Browsing by Subject "African American"

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Autism spectrum disorder diagnosis from the African American parents’ perspective
(2018-06-19) McCoy, Alexis Danielle; Sorrells, Audrey McCray; Falcomata, Terry; Cooc, North; Skerrett, Allison
The purpose of this study was to attempt to understand the ASD diagnosis of an African American child by sharing the voices of parents that have navigated the diagnosis process. The following research questions framed the study: how do African American parents describe their experiences related to obtaining a diagnosis for their child with an ASD and I n what ways do these experiences help to explain factors that affect ASD diagnosis for African American children? Twelve African American parents participated in this instrumental case study that utilized interviews, a parent needs assessment and a review of archival data. The themes that connected the experiences of those in the sample were the conviction that there was something not right, the drive to learn more about ASD, the desire to put the child first, and an understanding of how difficult ASD is for the African American community. The findings highlighted the impact of access to healthcare, quality evaluations, and the impact of the parent. Through analyzing the experiences of African American parents with a child with ASD the data provides previously unrecorded access into the journey from the vantage point of parents.
The B.E.S.T. Connection Berryhill's Educational Stagecraft Training
(2011-05) Berryhill, Tramaine Quinton; Jones, Omi Osun Joni L., 1955-; Cloyes, Rusty
In this document I explore the history of African Americans backstage, detail the types of technical theatre training currently provided to young technicians and offer a program that targets African American high school students. The focus is on students who are already engaged and interested in the performing arts but may not have the resources or opportunity to explore design and technology. I spend time discussing models of mentoring, apprenticeship and coaching as examples of the types of training that my program will provide. This document concludes with the proposal of a program that will help educate young African Americans about careers in technical theatre and design. It is my desire to combine two ideas that have been with me my entire life, mentoring and performing arts education, into a program that helps to provide opportunity, ignite ambition, and guide students to success.
Black food matters : surviving anti-blackness and food insecurity in Washington, D.C.
(2017-12) Anderson, Sade; Smith, Christen A., 1977-; Gordon, Edmund; Vargas, Joao; Thomas, Kevin
Anti-Blackness, food insecurity, and class greatly influence health disparities in Washington, DC leading working class African Americans to suffer from the highest rates of diet related illness in the city. Although several recent studies emphasize racism and gentrification as social, political and economic factors that create food insecure and unhealthy communities, few studies also address the socio-cultural processes behind this phenomenon. Specifically, racism has led African-Americans to alienate themselves from culturally relevant healthy foods—African Heritage foods—that might otherwise offset this trend in health outcomes. The legacies of slavery, contemporary realities of anti-blackness and hegemonic notions of health anchored in the cultural norms of white supremacy lead many African-Americans to believe African heritage foods are neither accessible nor healthy despite research to the contrary. I argue that the discourses of anti-blackness and white supremacy that plague the narrative of food insecurity lead African-Americans to reject their cultural traditions when seeking a healthy lifestyle. This dissertation examines the roots and routes of racial misconceptions about food and their impact on the Black community in NE and SE Washington, DC. Through an ethnographic look at local Black community efforts to undo cultural norms through cooking education, this project investigates the relationship between commodity fetishism and the denigration of African heritage foods (Gilroy 1993). The notion of “healthy food” has been commodified and attached to certain goods alienated from everyday black life. Thus the commodified perception of healthy food that circulates widely in popular discourse is latently tied to normative conceptions of whiteness and white culture (white supremacy) and historical processes of slavery (like the forced separation of African people from their food heritage through enslavement). Based on ethnographic work with Black farmers in Washington, D.C., this project investigates how local food growers shift cultural perceptions of food consumption away from white normativity toward culturally relevant, nutritionally-dense food options that are more accessible for African American residents. Specifically, the dissertation reflects on A Taste of African Heritage cooking classes and its efforts to measure the impact of culturally relevant community programming in the African American communities of the Washington, D.C. metro area.
