This research examined relationships among four variables, including (a) participation in a culturally based prevention program, (b) changes in drug attitudes, (c) changes in racial identity, and (d) changes in alcohol use. The sample included 311 African American sixth graders (56% male) enrolled in a national study of high-risk youth. Participants completed the Children’s Racial Identity Scale, the Africentric Values Scale for Children, the Tentative Drug Use Scale, the Children’s Social Desirability Scale, and an index of alcohol use. The results indicated that youth who became more tolerant (lenient) in their drug attitudes between sixth and seventh grades were more likely to increase their alcohol use. In addition, two alternative models were tested to examine the dynamics of how changing racial identity and drug attitudes operate in a culturally based intervention to reduce the likelihood of future drug use. Support was found for both models with no convincing evidence showing that one was better than the other.

The present study examined the extent to which cultural identity is related to substance abuse and aggressive behaviors among Jamaican adolescents. The data used in the analysis was derived from a sample of 80 Jamaican adolescents, aged 13-18. The Multigroup Ethnic Identity Measure (MEIM) and Youth Risk Behavior Surveillance System questionnaires were used to record the responses regarding the sample's substance abuse and aggressive behaviors. Results indicated that the ethnic identity search emerged as a statistically significant predictor of cigarette use. Likewise, the relationship between marijuana and cigarettes; cigarettes and other drugs; and marijuana and other drugs denoted some significance. These findings are discussed in addition to limitations and implications.

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In this chapter, an exploration of establishing and maintaining relationships with faculty as beneficial for both students and faculty is discussed. Doing so moves both parties toward a positive educational connection in the meantime and a favorable mentoring interest long term. Experiences at HBCUs preparing students for future leadership opportunities by providing research expectations for students are considered. Examples involving psychology majors in some courses and as participants at research conferences are offered. Mentorship allows faculty to strive to a level of leadership allowing them to have more influence on their respective campuses. That influence enables students to gain more resources, necessary for the enhancement of their inherent leadership skills.