Perceptions and Use of the Male Condom among African American University Students

1996 ◽  
Vol 16 (2) ◽  
pp. 139-153 ◽  
Author(s):  
S. Marie Harvey ◽  
Linda J. Beckman ◽  
Catherine Wright

This study examines differences in condom use among female and male African-American young adults; investigates how perceptions of contraceptive characteristics vary by gender; and determines which combination of contraceptive attitudes best discriminates between condom users and nonusers. In a classroom setting, 244 African-American college students completed the Contraceptive Attributes Questionnaire-2. Significantly more men than women reported condom use, both actual and intended. Women and men differed in the importance they place on contraceptive characteristics and in their perceptions of both the condom and the contraceptive pill. Finally, perceived contraceptive attributes significantly differentiated men and women who used condoms from those who did not and predicted those who reported that they definitely intend to use condoms from those who do not. These findings suggest that prevention efforts to promote condom use must be gender specific as well as culture specific if they are to be effective.

2011 ◽  
Author(s):  
Ling-Lun Chien ◽  
Marty Sapp ◽  
Jane P. Liu ◽  
Steve Bernfeld ◽  
Steffanie J. Scholze ◽  
...  

2011 ◽  
Author(s):  
Aleksandra I. Sienkiewicz ◽  
Jacqueline S. Mattis ◽  
Katherine Kirkinis ◽  
Ian A. Gutierrez

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.


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