Black History: Some Documentation
(2017-01) Chambers, Eddie; Doroba, Mark (photographer)
Located next to the periodicals section, the Fine Arts Library is proud to host Black History: Some Documentation. The exhibit was assembled by UT's Art & Art History Department Professor Eddie Chambers to commemorate Black History Month, which takes place every February. We have the historian Carter G. Woodson to thank for Black History Month. In 1926, Woodson worked with the Association for the Study of Negro Life and History to announce the second week of February as being, in the terminology of its time, ‘Negro History Week.’ Assembled here is a range of material, from first or early editions of important works of American/Black Diaspora literature, through to MAIN LIBRARY Perry-Castañeda Library 101 East 21st St. Austin, TX. 78713 Phone: (512) 495-4250 Other Libraries, Centers and Museums VIEW ALL BRANCH HOURS Help Comments Web Privacy Web Accessibility Policy PDF Reader Material Usage Statement Connect with UT Libraries © The University of Texas at Austin 2018 UTDIRECT material referencing today’s Black Lives Matter campaign. Included in the display are first editions of Marcus Garvey’s ‘Philosophy and Opinions’, published in two volumes in 1923 and 1925. It was Garvey, through his organization, the Universal Negro Improvement Association, who pioneered the rallying cry, “Africa for the Africans, those at home and those abroad!” Also included here are copies of the original journals in which appeared the seminal texts by George Schuyler and Langston Hughes respectively – “The Negro Art Hokum” and “The Negro Artist and the Racial Mountain” Also on display is a tract penned and selfpublished in 1931 by wealthy white socialite Nancy Cunard, in defense of her relationship with Henry Crowder, an African-American jazz musician who was working in Paris – a relationship that incurred the displeasure of Cunard’s mother. The display will be on view throughout the Spring Semester 2017. Photos and design by Mark Doroba
Black Mothers Matter: Evaluating Racial Disparities And Advancing Maternal Justice In Texas And The United States
(2017) Zhang, Michelle; Aiken, Abigail R. A.
African American women experience a disproportionate burden of severe maternal mortality cases in the United States, an issue that is particularly magnified in the state of Texas. However, maternal mortality makes up only a small percentage of severe morbidity cases, in which women experience potentially life-threatening complications during pregnancy or delivery.Examining cases of both severe morbidity and mortality could paint a clearer picture of maternal health in Texas that additionally takes into consideration a woman’s health before and after her pregnancy, as well as the sociodemographic context within which the pregnancy takes place, thus providing a better explanation for why Black women suffer from such poor maternal outcomes. My thesis reviews the current literature on adverse obstetric outcomes as they vary by race/ethnicity, considers the behavioral, social, environmental and access determinants within the context of race, and examines the extent to which public policy directly or indirectly affects maternal health within certain populations. Furthermore, while questions of access at the broader policylevel have been discussed extensively, relatively little attention has been devoted towards the value of community-based resources and local, nongovernmental initiatives in improving maternal health outcomes. Thus, another component of my thesis involves in-depth interviews with Austin-area health providers such as OB/GYNs, midwives, and nurse practitioners, pinpointing trends that could explain racial differences in maternal outcomes as well as best practices at the provider and policy levels that can work to reduce racial/ethnic disparities in maternal mortality and morbidity.
Black student voices : exploring the expectations and lived experiences of belonging as recruited and enrolled students at two flagship institutions
(2020-09-14) Thornburg, Ka'rin Kai; Reddick, Richard, 1972-; Ishop, Kedra; Jabbar, Huriya; Green, Terrance
Using qualitative methodology and critical race theory (CRT), this study centers Black students’ voices in issues of access, diversity, equity and inclusion in higher education. Its three research questions increase awareness and present opportunities to enhance Black students’ representation and belonging at flagship institutions. These questions explore Black students’ 1) expectations and factors of belonging during the college choice process; 2) lived experiences once enrolled and the factors that drive their enrollment recommendations to prospective Black students; 3) recommendations for universities that they believe will improve interest, representation, and belonging. In total, 33 participants at two institutions in the Midwest and Southwest U.S. completed a guided writing exercise, focus group or individual interview, and demographic questionnaire. I analyzed this data using CRT techniques and narrative descriptions to contextualize the participants’ experiences and related policies and practices that perpetuate inequity and exclusion. Critical findings from the above analysis are summarized as follows. First, more than half of the participants did not think, were not worried, or were optimistic about their belonging during the college choice process regarding diversity and campus climate (57%), academics (71%), social and cultural opportunities (66%), and overall fit (63%). Second, their lived experiences more frequently influenced positive belonging in academic performance and social engagement with Black and other students of color and negative classroom interactions and social engagement with White students. Additionally, when considering institutional resources, academic opportunities, a desire to change Black enrollment, and other factors, upwards of 85% recommended their institution to prospective Black students. Third, the participants’ recommended strategies for admissions and university administrators reinforce beliefs that the most assured way to increase Black students’ interest (applications), representation (admission/enrollment), and belonging is to have more Black students on campus. Consequently, the study’s implications acknowledge and validate Black students’ by employing institutional missions and resources to create new knowledge and actions from culturally relevant, inclusive, and responsive research. Further, they call for direct, intentional, and compassionate responses to Black students’ needs as well as collaborative efforts with internal and external partners to strengthen relationships and outcomes with schools, communities, advocates, and Black students.
