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(Purpose) The purpose of this study was to examine the consequences of violence exposure (personal and community) on African American students at historically black colleges and universities (HBCUs) as well as those attending predominantly white institutions (PWIs). Further, this study sought to determine if violence exposure makes a difference in academic achievement above and beyond traditional variables that have been studied in the past. (Methodology) Two groups of African American college students were studied to address the question of whether there is a difference between the deleterious effects of violence on African American students attending HBCUs and those attending PWIs. Four theories were hypothesized; the theories alluded to a statistically significant relationship between early exposure to violence and the later academic achievement of African American students at HBCUs and the PWIs. The study also sought to determine if the two groups of students were impacted differently. (Results) Data indicate very strong/strong correlations between and among numerous variables. (Conclusions) Statistical analyses indicate that early exposure to violence, especially personal violence, plays a role in determining the student's locus of control. The student's locus of control then determines the fervor with which the student will engage in academic pursuits. (Recommendations) Professional development incorporating research based techniques that requires participants to think in innovative and creative ways is essential for administrators, faculty, and staff; effective strategies are included. (Additional Data) Contains six (6) tables. A bibliography is included.
There are millions of violent crimes reported each year in communities across the United States, disproportionately affecting ethnic minority and low-income communities. Violence exposure has harmful effects on residents and significant implications for adolescent development. Youth who are exposed to violence are at greater risk for problem behaviors and experiences, including delinquency and low academic performance (Baskin and Sommers, 2014; Patton, Wooley, and Hong, 2012). Many of the consequences of violence exposure impact trajectories of adolescent development and can be observed well into adulthood. However, some youth overcome the challenges associated with violence exposure and successfully transition into adulthood. Resilience theory and the protective factors model provide a lens to examine how positive social environmental influences may lessen the impact of contextual risk factors and promote desirable outcomes for youth exposed to violence (Fergus and Zimmerman, 2005; Lösel and Farrington, 2012).
This book provides a solid foundation for understanding violence within the African-American community from the perspective of African Americans. It challenges existing stereotypes of African Americans and offers concrete advice on approaches that are, or might be, effective with African-American populations. The content is driven by real-world, evidence-based practices based on sound scientific foundations.
This book examines the historical context of African Americans' educational experiences, and it provides information that helps to assess the dominant discourse on education, which emphasises White middle-class cultural values and standardisation of students' outcomes. Curriculum violence is defined as the deliberate manipulation of academic programming in a manner that ignores or compromises the intellectual and psychological well being of learners. Related to this are the issues of assessment and the current focus on high-stakes standardised testing in schools, where most teachers are forced to teach for the test.
Abstract Effects of Violence among Low Income African American population and Their Barriers to Mental Health Services By Ari Murphey Master of Social Work Purpose: The purpose of this study was to examine the relationship between violence and psychological and social well-being in low-income African American populations. Secondly, we examined the correlation of exposure to violence and social support and its influence on coping strategies within the African American community. Lastly, we examined how barriers to mental health correlates with psychological wellbeing in those who have been exposed to violence. Methods: The Secondary data source used was "Survey of Community, crime, and health, 1995, 1998[United States] (ICPSR 4381). Results: Pearson correlations showed that the more the sample was exposed to violence either directly or indirectly the more the sample was more susceptible to mental health illnesses, the data suggests that with less social support among the participants the more susceptible they were to mental health illnesses. These correlations suggest that exposure to violence and lack of social support may be an important correlation of worse mental health, but a large portion of this relationship can be explained by shared associations of being African American and income level/socioeconomic status. Barriers to mental health services were inclusive of those insured under various sources of access to healthcare and prescribed medications, this showed a positive correlation between those belonging to a lower socioeconomic status or low-income are more likely to be affected by barriers to mental health services. Discussion and Implications: The current study found that with higher levels of violence exposure either directly or indirectly, mental health decreased. These findings suggest that with less financial stability increases the chances of African Americans to acquire mental health illnesses. The current study found that social support is a significant explaining factor for decreased rates of mental health among African- Americans. Also, neighborhood quality coincides with social support in that or findings also imply a decrease of social support with a low quality of neighborhood participants resided in. Barriers to mental health services also proved to be a significant correlation for those occupying a low SES. These finding suggest those facing mental health crisis after being exposed to violence and not having access to necessary resources to combat negative coping or behaviors that show up in disadvantaged neighborhoods.
Experiencing a singular or continuous traumatic event can have a long-term impact on the socio-emotional development and academic performance of students from at-risk communities. There is a dearth of research, which examines how traumatic events affect African American students who attend Historically Black Colleges and Universities (HBCUs). African Americans are more likely to experience a traumatic event in comparison to other subgroups including Asians, Hispanics, and Whites. The intent of this quantitative research study was to determine whether there is a correlation between trauma exposure rates and academic performance for sample of undergraduate students who attend a public HBCU. The Trauma History Questionnaire (THQ) measured exposure to trauma, frequency of the exposure, and age of exposure. Academic performance was measured by students' self-reported cumulative grade point averages. A total of 2,000 undergraduate students were randomly selected for participation in this study.