College of Behavioral & Social Sciences

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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..

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Now showing 1 - 10 of 13
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    African Americans and Appomattox Manor Within the Structured Landscape of the Eppes Plantation
    (2000) Brown, Gail W; Shackel, Paul A.; Orr, David; Blades, Brooke
    The Civil War brought about many changes in Virginian society, including the area around City Point, Virginia. These changes greatly effected the manner in which plantation owners managed their farms. Plantation owners had to find new ways of obtaining and exploiting their labor, and protecting their resources. The goal of this report is to explore those changes between the years 1851 and 1872 on the Eppes' plantations. I examine how Dr. Eppes structured his landscape to aid in controlling his productive resources, and the relationship he held with African-Americans. Part of exploring that relationship will be examining the living conditions of African-Americans on the Eppes' plantations as slaves and freedmen laborers. Dr. Eppes' home, Appomattox Manor, and its grounds now make up the City Point Unit of the Petersburg National Battlefield. This report will place the City Point Unit into its larger historic context. Though the unit is best known as the location of General Grant's headquarters during the Siege of Petersburg, its history is far more extensive. In this report, I place City Point and Appomattox Manor in the plantation context which surrounded them before and after the war. It will show how the Civil War was not an isolated event, but was effected by and affected the social world around it.
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    DEVELOPMENT AND VALIDATION OF THE PERCEIVED CULTURALLY RESPONSIVE CLIMATE MEASURE FOR AFRICAN AMERICAN STUDENTS (PCRC)
    (2021) Daye, Alyssa Lauren; O'Neal, Colleen; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study makes the contribution of developing a measure that provides voice to African American students, offers a broader view of their school experiences than existing cultural responsivity measures, as well as consequences for their academic outcomes. The present study reports the development and initial validation of a measure of perceived culturally responsive climate for African American adolescents (PCRC). The study relies on the existing longitudinal Maryland Adolescent Development in Context Study (MADICS) dataset, a public use dataset collected from 1991-2000. The present study uses two waves of data from participants aged 13 to 18, and the subsample consists of 533 African American youths in Wave 3 (49.3% female; mean age of 14) and 399 African American youths in Wave 4 (51% female; mean age of 17). With the goal of creating a novel measure capturing youth perceptions of cultural responsiveness by both teachers and the school climate, this study combined student self-reported Wave 3 MADICS questionnaires of meaningful and culturally responsive curriculum, high academic expectations, teacher discrimination, peer discrimination, autonomy and self-advocacy, and school social support (i.e., teacher and peer support). Results indicated that a second order factor structure best fit the PCRC measure; the PCRC measure demonstrated adequate internal consistency and test-retest reliability; and the PCRC predicted later math and non-math subject academic ability self-concept for African American adolescents. The study holds implications for schools, educators, and school psychologists hoping to give voice to African American student perceptions of culturally responsive teaching practices and school climate.
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    "To Dwell, I'm Determined, on That Happy Ground": An Archaeology of a Free African-American Community in Easton, Maryland, 1787-Present
    (2020) Jenkins, Tracy H.; Leone, Mark P; Anthropology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    As early as 1787, free African Americans began making homes in the Easton, Maryland, neighborhood known as The Hill. Over successive generations, The Hill became the cultural and residential center of Easton’s African-American community. The families, businesses, institutions, social fabric, and cultural values that the first generations of free African Americans in Easton created on and around The Hill greatly influenced the development of African-American culture through the nineteenth and twentieth centuries in terms of family and household structure, childrearing, religious life, and the memory and meaning of military service. Tracing these developments, with a focus on how African Americans and some white supporters worked together to combat slavery, racism, and other oppressions, illustrates how the politics of the freedom struggle were coded into everyday life. This investigation has also supported local grassroots efforts to preserve the legacy of that struggle on The Hill through public scholarship and practice, historic preservation, and community revitalization.
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    THE IMPACT OF ETHNIC AND RACIAL IDENTITY ON THE RELATION BETWEEN AFRICAN AMERICAN TEST ANXIETY AND LATER ACHIEVEMENT
    (2019) Daye, Alyssa Lauren; O'Neal, Colleen; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The present study tests a protective factor which may mitigate the negative impact of test anxiety on academic outcomes. This study examines ethnic and racial identity as a moderator of the impact of test anxiety on grades and academic ability self-concept among African American adolescents. The study relies on the existing longitudinal Maryland Adolescent Development in Context Study (MADICS) dataset, a public use dataset collected from 1991-2000. The subsample consists of 533 African American youths in Wave 3 and 399 African American youths in Wave 4. The present study uses two waves of data from participants aged 13 to 18. This study employs self-reported questionnaires of test anxiety, ethnic and racial identity, grades, and academic ability self-concept. Moderation analyses are conducted to test ethnic and racial identity as a protective factor mitigating the impact of test anxiety on later grades and academic ability self-concept, while adjusting for gender, socioeconomic status, and age. Results indicate that ethnic and racial identity moderated the relation between test anxiety and GPA, such that the lower the level of ethnic and racial identity, the more protective it becomes. Discussion centers on potential causes for the unexpected trend in moderation.
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    The New Bottom Line: Black Women Cultural Entrepreneurs Re-Define Success in The Connected Economy
    (2016) Buford, Kathryn Buford; Hill Collins, Patricia; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Black women cultural entrepreneurs are a group of entrepreneurs that merit further inquiry. Using qualitative interview and participant observation data, this dissertation investigates the ways in which black women cultural entrepreneurs define success. My findings reveal that black women cultural entrepreneurs are a particular interpretive community with values, perspectives and experiences, which are not wholly idiosyncratic, but shaped by collective experiences and larger social forces. Black women are not a monolith, but they are neither disconnected individuals completely devoid of group identity. The meaning they give to their businesses, professional experiences and understandings of success are influenced by their shared social position and identity as black women. For black women cultural entrepreneurs, the New Bottom Line goes beyond financial gain. This group, while not uniform in their understandings of success, largely understand the most meaningful accomplishments they can realize as social impact in the form of cultural intervention, black community uplift and professional/creative agency. These particular considerations represent a new paramount concern, and alternative understanding of what is typically understood as the bottom line. The structural, social and personal challenges that black women cultural entrepreneurs encounter have shaped their particular perspectives on success. I also explore the ways research participants articulated an oppositional consciousness to create an alternative means of defining and achieving success. I argue that this consciousness empowers them with resources, connections and meaning not readily conferred in traditional entrepreneurial settings. In this sense, the personal, social and structural challenges have been foundational to the formation of an alternative economy, which I refer to as The Connected Economy. Leading and participating in The Connected Economy, black women cultural entrepreneurs represent a black feminist and womanist critique of dominant understandings of success.