The brave new world : the social and participatory behaviors of the modern suburban African American
(2011-08) McGowen, Ernest Boyd, III; Philpot, Tasha S.; Shaw, Daron R; Roberts, Brian E; Luskin, Robert C; White, Ismail K
Have steady increases in socioeconomic status (SES) and occupational prestige along with changes in residential context and subsequently social networks necessitated a shift in our understanding of Black political participation and group identity? Specifically, how does the unique political environment facing African-American residents in majority Anglo suburbs attach unique utilities to participation, different from their neighbors or even their own co-ethnics that reside in the central city? I argue that African Americans in majority Anglo areas who expend political resources in the most proximate races will derive a negligible benefit. Further, these citizens’ most proximate residential and social network contexts heighten feelings of minority status. Consequently, I contend this class of Black voters are pushed away from the traditional forms of participation (i.e. voting for the congressman or local school board representative) and towards non-traditional, and more resource costly, forms of group directed participation which also come at much higher utilities.
Charles White: Some Material
(2019-01) Chambers, Eddie; Doroba, Mark (photographer)
This exhibition was curated by Art and Art History Department Professor Eddie Chambers in Spring 2019. This collection correlates with exhibitions of the work of Charles White at both the Blanton Museum of Art and the Christian-Green Gallery. Born in Chicago in 1918, Charles White was a highly skilled and accomplished draughtsman, painter, printmaker and muralist. He dedicated his life to his art which was characterized by its commitment to depicting African Americans as dignified, resilient survivors.
Comfortable being uncomfortable : the study abroad experiences of Black and Latino/a students
(2017-07-18) Dean, Dallawrence Edward; Vincent, Gregory J.; Reddick, Richard, 1972-; Green, Terrance; Somers, Patricia; Moore, Leonard
Research has found that study abroad experiences positively influence undergraduate baccalaureate degree attainment, career goals, and self-awareness (Gonyea, 2008). However, scholars agree there are still gaps in study abroad literature, specifically pertaining to students of color, alumni, and short-term study abroad programs (Chang, 2015; Miller-Perrin & Thompson, 2014; Norris & Gillepsie, 2009). Guided by Mezirow’s theory of transformative learning, this study aimed to understand Black and Latinx students’ perceptions of the benefits of their study abroad experiences. This study adds to the current body of literature by employing a phenomenological approach to assess the study abroad experiences of seven undergraduate students and eight alumni, all of whom identified as Black or Latinx, and participated in a short-term study abroad experience sponsored by the Southwest University (SU). Participants described how their experience of “learning to be comfortable with being uncomfortable” in a foreign country influenced their personal, social, and professional lives. The study’s findings were presented via five large themes: (1) individual awareness, (2) my friends, family, and community, (3) career development, (4) who you study abroad with matters, and (5) program design. Fifteen subthemes emerged from the larger themes: (1) Awakening American identity, (2) ethnic identity empowerment, (3) self-assurance, (4) family change of perspective, (5) social responsibility, (6) career clarification, (7) career interviews and application navigation, (8) making connections, (9) transferable skills, (10) comfortability, (11) intragroup diversity, (12) faculty/staff support, (13) study abroad preparation, (14) host destination, and (15) experiential learning.
