Search results

The purpose of this paper is to look at the impact of police encounters with young African New Zealanders (referred to in this paper as African youth) on the youth themselves, their family and their community.

While much of the existing literature takes a quantitative approach to research the impact of police behaviours on community trust, this paper seeks to gain a qualitative understanding of how the African youth and their community in Aotearoa (Māori word for New Zealand) New Zealand are impacted by encounters with the police.

Qualitative data shared by 32 African youth living in Auckland showed that police encounters had left the youth emotionally fearful and wary of any future contact with the police, and had negatively affected their employment opportunities. The family and community were unwilling to seek assistance from the police in times of need with members becoming depressed and withdrawing from community contact because of the shame brought on by these encounters.

The ability to generalize the findings is limited as participants were recruited primarily through African youth themselves, African social and community organizations and youth workers.

It is important to understand the impact that encounters with the police have on African youth in New Zealand because of the rate of increase in the numbers of African youth in the country, and the need for young people and their communities to feel safe with those legitimately responsible for their safety.

There is almost no literature on the experiences of African youth with the police in New Zealand and none on how these experiences impact on the youth, their family and community.

School transitions have long been associated with drops in academic motivation. Literature is reviewed on both the transition from elementary school to middle school and the transition from middle school to high school, showing how changes in school context, combined with developmental changes in the child, may lead to either positive or negative changes in academic motivation. We summarize literature on school transitions for American youth in general as well as the limited literature on these transitions and their motivational consequences among African American youth. Contextual changes that occur with school transitions (e.g., race composition of schools and classrooms) co-occur with youths’ growing awareness of race, influencing the identity development and academic motivation of African American youth through several mechanisms. Three such mechanisms are discussed in detail. Race and gender academic stereotypes have the potential to shape youths’ self-perceptions, values, and goals. Racial discrimination occurs both at an institutional level (e.g., differences in school quality that place African American youth at a disadvantage) and at a personal level (e.g., a teacher’s failure to recommend a high-achieving Black child for an honors class). Racial identity can serve both as a protective factor and as a risk factor. Suggestions for future research include a closer study of specific aspects of school contexts that shape motivation, the role of families, ways in which school policies and pedagogical practices affect transition experiences, and the examination of ways in which school transitions are opportunities for fresh starts and positive change in African American youth.

This study presents an innovative approach to Information and communication technology (ICT) skill training and employment generation for out-of-school and disadvantaged youths in Africa. With technical and policy assistance from the World Bank, ICTs can be used to revitalize technical and vocational training to meet skill and employment needs of disadvantaged youths in the region. The deplorable conditions of out-of-school youth and the state of secondary education in Africa underscore the urgency to engage disadvantaged youth in productive economic activities. An ICT-enhanced technical and vocational training program in Africa provides both private and social gains: it provides economic prospects for disadvantaged youth and; it adds to the development of the knowledge economy in Africa. The NairoBits Digital Design School in Kenya is presented as a model of a vocational and training school that uses ICTs to improve skill formation among disadvantaged youths in informal settlements in urban Africa. Meeting the objectives of an ICT-based training and employment generation program for underprivileged youth in Africa require strong regulatory frameworks and contributions from the World Bank. The involvement of the bank, particularly through private sector grants for ICT skill train in Africa will help to revitalize technical and vocational education and training in the region. Above all, the collaboration of government agencies, private businesses, other international development agencies and civil society groups in ICT skill training will help to meaningfully engage African youths in the development of their communities in the emerging knowledge economy.

Information and communication technology (ICT) usage is pervasive among present day youth, with about 95% of youth ages 12–17 years reporting use of the Internet. Due to the proliferation of ICT use among this generation, it is important to understand the impacts of ICT usage on well-being. The goal of this study was to determine the impact of ICT usage on psychological well-being among a sample of urban, predominately African American youth.

Paper and pencil surveys were administered to fourth and fifth grade students enrolled in 27 elementary schools in the southeastern United States. Relationships between hours using various types of ICTs and the frequency of Internet activities on depression, hopelessness, self-esteem, and belonging were examined using Ordinary Least Squares (OLS) regression.

