A Longitudinal Examination of Racial Identity and Racial Discrimination Among African American Adolescents

This study tested the longitudinal association between perceptions of racial discrimination and racial identity among a sample of 219 African American adolescents, aged 14 to 18. Structural equation modeling was used to test relations between perceptions of racial discrimination and racial identity dimensions, namely, racial centrality, private regard, and public regard at 3 time points. The results indicated that perceived racial discrimination at Time 1 was negatively linked to public regard at Time 2. Nested analyses using age were conducted, and perceptions of racial discrimination at Time 2 were negatively linked to private regard at Time 3 among older adolescents. The findings imply that perceived racial discrimination is linked to negative views that the broader society has of African Americans.     

HIV post-exposure prophylaxis in children and adolescents presenting for reported sexual assault

BackgroundThe appropriate use of antiretroviral medications to protect against infection with human immunodeficiency virus (HIV) is unclear in cases of sexual assault of children, for whom the perpetrator's risk of HIV is often unknown, and physical proof of sexual contact is usually absent.ObjectiveIn an effort to clarify prescribing practices for HIV post-exposure prophylaxis (PEP) at our institution, we examined records of all children tested for HIV for prevalence of infection, our experience with prescribing PEP, and follow-up rates.Design/methodsMedical records at a sexual abuse clinic of all children tested for HIV during a 38-month period were reviewed for information concerning risk factors for HIV acquisition, STI test results, and PEP experience. Children were defined as PEP-eligible if they were within 96 hours of assault, and there was a report of sexual contact with the potential to transmit HIV.ResultsOne thousand seven hundred and fifty children were tested for HIV during the study period. Five children had a positive HIV ELISA, but only one child was confirmed HIV-positive. Three hundred and three children were eligible to receive HIV-PEP, but it was only offered to 16 (5.3%), of whom 15 accepted the medications. None of the children prescribed PEP completed follow-up, but 11 children had limited follow-up.ConclusionsOur results indicate that the prevalence of HIV infection among sexually abused children in our population is low, and follow-up rates are poor. Intensive efforts to try to ensure follow-up are warranted whenever PEP is prescribed. Further research may help better define the efficacy of PEP in sexually abused children and adolescents.     

Are low achievers disliked in a cooperative situation? A test of rival theories in a mixed ethnic situation

The effect of cooperative and individualistic learning experiences within which majority students worked with lower-achieving minority peers were compared. A number of theories predict that when white students collaborate with lower-achieving minority students prejudice and rejection will increase. These theories were tested against a counter position that working collaboratively promotes liking regardless of differences in achievement. Forty-eight students (20 minority and 28 white) were assigned to conditions on a stratified random basis controlling for ethnic membership, sex, social class, and ability level. They participated in the study for 55 min a day for 15 instructional days. The results indicate that cooperative learning experiences, compared with individualistic ones, promoted higher achievement for minority students, more cross-ethnic interaction aimed at supporting and regulating efforts to learn and ensuring the active involvement of all students, and greater cross-ethnic interpersonal attraction. The results do not support the theories that posit equal achievement levels are necessary for successful integration and do support the position that cooperative experiences result in liking regardless of the ethnic membership or achievement level of collaborators.     

The Role of Communication in Public Opinion Processes: Understanding the Impacts of Intrapersonal, Media, and Social Filters

This study examined multiple factors associated with the processof public opinion including relevant predispositions, mediause, interpersonal discussion, and perceptions of communityopinion in order to test a theoretical model of public opinion.We conceptualized these factors as intrapersonal, media, andsocial ‘filters’ within the public opinion process.To test the impact of these filters, we conducted a survey withtwo independent samples—the first sample was collectedduring the introduction phase of a community ballot issue andthe second just a week before the issue vote. Findings indicateall three filters impacted public opinion regarding the ballotissue. Within these filters, important subprocesses were analyzedto better understand each filter's contribution to the formationof public opinion. Ordinary least squares (OLS) regression equationsused to test the proposed process model revealed that the intrapersonalfilter accounted for a substantial amount of the overall variancein public opinion, but that media and social filters were alsoimportant predictors. Results highlight the importance of communicationvariables in the formation of public opinion. Received for publication May 4, 2006. Accepted for publication April 19, 2007.     