Considering the disparate impact of test-based retention policy on low-income, minority, and English language learner children in Texas
(2011-12) Patrick, Ertha Smith; Vasquez Heilig, Julian; Butler, Shari; Reddick, Richard; Rhodes, Lodis; Reyes, Pedro
This dissertation evaluates disparate impact of test-based retention (TBR) policy on historically disadvantaged student groups in the State of Texas, and determines school characteristics that statistically predict retention and may contribute to disparate impact. The research literature on TBR is limited, as most grade retention research precedes the increase in use of TBR policy across the United States. Based on descriptive analysis, there were considerable increases in retention rates for low-income, African American, Latino, and English Language Learner (ELL) children compared to their less-disadvantaged counterparts, after TBR was implemented. Using multiple regression analysis, schools with higher percentages of low-income students, ELL students, beginning teachers, and higher percentages of low-income students in their school district were found to have higher retention rates while schools with higher percentages of White students, White teachers, and Latino teachers were found to have lower retention rates. Additionally, school retention rates were found to vary according to accountability rating.
Constance Shabazz Interview
(2018-10-11) Institute of Diversity and Civic Life
This interview is with Constance Shabazz, a social activist, feminist, and speaker from Chicago. After learning about the health care disparities and injustice faced by the African American community during her time working for the Sickle Cell Foundation in New York, Constance decided to become a physician and advocate for others. Constance talks about how reading the Autobiography of Malcolm X helped align her spiritual beliefs with Islam and informed her opinions on providing free health care for all. Constance moved to Texas in 2016 and continues to organize around community needs.
Depression treatment by race : an examination of pharmacotherapy, provider, complementary and alternative medicine (CAM) and associated alcohol and drug abuse
(2009-05) Fleming, Marc L.; Barner, Jamie C.; Bettinger, Tawny L.; Brown, Carolyn M.
Objective: To determine: 1) 12-month prevalence rates of major depressive disorder (MDD) by race, comparing African Americans and Hispanics with whites, while controlling for covariates; 2) if there are any differences in treatment (i.e., pharmacotherapy, provider, and CAM) for MDD among African Americans, Hispanics and whites diagnosed with major depressive disorder (MDD) in the past 12 months; and 3) if there are any racial differences in DSM-IV diagnosed alcohol and/or drug abuse among those with a diagnosis of 12-month MDD. Methods: This retrospective study utilized data from the National Comorbidity Survey-Replication, which was designed to collect information on the mental health status of a nationally representative sample (n = 9282) of U.S. adults. Respondents with an MDD diagnosis in the past 12 months were included. The dependent variables were: 12-month MDD, pharmacotherapy, provider (mental health specialist), CAM and alcohol and/or drug abuse. Pharmacotherapy was examined by assessing respondents’ reported antidepressant use and whether the medication used was an SSRI/SNRI. The primary independent variable was race. Additional covariates included: age, gender, income, education, marital and employment status. Logistic regression was used to address the study objectives. Results: African Americans were significantly less likely to be diagnosed with MDD during the preceding 12-month period, when compared to whites, while controlling for covariates (OR= 0.6, p = 0.0169). Other significant variables for prevalence were female gender (OR= 1.8, p <0.0001), divorced/separated (OR= 2.0, p <0.0001) and not in the labor force (e.g., homemaker/retired) (OR= 1.5, p = 0.0033). Although African Americans and Hispanics reported lower antidepressant use, the results were not significant. With respect to SSRIs/SNRIs, African Americans reported significantly lower use, when compared to whites (OR= 0.3, p = 0.0309). Hispanics in the study were less likely to see a mental health professional (OR = 0.2, p = 0.0002). CAM use was significantly lower among individuals with less than 12 years, 12 years and 13 to 15 years of education (OR = 0.3, p = 0.0110; OR = 0.3, p = 0.0035; OR = 0.7, p = 0.0368, respectively) when compared to respondents with 16 years or more of education. When examining alcohol and/or drug use in those with diagnosed MDD in the preceding 12 months, females were less likely to be abusers (OR = 0.4, p = 0.0204). Conclusion: Among respondents with a diagnosis of MDD, race plays an important role in the types of treatment utilized to manage the disorder. Considering, the disability associated with depression, greater efforts are needed to improve antidepressant therapy for African Americans and mental health specialty treatment for Hispanics.
