Journal of Black Psychology

With individuals of mixed African heritage increasingly identifying as Biracial, it is important to determine whether Black people continue to perceive Biracial people as members of their community. The status of Biracial individuals within the Black community has implications for the political power of the Black community and also for Biracial individuals’ racial identity development and well-being. Thus, the purpose of this study was to create a psychometrically sound measure to assess the degree to which Black people accept Biracial people as members of the Black community: the Biracial Group Membership Scale. Factor analyses were conducted with 328 Black adults. Exploratory factor analysis revealed two factors: Rejection of Biracial People and Forced Black Identity. A confirmatory factor analysis provided support for the initial factor structure. The scale related to the Attitudes Toward Multiracial Children Scale, essentialism, and items assessing interactions with Biracial individuals. Limitations, suggestions for future research, and implications are discussed.

This brief report examined how racial socialization is directly and indirectly related to academic achievement for African Americans attending a predominantly White institution. We expected that students who received more racial socialization would exhibit better academic engagement and this, in turn, would help explain their academic achievement. The sample included 226 African American college students (76% female) between the ages of 18 and 22 years (M_age = 20.05) who were recruited from the subject pool of the university’s psychology department and through general advertising across the university’s campus. Students participated by completing an online survey. Path analyses indicate that racial socialization messages about cultural pride (i.e., cultural socialization) were associated with academic achievement directly and indirectly through students’ engagement with school. However, racial socialization messages about future barriers were directly associated with academic achievement but not mediated by school engagement. Implications for studying academic engagement and racial socialization in African American college students’ academic achievement are discussed.

Researchers consistently have supported the notion that African American women experience greater body satisfaction and are less likely to engage in unhealthy restrictive eating practices due to broader and more flexible body image norms in the African American community. Yet empirical evidence also suggests that African American women experience high rates of binge-eating behaviors and obesity. The purpose of this qualitative study was to gain a deeper understanding of the factors that influence body image norms, eating practices, and overall appearance of African American women aged 25 years and older. Using consensual qualitative research as the guiding method, 11 semistructured interviews were conducted with African American women who self-identified as struggling with body and weight concerns. Five domains were identified: (a) participants’ perceptions of their body image, (b) challenges with body image, (c) participants’ perceptions of eating attitudes and behaviors, (d) role of food, and (e) perceptions of overall appearance. Implications for research and practice are included.

Sociopolitical development theory asserts that critical social analysis informs prosocial behaviors. We suggest that one aspect of Black adolescents’ critical social analysis development is an oppression analysis, in which Black adolescents consider (1) the importance of race to they are, (2) their personal feelings about their racial group, and (3) the experience of oppression for minority groups. The current study examined oppression analysis as a latent construct among a sample of 265 Black male adolescents in Grades 7 to 10 from three suburban districts in the Midwestern United States. Structural equation modeling revealed that received parental racial pride messages, but not school-based discrimination experiences, predicted Black male adolescents’ oppression analysis. An oppression analysis and school-based discrimination had direct effects on prosocial behaviors. Racial pride messages had an indirect effect on prosocial behaviors through oppression analysis. In addition, an oppression analysis had an indirect effect on prosocial behaviors through social-emotional skills. This research offers insight into the role of Black boys’ critical social analysis among individual and contextual factors in facilitating positive developmental outcomes.

The present study examined the relationship between religious capital and depressive symptoms and the moderating role of the Big Five personality constructs in a national sample of African American adults. Data were collected from a national probability sample of 803 African American men and women using a telephone survey including measures of the Big Five personality traits, religious capital, and depressive symptomology. Most interestingly, there was evidence for Personality × Religious Capital interactions on depressive symptomology. Higher religious capital was related to lower depressive symptomology among persons with low conscientiousness or low openness to experience. However, religious capital was less related to depressive symptoms among those with high conscientiousness or high openness. This study reinforces the importance of examining the moderating effects of personality and perceived religious capital in understanding mental health outcomes. This information can be of use to practitioners in designing culturally appropriate interventions, including the use of capital from faith-based organizations.