African American and European American therapists' experiences of addressing race in cross-racial psychotherapy dyads.

Using Consensual Qualitative Research, 12 licensed psychologists' overall experiences addressing race in psychotherapy were investigated, as were their experiences addressing race in a specific cross-racial therapy dyad. Results indicated that only African American psychologists reported routinely addressing race with clients of color or when race was part of a client's presenting concern. European American psychologists indicated that they would address race if clients raised the topic, and some reported that they did not normally address race with racially different clients. When discussing a specific cross-racial dyad, African American therapists more often than European American therapists addressed race because they perceived client discomfort. Only European American therapists reported feeling uncomfortable addressing race, but therapists of both races perceived that such discussions had positive effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The selection of graduate students in public health education.

Using as criteria ranking of the students on academic performance by 3 faculty judges, and of those who subsequently graduated on field performance, the validity of the SVIB, MMPI, Concept Mastery Test, and the American Public Health Association Examination for selecting graduate students for a public health education curriculum was studied. Only the APHA Examination, an achievement test, ranked the students in approximate order of later success, although the others gave evidence of usefulness for negative screening to eliminate poor students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The professional preparation of African American graduate students: A student perspective.

Even though growth relationships include traditional aspects of academic mentoring, without emphasizing personal development, professional growth is incomplete. Most African American faculty are overloaded with teaching, research, and advising responsibilities and, therefore, are unable to adequately mentor African American graduate students without jeopardizing their careers. Non-African Americans can provide adequate mentoring to African American students; however, because of the lack of a common cultural context, obstacles exist in cross-cultural mentoring relationships. By portraying the growth relationships established between an elder and 2 young professionals, this study illustrates how the involvement of non-academic affiliated African American professionals with African American graduate students is beneficial and indeed essential in the students' academic and personal development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A six-year follow-up study of graduate students in public health education.

Using the predictors available from a study of academic success, how well can future occupational success be predicted? 19 students reported in the Barthol and Kirk study (see 31: 6666) were used as Ss here. The predictors included standardized tests such as the SVIB, MMPI, Concept Mastery Test plus academic rankings. The criterion of job success was psychologists rankings based on a study of work records of the Ss. Although those with the best preparation and MMPI profiles did the best on the ratings for vocational success. Ratings of 3 faculty judges of the academic success of the Ss predicted vocational success most accurately. From Psyc Abstracts 36:04:4LB40G. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The decision of African American students to complete high school: An application of the theory of planned behavior.

A longitudinal study explored high school completion among African Americans. Male and female high school students aged 14 to 17 (N=166) completed a theory of planned behavior (I. Ajzen, 1991) questionnaire early in their 2nd year. Intentions to complete the year were accurately predicted from attitudes, subjective norms, and perceived behavioral control (R=.71; pR=.50; p     

Cultural validity of the Almost Perfect Scale--Revised for African American college students.

This study investigated the cross-cultural construct validity of perfectionism using the Almost Perfect Scale-Revised (APS-R; R. B. Slaney, M. Mobley, J. Trippi, J. S. Ashby, & D. G. Johnson, 1996) with 251 African American college students. A LISREL confirmatory factor analysis (CFA) offered support for the 3 subscales of the APS-R: High Standards, Order, and Discrepancy. Multigroup CFA results for a sample of 314 White college students supported factorial equivalence across the 2 cultural groups. Correlations between the subscales of the APS-R and measures of self-esteem, self-reported grade point average (GPA), satisfaction with GPA, trait anxiety, and depression were consistent with the results of previous research. A cluster analysis was performed on the APS-R; the cluster results were similar to those found in previous studies. Finally, the limitations of the present study and the implications for future research with African Americans are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An ecological analysis of research examining the experiences of students of color in graduate school.

This article critically reviews methodologies and theoretical orientations of 27 published empirical studies examining the graduate school experiences of students of color using Bronfenbrenner's (1979, 1994) bioecological model. Despite the urgent need for evidence-based approaches to increase the number of scholars of color, the findings in this review indicate an inadequate number of studies explaining how to realize that goal. Furthermore, much of the existing literature examined individual-level characteristics rather than how environmental factors benefit students. Specific recommendations for future ecological research are provided. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

African American dreaming and the beast of racism: The cultural unconscious in Jungian analysis.

This article is an interpretation of the dream of an African American woman. The purpose is to discuss the contribution that contemporary Jungian analysis might make to the attempt by psychoanalysis to serve historically disenfranchised populations-- in particular, African Americans. The dreamer encounters racism in the image of a lion and other beasts. The interpretation takes into account both the archetypal level and the cultural level of the dream. Important concepts are the cultural unconscious and history-residues. The article argues that Jungian analysis-- as well as all other varieties of psychoanalysis-- will remain ineffective in addressing the concerns of disenfranchised populations until analysts make a serious effort to become culturally knowledgeable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Underrepresented students in STEM: The transition from undergraduate to graduate programs.

