Family Science

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Formerly known as the Department of Family Studies.

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    BLACK, MALE, AND HIGH-ACHIEVING: AN EXAMINATION OF A RISK FACTOR AND CULTURAL RESOURCES FOR BLACK MALE ACADEMIC ACHIEVEMENT
    (2016) Davis, BreAnna; Smith Bynum, Mia; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Black boys are confronted with unique educational circumstances. They are often misdiagnosed and misplaced into special education programs (Bush-Daniels, 2008; Patton, 1998; Terman et al., 1996). Additionally, they are less likely to be enrolled in gifted and talented programs, even if their former achievements reflect their aptitude to succeed (Black Alliance for Educational Options, n.d.; Moore & Flowers, 2012). Given these statistics, a considerable emphasis has been placed on the causes and the consequences of low/under achievement for this population. As a result, the experiences of Black males who are achieving have been greatly neglected. Moreover, little is known about the factors that facilitate academic achievement among high-achieving Black boys. In an effort to bring the heterogenic nature of schooling experiences for Black boys to light, the present study examined the influence risk and protective factors had on the academic experiences of high-achieving Black boys. Grounded in the risk and resilience framework and the Integrative Model for the Study of Minority Youth Development, this study explored whether the high-achieving Black high school boys in this sample (n =88) reported experiencing discrimination (i.e. academic-based) and how this academic-based discrimination related to their 1) academic performance (i.e. GPA), 2) perceptions of math ability, and 3) race-based academic self-concept. In addition to exploring how academic-based discrimination was linked to academic achievement, this study examined how cultural resources such as racial socialization messages and racial identity related to academic achievement. Specifically, cultural socialization, preparation for bias, egalitarianism, private regard and public regard were evaluated alongside the three academic outcomes under study. Finally, the study explored whether aspects of racial socialization or racial identity buffered the effects of discrimination on any of the outcomes. Interestingly, the race/ethnicity of the student mattered for how students perceived their math ability. The risk factor academic-based discrimination was linked to academic performance. Cultural resources cultural socialization, preparation for bias, and private regard were linked to various academic outcomes of interest. There was only one significant moderating effect: a high private regard buffered the relationship between academic-based discrimination and race-based academic self-concept. Limitations and implications of this study are discussed.
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    Gender socialization and family influences on body image and weight loss behaviors among adolescent girls: Findings from the National Longitudinal Study of Adolescent Health
    (2007-04-26) Liechty, Janet Marie; Hofferth, Sandra L; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The rise in preoccupation with weight and dieting among adolescent girls in the last 30 years has produced a plethora of clinical research on body image and other correlates of disordered eating. However, there have been few longitudinal population studies investigating precursors and prevalence of actual cognitive distortion in body image among girls or its health consequences. Data on U.S. girls (ages 12-21) were drawn from the National Longitudinal Study of Adolescent Health (Add Health). Using Symbolic Interaction and Feminist Sociocultural theories, logistic regressions were conducted to test theoretical propositions and investigate possible pathways of risk from gendered self-concept to body image distortion (BID), and from BID to risky weight loss behavior (e.g., diet pills, vomiting, and laxatives) and more common weight loss behaviors such as dieting and exercising to lose weight. Family social support, parent traditional attitudes, and background variables (race/ethnicity, age, parent education, and BMI status) were also considered. Multivariate analyses at Time 1 suggest that self-esteem is negatively associated with BID and high appearance investment is positively associated with BID. Multivariate longitudinal analyses suggest that BID at Time 1 predicts the onset of both risky weight loss behaviors and dieting by Time 2 (one year later), controlling for weight loss behavior at Time 1. High self-esteem is also associated with decreased risk of engaging in risky weight loss behaviors and decreased dieting behavior. Self-esteem has a direct effect on BID and an indirect effect on unhealthy weight loss behaviors, mediated through BID. There is no evidence that BID mediates the relationship between self-esteem and dieting to lose weight, however. Parent traditional attitudes are associated with girls' higher social passivity, but are unrelated to self-esteem and appearance investment. Results suggest that universal, developmentally appropriate prevention programs addressing body image, realistic body weight self-assessment, and self-esteem are needed, as well as targeted programs for girls at risk for BID or who already display BID, in order to curb risky and unnecessary weight loss practices. Suggestions for designing screening and prevention programs based on theory and current research are discussed.