Eating while young and Black : food, foodways, and gentrification in Austin, Texas
(2016-04-27) Jones, Natalie LaFaye; Knapp, Gregory W.; Torres, Rebecca; Faria, Caroline; Butzer, Karl; Sletto, Bjorn
Austin, Texas is one of the fastest growing cities in the United States and, increasingly, a global food destination. The city’s restaurants, urban farms, and food trucks have been widely featured in national and international media. This creative and sustainable food development is both a reflection of Austin’s population growth and a catalyst for urban change, with implications for long-established residents of color. Among cities with a double digit growth rate, Austin is the only one to witness a decline of its African-American population. Historically concentrated in the urban core of East Austin, many African Americans have moved to suburban and rural areas (Tang and Ren 2014). Urban growth, gentrification, sustainable food development, and Black outmigration are familiar to cities throughout the country. Despite this dynamic context, food-related research tends to focus on what Black populations consume. Black health disparities motivate a focus on food intake and “food deserts” in current literature. This dissertation engages a critical participatory action (CPAR) research approach with Black youth ages 15-19 from who reside in East Austin to consider food through a social lens that takes lived experiences with food and the restructuring of the food landscape into account. Youth co-researchers reside in Central East Austin, an area experiencing intensive economic redevelopment and gentrification. I begin by situating youth experiences in context, drawing attention to the impact of development on the local food landscape. Through participatory workshops, film, and interviews, the youth describe personal geographies of eating, shopping, growing, and sharing food. These geographies are broadly defined for this project to encompass the built environment as well as the identities, emotions, and memories the youth connect with food in their daily lives. By focusing on food from a social perspective, this project highlights counter geographies. Youth co-researchers disrupt stock stories about East Austin as a “food desert,” underscore diversity among African-American youth, and illustrate young people’s awareness of urban change. In closing, I offer best practices for engaging with young people in food work.
Empowering silenced voices : counseling techniques for Black rape survivors
(2014-05) Roberts, Davia; Cokley, Kevin O. (Kevin O'Neal), 1969-
In the United States, Black women are more likely to be sexually victimized than any other ethnic group. Despite the higher rates among Black women, there is little research that provides therapists with approaches and techniques that are culturally specific to Black women. Instead, most literature has focused on women as a whole, rather than examining the different cultural values and forms of support that are needed for recovery in different ethnic groups. Therefore, this report will provide therapists with a sociocultural lens to increase awareness of the Black woman's identity, while suggesting a Womanist theoretical approach to group psychotherapy as an ideal method of treatment.
Engaging African American male students in predominately white community colleges : the impact of teaching excellence
(2011-12) Darville, Christopher John; Reddick, Richard, 1972-
Although community colleges offer opportunities for diverse students to achieve their educational goals, African American males continue to rank at the bottom of most academic success measures such as semester-to-semester retention and degree completion. Research shows that factors associated with teaching excellence (how well a faculty member exhibits enthusiasm, clarity, preparation/organization, stimulation, and love of knowledge) should encourage student engagement. The following research questions are proposed for this study: 1. How do faculty discuss teaching excellence relative to the academic engagement of African American males? 2. How do African American male students discuss the importance of faculty members’ race in relationship to their academic engagement? 3. How, if at all, does the age of an African American male student impact his academic engagement? 4. How do first-generation and second-generation collegiate African American male college students differ, if at all, in academic engagement? To conduct this research, a mixed method paradigm will be used. A quantitative instrument will be utilized to identify highly engaged African American male students and those who teach them. Qualitative analysis will lead to discovery of how teaching excellence affects the engagement of the target population of students. This research will add to current literature by examining the impact of the criteria of teaching excellence on African American male students in predominately white community colleges.