We used longitudinal tracking data from Cohorts I and II of the Gates Millennium Scholars (GMS) Program to test whether this intervention program and being a STEM (science, technology, engineering, and mathematics) undergraduate major helped underrepresented students transition into STEM graduate degree programs in 2006–2007. We found that being a GMS Scholar increased the odds of being currently enrolled in a graduate program and in a STEM graduate field, regardless of whether the student was a STEM undergraduate major. We also found that STEM undergraduate majors were more likely to transition into these graduate degree programs, and that being an undergraduate STEM major was especially beneficial to GMS Scholars. These findings varied considerably across underrepresented groups. We found that undergraduate intervention programs can both retain and insert underrepresented students at the STEM graduate level, thus potentially adding needed diversity at these educational levels. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Crossing the distance: Adjustment of Taiwanese graduate students in the United States.

Using qualitative and quantitative methodologies across 3 samples, the authors investigated the cross-cultural adjustment of Taiwanese students attending graduate school in the United States. First, interviews with 25 Taiwanese students regarding their experiences in the United States revealed themes of language barriers, confidence about speaking English, social contact with Taiwanese and Americans, and cultural differences, which included the importance of being independent. Second, the results of a quantitative study (n=67) generally supported the hypotheses that communication apprehension and social contact predicted adaptation, whereas actual English ability did not, and that Taiwanese students identified being independent as important to their functioning in the United States. Third, a focus group with 4 graduate students provided a richer conceptualization of the interactions among the constructs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Childhood socioeconomic status is associated with psychosocial resources in African Americans: The Pittsburgh Healthy Heart Project.

Objective: To determine whether lower childhood socioeconomic status (SES) was associated with fewer psychosocial resources independent of adult SES, and whether these associations differed by race/ethnicity. Method: Cross-sectional study of 342 middle-aged (M = 60.5 ± 4.7) African American (n = 49) and Caucasian (n = 293) adults. Childhood SES and adult SES were assessed via highest parental education and participant education, respectively. Participants completed: (a) 6 days of ecological momentary assessment via electronic diaries to assess social support and the number of social interactions and (b) self-report measures of social support, social network diversity, and coping—specifically, active, planning, and emotion focused coping. Results: The interaction term for childhood SES and race/ethnicity significantly predicted several psychosocial resources. Lower childhood SES was associated with less perceived social support in daily life, a less diverse social network, and more limited use of proactive coping strategies in adulthood among African Americans, regardless of adult SES. Comparable associations were not observed among Caucasians. Conclusions: Childhood SES is associated with psychosocial resources in adulthood among African Americans, independent of SES in adulthood. Given emerging associations between childhood SES and health in adulthood, future studies to disentangle the role of psychosocial resources as a mediating pathway and to further examine racial/ethnic variations across these associations are warranted. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Usability of a diabetes and cardiovascular disease education module in an African American, diabetic sample with physical, visual, and cognitive impairment.

Objective: Develop an accessible education module and test whether presence of diabetes complications and functional impairments differentially impacted intervention usability. Method: 30 African Americans with type 2 diabetes completed 1 of 4 (90-min) group education classes. Preintervention measures included medical history, Medical Outcomes Study Short Form-8, Telephone Interview for Cognitive Status, and Diabetes and Cardiovascular Disease Knowledge Test. For outcomes comparisons, patients were categorized according to functional impairment (physical; physical + cognitive or physical + visual; physical + cognitive + visual) and number of diabetes complications (0-1, 2-3, 4-6). Outcome measures were knowledge test change scores and patient ratings of satisfaction and accessibility of class and materials. Results: Education resulted in increased mean knowledge scores, from 6.6 to 11.3 (p     

Latent growth models of the longitudinal effects of dementia caregiving: A comparison of African American and White family caregivers.

Self-report measures of depression, physical health symptoms, and life satisfaction were collected over a 2-yr period from 197 family caregivers of dementia patients and 218 noncaregivers (controls). Latent growth models were used to compare changes across time for African American and White caregivers, with gender, age, and socioeconomic status serving as covariates. Results indicated that White caregivers sustained higher levels of elevated depression and decreasing life satisfaction over time compared with African American caregivers. Both groups of caregivers reported increases in physical symptoms over time. These results indicate worsening difficulties over time for many White caregivers. African American caregivers show more resilience on measures of depression and life satisfaction but are still vulnerable to increases in physical symptoms over time. Implications for additional research and clinical intervention are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of person-environment fit in the job satisfaction and tenure intentions of African American employees.

In light of speculation that the determinants of job satisfaction and tenure for African American employees may not be adequately captured by the theory of work adjustment (TWA; Dawis & Lofquist, 1984), in the present study the authors tested assumptions of the TWA with an African American sample by (a) examining the strength of fit-satisfaction and fit-turnover intentions relationships, (b) testing the ability of racial climate to moderate the fit-satisfaction and fit-turnover intentions relationships, (c) analyzing qualitative data related to the determinants of job satisfaction, and (d) investigating potential differences in the fit-satisfaction and fit-turnover intentions relationships for African Americans and European Americans. Self-report data were collected from African American employees (n = 204) that assessed fit perceptions, departmental racial climate, job satisfaction, and turnover intentions. African American employees' reports of fit perceptions explained variance in job satisfaction (43.20%) and turnover intentions (20.20%); however, racial climate did not emerge as a moderator. Qualitative results supported these findings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional interests and career aspirations of graduate students in professional psychology: An exploratory survey.

