Psychology
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Item 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.Item 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.Item Racial Differences in Psychotic-like Experiences: A Study of Schizotypy in African Americans and Caucasians(2007-08-03) Adams, Kimberly Anne; Blanchard, Jack J.; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)A considerable literature has long indicated that African Americans consistently receive more clinical diagnoses of psychosis than their Caucasian counterparts although higher rates of schizophrenia in African Americans have not been reliably documented. Prior studies are limited in that while many have found elevations in psychotic symptoms and schizophrenia diagnoses in African Americans patients, it is unclear whether these race differences indicate true rates of psychosis or whether other mechanisms such as lowered medication compliance and limited access to treatment might be complicating these findings. Further, comparisons between racial groups in studies of psychosis-proneness have focused primarily on mean group differences in overall psychotic symptoms. While helpful in establishing the existence of symptom differences in racial groups, these finding do not provide more qualitative information regarding the specific nature of these differences. It can therefore be suggested that a comprehensive understanding of the role of race in schizophrenia remains elusive. The goal of the current study was to extend the available research on race differences in the experience of psychotic-like experiences by addressing the following hypotheses in a sample of putative schizotypes (social anhedonics): 1) Social anhedonics will report more psychotic-like symptoms and experiences than controls, regardless of race, 2) Psychotic-like experiences will be more prevalent in socially anhedonic African Americans compared to socially anhedonic Caucasians, and 3) socially anhedonic African Americans will report more psychotic-like experiences with religious and paranoid themes than socially anhedonic Caucasians. Possible reasons for differential symptom expression will be explored, followed by assessment and treatment implications. Finally, suggestions for future directions of study will be discussed.