Results indicate that ICT usage has both positive and negative implications for psychological well-being, depending upon the type of ICT use and outcome being examined.

The proliferation of ICT usage among present day youth may actually lessen its impact on psychological well-being. Since the amount of ICT usage does not seem to influence psychological well-being, future research should examine the impact of ICT content on psychological well-being.

This study aims to explore perceptions of discrimination among ten African American youths as part of a larger qualitative investigation.

The qualitative methodology utilized the “Prove them Wrong Syndrome” as a theoretical framework. Individual interviews and biographical questionnaires were the primary sources of data collection.

Four major themes emerged from data analysis: perceived discrimination from others, perceived discrimination from members of one’s own racial group, responses to perceived discrimination and buffers against perceived discrimination.

Implications for educators including teachers, school psychologists and school counselors are discussed.

This paper attempted to fill the void in the literature, as it explored the perceptions of discrimination among African American youth, their responses to perceived discrimination and the identification of buffers to compensate for negative experiences with discrimination. Prove them Wrong Syndrome emerged as a major finding in this study as a response to perceived discrimination; nonetheless, it should be further evaluated, as limited research has been conducted in this area. Teachers must be aware of issues students of color may experience at school such as discrimination and how this can harm them emotionally and academically. Moreover, school psychologists and school counselors should be utilized as mental health service providers to combat the potentially negative outcomes of discrimination.

The No Child Left Behind Act (2002) and Race to the Top (2009) led to the highest rate of standardized-state testing in the history of the United States of America. As a result, the Every Student Succeeds Act (2015) aims to reevaluate standardized-state testing. Previous research has assessed its impact on schools, educators, and students; yet, youth’s voices are almost absent. Therefore, this qualitative analysis examines how youth of color perceive and experience standardized-state testing.

Seventy-three youth participated in a semistructured interview during the summer of 2015. The sample consists of 34 girls and 39 boys, 13–18 years of age, of African American, Latino/a, Jamaican American, multiracial/ethnic, and other descent. It includes 6–12th graders who attended 61 inter-district and intra-district schools during the 2014–2015 academic year in a Northeastern metropolitan area in the United States that is undergoing a racial/ethnic integration reform.

Youth experienced testing overload under conflicting adult authorities and within an academically stratified peer culture on an ever-shifting policy terrain. While the parent-adult authority remained in the periphery, the state-adult authority intrusively interrupted the teacher-student power dynamics and the disempowered teacher-adult authority held youth accountable through the “attentiveness” rhetoric. However, youth’s perspectives and lived experiences varied across grade levels, school modalities, and school-geographical locations.

In this adult-dominated society, the market approach to education reform ultimately placed the burden of teacher and school evaluation on youth. Most importantly, youth received variegated messages from their conflicting adult authorities that threatened their academic journeys.

The purpose of this paper is to propose that black churches in the USA are best suited to curtail the rising incidence of suicide, and suicide ideation among African-American adolescents. Presently, little is known about the best preventive practices and mental healthcare interventions for the black adolescents assailed by suicide and suicidal ideation.

A review of the extant literature was conducted to understand and synthesize the current knowledge base about suicide rates among African-American adolescents. To retrieve and review relevant literature that focussed on suicide among African-American adolescents and the preventive roles of black churches the authors searched the following databases: PsychINFO, CINAHL (Cumulative Index to Nursing and Allied Health Literature), Social Work abstracts, and Google Scholar.

Findings indicate that black churches could implement, and profusely replicate the lay health advisors and HAVEN models to successfully mitigate the rate of suicide among black adolescents. In addition it was found that the gatekeeper suicide prevention program model also holds promise for suicide prevention among black adolescents in black churches.

The result of this research synthesize is limited to African-American adolescents and may not be generalizable to other minority adolescents’ experiencing suicidal challenges. Furthermore, future research should utilize qualitative research methodologies to document lived experiences of African-American adolescents who are survivors of suicide attempts with a view to preventing suicide and suicidal ideation among black adolescents.

Healthcare professionals, and policy makers, are provided a panoramic view of culturally competent and spiritually sensitive prevention interventions within black churches that are most appropriate for reducing suicide rates among minority black adolescents.