Examining help-seeking attitudes in African American collegians : the role of minority student stress, out-group comfort, cultural congruity, and counselor racial preferences
(2014-08) Jones, Bianca Joanvye; Cokley, Kevin O. (Kevin O'Neal), 1969-
In recent years, scholars have moved beyond attributing academic difficulties to cognitive and personal characteristics of African American students, and have begun to consider the effects of the predominantly White university (PWU) setting on the educational and psychological outcomes of Black collegians. Unfortunately, the literature paints a bleak picture of the social context of African American students at PWUs which ultimately impedes students' academic persistence and achievement (Gloria, Kurpius, Hamilton, & Wilson, 1999) as well as psychological wellness (Prelow, Mosher, & Bowman, 2006). The psychological ramifications of social and educational conditions for African American students at PWUs, along with higher attrition rates would substantiate the tremendous use of campus mental health services by this student population. Yet, the literature reveals that even when services are easily accessible and are provided for free or at extremely discounted prices, African American students choose not to seek professional psychological help (Nickerson, Helms, & Terrell, 1994). Drawing upon the psychosociocultural theoretical framework proposed by Gloria and Rodriguez (2000), this study examined if variables specific to the PWU environment - minority student stress, out-group comfort, and cultural congruity - served as predictors of attitudes towards seeking professional psychological help in a sample of African American collegians. This study also analyzed if counselor racial preference served as a mediator between the predictors and help-seeking. Survey data were collected from 198 Black college students attending a large, PWU in the Southwest. Results revealed that cultural congruity was the only significant predictor of help-seeking attitudes, and counselor racial preference was not a significant mediator. Exploratory analyses indicated gender differences in the relationship between the psychosociocultural variables and counselor racial preferences. Implications for practice and research in counseling psychology are discussed.
Furtive Blackness : on being in and outside of law
(2021-05-05) Wilson, Tabias Olajuawon; Marshall, Stephen H.; Thompson, Shirley; Perry, Imani; Livermon, Xavier; Arroyo-Martinez, Jossianna
This dissertation is comprised of three chapters; Furtive Blackness: On Blackness and Being (“Furtive Blackness”), The Strict Scrutiny of Black and BlaQueer Life (“Strict Scrutiny”) and Sexual Profiling: BlaQueer Furtivity. It takes a fresh approach to both criminal law and constitutional law; particularly as they apply to African descended peoples in the United States. This is an intervention as to the description of the terms of Blackness in light of the social order but, also, an exposure of the failures and gaps of law. This is why the categories as we have them are inefficient to account for Black life. The way legal scholars have encountered and understood the language of law has been wholly insufficient to understand how law encounters human life. This work is about the hermeneutics of law. While I center case history and Black letter law, I am also arguing explicitly that the law has a dynamic life beyond the courtroom, a life of constructing and dissembling Black life. Together, these essays and exercises in legal philosophy are pointing toward a new method of thinking about law, a method that makes central the material reality of the Black—and BlaQueer—in black letter law.
How African American/Black school-aged children make food-choices
(2023-04-19) Jones-Lemmons, Fallon Alexis; Timmerman, Gayle M.; Horner, Sharon D.; Coakley, Tanya; Bukoski, Beth
The prevalence of overweight children in the United States has almost doubled from 17% to 32% in the past two decades. Children in the United States are overweight, and approximately 16-18% are considered obese. The children with the highest obesity rate come from specified racial/ethnic groups, Hispanic and African American/Black. This dissertation seeks to understand how African American school-aged children make independent food-choices. This qualitative study uses Charmaz’s rendition of Grounded Theory as the methodology. Data were collected from twenty-two children using the photo-elicitation technique developed by Wang and Buriss and semi-structured interviews. The study was able to show how children could be the experts of their own experience, contributing alongside the researcher instead of being the research subject only. The Children’s Food-Choice Model emerged from the data, with the tenets being antecedents, influential factors, and decision making through reciprocity. Food-choices occurred as the result of three major themes: (1) antecedents, which included health conditions, autonomy, and opportunities associated with food; (2) influential factors which included preferences, time, and place; and (3) decision making through reciprocity which occurred through parent-child reciprocity exchanges. The model is constantly evolving with the child. As the antecedent foundation develops, the child adapts to greater food associated roles and responsibilities. As the rules change due to greater trust established, the child is able to better handle complex decision making without the assistance of their parent.