‘It’s a match,but is it a good fit?’: admissions tutors’ evaluation of personal statements for PhD study

This article investigates academics’ expectations and interpretations of the personal statement and its associated evaluation practice in the context of postgraduate school admissions. The analysis was based on semi-structured interviews with 10 experienced academics in doctoral applications evaluation at a US university. Data were thematically coded and analysed using the notion of discourse and power to identify a set of representations of ideas that academics draw on for the purpose of evaluating the personal statement. The findings suggest that academics’ evaluations have been rooted in their understanding of the nature of PhD study, the current situation in the programme, and the structure of the admissions process in a particular academic discourse community. The discourses of ‘match’ and ‘fit’ emerged as being important to the academics’ evaluation practice. This paper argues that the admissions discourses of ‘match’ and ‘fit’ have perplexed the evaluation process in that the ‘match’ appears to be associated with a more explicit and standardised list of requirements whereas the ‘fit’ emphasises more fluid and contingent programme priorities. There is a need for future research to determine the relevance and applicability of ‘match’ and ‘fit’ to further our understanding of the complexities of the admission process across contexts.     

Running quietly reduces ground reaction force and vertical loading rate and alters foot strike technique

This study aimed to determine if a quantifiable relationship exists between the peak sound amplitude and peak vertical ground reaction force (vGRF) and vertical loading rate during running. It also investigated whether differences in peak sound amplitude, contact time, lower limb kinematics, kinetics and foot strike technique existed when participants were verbally instructed to run quietly compared to their normal running. A total of 26 males completed running trials for two sound conditions: normal running and quiet running. Simple linear regressions revealed no significant relationships between impact sound and peak vGRF in the normal and quiet conditions and vertical loading rate in the normal condition. t-Tests revealed significant within-subject decreases in peak sound, peak vGRF and vertical loading rate during the quiet compared to the normal running condition. During the normal running condition, 15.4% of participants utilised a non-rearfoot strike technique compared to 76.9% in the quiet condition, which was corroborated by an increased ankle plantarflexion angle at initial contact. This study demonstrated that quieter impact sound is not directly associated with a lower peak vGRF or vertical loading rate. However, given the instructions to run quietly, participants effectively reduced peak impact sound, peak vGRF and vertical loading rate.     

Parenting Practices Among Low-income Parents/Guardians of Academically Successful Fifth Grade African American Children

Research investigating the relationship between parenting and academic achievement has provided conflicting results, particularly for low-income, culturally-diverse parents. Using resilience theory, the researchers conducted a case study with five low-income African American mothers. Findings suggest that educators can benefit from partnering with African American parents.     

Discrimination and Sleep Mediate Ethnic/Racial Identity and Adolescent Adjustment: Uncovering Change Processes With Slope-as-Mediator Mediation

This study employs slope-as-mediator techniques to explore how the daily association between ethnic/racial discrimination and sleep disturbances serves as an intermediary link between ethnic/racial identity (ERI) and psychological adjustment. In a diverse sample of 264 adolescents (M_age = 14.3 years old, 70% female, 76% United States born, 25% African American, 32% Asian American, 43% Latinx), discrimination was associated with sleep disturbance. Furthermore, ERI commitment buffered the impact of discrimination on sleep, whereas ERI exploration exacerbated the impact of discrimination. Finally, the daily level association between discrimination and sleep (i.e., daily slope) mediated the association between ERI and adolescent adjustment. Substantive links between discrimination and sleep are discussed as well as broader applications of slope-as-mediator techniques.     

The Relation Between Classroom Age Composition and Children’s Language and Behavioral Outcomes: Examining Peer Effects

Grouping children of different ages in the same preschool classroom (i.e., mixed age) is widespread, but the evidence supporting this practice is mixed. A factor that may play a role in the relation between classroom age composition and child outcomes is peer skill. This study used a sample of 6,338 preschoolers (ages 3–5) to examine the influence of both classroom age composition and peer skill on children’s behavioral and language outcomes. Results supported the growing literature indicating preschoolers’ skills are higher when peer skill is higher, but differences related to classroom age composition were not found. These findings further support the view that peer skill plays an important role in preschool children’s outcomes.