Graduate students in American professional psychology programs (N = 498) were surveyed to examine differences between specialty area (clinical vs. counseling), degree type (PhD vs. PsyD), and gender with respect to demographics, training models, theoretical orientations, career aspirations and reasons for choices, research productivity, and expected salaries. Clinical and counseling students differed with respect to training models, theoretical orientations, career aspirations, and expected salaries, whereas PhD and PsyD students differed with respect to training models, theoretical orientations, career aspirations, and research emphasis. The changing gender composition in professional psychology is unlikely to have a dramatic effect given their professional similarities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of familism in stress and coping processes among African American and White dementia caregivers: Effects on mental and physical health.

Objective: To explore how familism, burden, and coping styles mediate the relationships between ethnicity and the mental and physical health of caregivers. Design: A probability sample of 65 White and 95 African Americans respondents caring for an older family member with dementia was used to test hypotheses from a sociocultural stress and coping model using path analysis. Main outcome measures: Measures of caregivers' health included subjective health, self-reported diseases, blood pressure, and heart rate. Mental health measures included self-reported depression and psychological symptoms. Results: Contrary to the hypothesis, familism had an adverse effect on outcomes and was related to low education levels rather than to African American ethnicity. A buffering effect of active coping between being African American and diastolic blood pressure was found even after controlling for levels of education. Conclusions: Findings supported a core stress and coping model in which more behavior problems of care recipients were associated with poorer mental health of caregivers via greater burden and more use of avoidant coping. Results also demonstrate that this core model can be extended to physical health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The transition to parenthood among young African American and Latino couples: Relational predictors of risk for parental dysfunction.

This study examined relationship factors associated with parental dysfunction among young African American and Latino couples. Parent dysfunction was defined in terms of parenting stress, child abuse potential, physically punitive behavior, and paternal disengagement. Fathers who reported positive relations with their own parents and partners before childbirth reported more positive adjustments to parenthood at follow-up. The quality of the prebirth partner relationship buffered the impact of a relationship breakup on a young father's adjustment to parenthood. The quality of a mother's relationship with her parents was the best predictor of her adjustment to parenthood. However, mothers who reported large declines in the quality of the partner relationship also reported high levels of parenting stress. Clinical and policy implications of findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reviews of Asian American education: Acculturation, literacy development, and learning: Volume 4. Research on the education of Asian and Pacific Americans and New perspectives on Asian American parents, students, and teacher recruitment: Volume 5. Research on the education of Asian and Pacific Americans.

Reviews the books, Asian American education: Acculturation, literacy development, and learning: Volume 4. Research on the education of Asian and Pacific Americans by C. Park, R. Endo, and X. L. Rong (2007) and New perspectives on Asian American parents, students, and teacher recruitment: Volume 5. Research on the education of Asian and Pacific Americans by C. Park, R. Endo, S. Lee, and X. L. Rong (2009). These two books challenge the still pervasive model minority myth that the school experiences of Asian American students are homogenous and result in one outcome—success. Asian American Education (AAE) and New Perspectives (NP) do an excellent job conveying the diversity and complexity (yes, there are of course successes, but also many challenges) of education-related issues for Asian Americans. The two books dispel the notion of a one-size-fits-all view of academic achievement in this population. One strength of the two books is that the chapters (nine in each book) cover quite a bit of ground and examine a wide range of topics. The chapters are inclusive in terms of methodology (the use of quantitative and qualitative approaches), age range of students (from elementary school to graduate school), type of student (ESL, special education, and mainstream), key players (focusing on students, parents, teachers, and school professionals), and ethnicity (pan- Asian American, Chinese, Korean, and less studied groups such as Vietnamese, Laotian, Hmong, and Burmese). Overall, the two books offer a comprehensive overview on a number of important topics—some that have been heavily researched and others breaking new ground. In summary, these two books will be useful to teachers, parents, administrators, and school professionals who want a detailed and culturally sensitive overview of important educational issues that Asian American students face. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Anxiety psychopathology in African American adults: Literature review and development of an empirically informed sociocultural model.

In this review, the extant literature concerning anxiety psychopathology in African American adults is summarized to develop a testable, explanatory framework with implications for future research. The model was designed to account for purported lower rates of anxiety disorders in African Americans compared to European Americans, along with other ethnoracial differences reported in the literature. Three specific beliefs or attitudes related to the sociocultural experience of African Americans are identified: awareness of racism, stigma of mental illness, and salience of physical illnesses. In our model, we propose that these psychological processes influence interpretations and behaviors relevant to the expression of nonpathological anxiety as well as features of diagnosable anxiety conditions. Moreover, differences in these processes may explain the differential assessed rates of anxiety disorders in African Americans. The model is discussed in the context of existing models of anxiety etiology. Specific follow-up research is also suggested, along with implications for clinical assessment, diagnosis, and treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)