Identifying factors of parent engagement in a school-based mental health intervention : an mHealth approach
(2020-07-17) Smith, Lauren Tiffany; Rodriguez, Erin M.; Bearman, Sarah Kate; De Luca, Susan; Sanchez, Delida
African American and Latinx youth display higher rates of mental health concerns when compared to their White peers (SAMSA, 2015), while also demonstrating low rates of mental health care access. Systemic factors are typically linked to access to care (e.g., financial constraints, transportation, experiences of racism, and stigma) are often cited as culturally based, and are linked to the presence and exacerbation of mental health concerns (Garcia & Duckett, 2009; Gary, 2009; Hines-Martin, Malone, Kim, & Brown-Piper, 2009; Nadeem et al., 2007; Young & Rabiner, 2015). School-based mental health services improve access to care for historically underserved populations by alleviating commonly cited barriers to care (Green et al., 2013). Parental engagement in interventions help to support sustained positive outcomes over time (Shochet et al., 2001; Walczak, Esbjorn, Breinholst, & Reinholdt-Dunne, 2016). Cognitive-behavioral and family systems school-based interventions in particular view parents as integral to the process of change (Carpentier et al., 2007; Frazier, Abdul-Adil, Gathright, & Jackson, 2007; Gillham et al., 2006) yet minimal effort has been made to completely engage parents in the intervention itself. Parental engagement in school-based interventions is often hindered by factors (e.g., work demands, transportation) that prevent access to child mental health care overall (Koonce & Harper, 2011). mHealth (i.e., text message/SMS) interventions may increase parental engagement through the use of smartphones (Franklin, Waller, Pagliari, & Greene, 2006). Although mHealth interventions have indicated success in improving attrition rates through the convenience of accessing intervention content from a cell-phone (Howells et al., 2014; Martin, 2012), there is an absence of mHealth literature examining the efficacy of this approach as a tool for parental engagement in school-based mental health interventions. The purpose of the current study was to examine parent engagement an mHealth component in a school-based intervention as a measure of parent engagement, using a mixed methods design. A total of 34 parents participated (91% mothers, 80% Latinx, 21% Spanish-speaking). Correlation and regression analyses were conducted to examine research questions, and thematic analysis was used to interpret qualitative findings. Results indicated that the majority (74%) of parents responded < 40% of the time to weekly text messages. Correlation and regression results were not statistically significant for the relationship between text message response rate, socioeconomic status, and neighborhood factors, and effect sizes were small or close to zero (r’s from -.22 to .19). Qualitative data highlighted that technology, parent’s literacy level, community resources, transportation accessibility, and parent’s outcome expectancies can affect engagement in school-based services. A total of 10 themes emerged from the data. Findings from the study suggests that mHealth approaches require consideration of systemic factors that impact African American and Latinx parent’s interactions with services. Clinical implications are discussed.
Impaired peripheral and cerebral microvascular function / reactivity in healthy young African Americans
(2013-05) Kim, Kiyoung, active 2013; Brothers, Robert Matthew
African Americans (AA) are at an increased risk for cardio and cerebral vascular disease relative to Caucasians (CA) and the underlying impairments manifest as early as the second generation prior to overt signs of risk. The mechanisms of this increased risk are multifactorial; however, evidence suggests that microvascular dysfunction is a primary contributor. This study tested the hypothesis that microvascular function, indexed by the skin vascular conductance (SkVC) response to local heating, is impaired in young otherwise healthy AAs. Furthermore, we hypothesized that AAs have an attenuated cerebral vasodilator response to hypercapnia. Nineteen healthy young individuals were participated in this study (9 AAs, 10 CAs). SkVC was assessed while the skin was clamped at 34 °C and 40 °C and values were normalized to a maximal value obtained during heating at 43 °C for 30 min. Cerebral vasomotor reactivity (CVMR) was assessed by increases in cerebral vascular conductance (CVC) during a rebreathing protocol. SkVC was lower in the AA group at 34 °C (AA: 10±3 % max vs. CA: 16±7 % max; P < 0.01) In addition, SkVC was reduced in AAs at 40 °C (AA: 56±15 % max vs. CA: 68±12 % max; P=0.03). CVMR was significantly attenuated during hypercapnic rebreathing in AAs relative to CAs (AA: 2.8 ± 1.2 %CVC/Torr vs. CA: 5.7 ±0.9 %CVC/Torr; P < 0.001). Our findings suggest that microvascular function is impaired in young otherwise healthy AAs.