supportive friends when faced with violence can be beneficial for young adulthood health outcomes.


2017 ◽  
Vol 44 (1) ◽  
pp. 47-73 ◽  
Author(s):  
Alexandrea R. Golden ◽  
Charity Brown Griffin ◽  
Isha W. Metzger ◽  
Shauna M. Cooper

Using a risk and resilience framework, the current investigation explored the relationship between school racial climate and academic outcomes among African American adolescents. Additionally, this study examined whether positive peer characteristics (e.g., peer support; peer academic values) were a protective factor for African American youth who reported perceiving a negative school racial climate. Participants were 126 middle school students (65% female), ranging in age from 11 to 15 years, who resided in the Midwestern region of the United States. Moderating relationships partially supported hypotheses. Findings revealed that peer values moderated the association between interracial interactions and African American adolescents’ academic values, as well as the relationship between fairness and racial equity and classroom effort. Results suggest that peer academic values may be an important contextual factor for understanding the association between school racial climate and academic outcomes. Implications of findings for prevention programming are discussed.


2011 ◽  
Vol 10 (4) ◽  
pp. 316-336 ◽  
Author(s):  
Aashir Nasim ◽  
Anita Fernander ◽  
Tiffany G. Townsend ◽  
Rosalie Corona ◽  
Faye Z. Belgrave

2017 ◽  
Vol 25 (6) ◽  
pp. 840-852 ◽  
Author(s):  
Phillip L Marotta ◽  
Dexter R Voisin

The following study assessed whether future orientation mediated the effects of peer norms and parental monitoring on delinquency and substance use among 549 African American adolescents. Structural equation modeling computed direct and indirect (meditational) relationships between parental monitoring and peer norms through future orientation. Parental monitoring significantly correlated with lower delinquency through future orientation ( B = −.05, standard deviation = .01, p < .01). Future orientation mediated more than quarter (27.70%) of the total effect of parental monitoring on delinquency. Overall findings underscore the importance of strengthening resilience factors for African American youth, especially those who live in low-income communities.


2017 ◽  
Vol 55 (4) ◽  
pp. 625-639
Author(s):  
Annie K. Smith ◽  
Sheila Black ◽  
Lisa M. Hooper

The resegregation of public schools in the United States continues to place African American students at an academic disadvantage with—oftentimes—limited educational resources and fewer qualified teachers. Providing African American students with skills and strategies to succeed has never been more urgent. Metacognition, often defined simply as “thinking about thinking,” is a construct and process that may explain how students can improve and control their thinking and learning. Given the educational inequality African American students often face, providing strategies—with which they have control—may help empower students to better navigate and make the best of their daily academic experiences and environment composed of limited physical and human resources. Toward this end, recent research on metacognition looks promising and may be one viable option to enhance academic achievement among students. In this article, we consider three related areas that inform African American youth educational experiences: (a) the history of the educational context which African American youth have long faced, (b) the laws that have historically and currently buttress and inform the educational landscape for African American youth, and (c) one potential solution (i.e., metacognitive knowledge, skills, and awareness) to reduce or ameliorate some of the problems outlined in the history and laws that have been implicated in the low levels of academic achievement among some African American youth. Following the review of these related literature bases, we offer recommendations on how the extant literature bases may inform directions for future research that is focused on metacognition and that is ethically and culturally responsive.


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