Africentric Cultural Values: Their Relation to Positive Mental Health in African American Adolescent Girls

Constantine, Madonna G.; Alleyne, Vanessa; Wallace, Barbara C.; Franklin-Jackson, Deidre C.

doi:10.1177/0095798406286801

Cited by 60 publications

(56 citation statements)

References 29 publications

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“…For example, Constantine et al (2006) examined the relationships between Africentric cultural values, self-esteem, perceived social support satisfaction, and LS among a group of African-American adolescent girls and found LS to be positively related to adherence to Africentric values, and self-esteem, but not to perceived social support satisfaction (cf. Brown et al 2001).…”

Section: Cultural Valuesmentioning

confidence: 99%

Youth Life Satisfaction: A Review of the Literature

2008

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A central construct within the positive psychology literature is life satisfaction. Whereas adult life satisfaction has been studied extensively, the life satisfaction of children and adolescents has only received attention more recently. This article provides a review of the extant research on youth life satisfaction. Empirical studies (n = 141) on life satisfaction among youth are reviewed. The review details how life satisfaction among youth relates to various other important emotional, social, and behavioural constructs. Evidenced by the review are the conditions that foster positive life satisfaction and the implications of positive life satisfaction among youth. Future directions in life satisfaction research among youth are briefly discussed.Keywords Life satisfaction Á Adolescent Á Children Á Subjective well-being Á Happiness Á Review Recently the burgeoning field of positive psychology has re-illuminated the need for psychology to address areas associated with optimal functioning and happiness. From the time of Aristotle (1925), the pursuit of happiness and the achievement of the 'good life' has been a major concern among philosophers and theologians, and was included as a foundational mission of psychology (Seligman 2002b;Seligman and Csikszentmihalyi 2000). Within the field of psychology the study of 'happiness' generally falls under investigations of subjective well-being (SWB) (see Diener 1984;Diener 1994;Diener et al. 1999, for reviews). The SWB construct is a tripartite category of phenomena, which includes: emotional responses (i.e. positive affect (e.g. joy, optimism) and negative affect (e.g. sadness, anger)), domain satisfactions (e.g. work satisfaction, relationship satisfaction), and global judgements of life satisfaction (LS) (Diener et al. 1999). In the research literature the components of SWB are often used interchangeably with each other and considered synonymous with term 'happiness' (Diener 1994;Seligman 2002a); despite that the term

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Section: Cultural Valuesmentioning

confidence: 99%

Youth Life Satisfaction: A Review of the Literature

2008

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“…Exposure to BSCs and African‐culture‐centered programming has been linked to increased self‐esteem (Livingston, McAdoo, & Mills, ) and academic motivation (Bass & Coleman, ), as well as stronger, more self‐determined identity statuses and positive overall self‐concept (Constantine, Alleyne, Wallace, & Franklin‐Jackson, ). Receiving messages that encourage cultural pride was also found to be predictive of lower psychological distress (Bynum, Burton, & Best, ).…”

Section: Examining the Black Studies Effectmentioning

confidence: 99%

“It's Like Power to Move”: Black Students’ Psychosocial Experiences in Black Studies Courses at a Predominantly White Institution

Chapman‐Hilliard

Beasley

2018

J Multicult Couns & Deve

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This study examined Black students’ experiences in culture‐centered courses that focused on the historical and contemporary experiences of Blacks in America and across the African diaspora. Using a qualitative approach, the authors investigated the perceptions of how Black Studies courses shaped the psychosocial experiences and identity development of Black students (N = 24) at a predominantly White institution. Data from semistructured focus group interviews revealed several themes, including psychological empowerment, self‐determination, counterspaces, and community perpetuity. The authors suggest ways counselors and educators can support Black students’ psychosocial development and provide outreach to diverse student populations. Este estudio examinó las experiencias de estudiantes negros en cursos centrados en la cultura que se enfocaron en las experiencias históricas y contemporáneas de personas negras en Estados Unidos y a lo largo de la diáspora africana. Usando un enfoque cualitativo, los autores investigaron las percepciones sobre cómo los cursos de Cultura Negra dieron forma a las experiencias psicosociales y al desarrollo de la identidad de estudiantes negros (N = 24) en una institución predominantemente blanca. Los datos obtenidos de entrevistas semiestructuradas en grupos de enfoque revelaron varios temas que incluyen el empoderamiento psicológico, la autodeterminación, los espacios seguros y la perpetuidad de la comunidad. Los autores sugieren distintas formas en las que los consejeros y educadores pueden apoyar el desarrollo psicosocial de los estudiantes negros y proporcionar un acercamiento a poblaciones diversas de estudiantes.

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“…Conversely, resistance to cultural changes, rejection of host culture, and preserved exclusion are accompanied by increased stress and other psychopathological symptoms (Berry et al 1987;Constantine et al 2006;Liebkind and Jasinskaja-Lahti 2000). For example, in predicting subjective wellbeing of Chinese international students in Australia, results revealed that strong host and co-national identifications of Chinese students promoted life satisfaction as well as positive psychological states (Zheng et al 2004).…”

Section: Acculturationmentioning

confidence: 99%

Acculturation, Economic Stress, Social Relationships and School Satisfaction Among Migrant Children in Urban China

2014

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Rural to urban migration has become a prominent phenomenon in China. In linking migration to children's school trajectories, this mixed-methods study explored a range of cultural and contextual factors that contribute to Chinese children's school wellbeing in the migratory process. The key variables included acculturative attitudes, economic stress, and relationships with family, teachers and peers. The study drew upon survey data from a sample of 301 Chinese migrant students (4th-9th grade) together with in-depth interviews involving ten selected students focusing on how migrant children's school happiness and productivity are influenced by acculturation, economic hardship, and social relationships. The quantitative analysis indicated the critical role of integrative states in promoting school satisfaction and achievement. Migrant children with better social relations scored higher levels of hope, which in turn contributed to better school outcomes. Contrary to previous findings, economic stress did not hinder school outcomes for these Chinese migrant children, but appeared to act as a positive motivational factor for pursing academic success. The qualitative analysis echoed the quantitative findings, and provided further explanations for the complexity and particularity of these phenomena.

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Africentric Cultural Values: Their Relation to Positive Mental Health in African American Adolescent Girls

Cited by 60 publications

References 29 publications

Youth Life Satisfaction: A Review of the Literature

Youth Life Satisfaction: A Review of the Literature

“It's Like Power to Move”: Black Students’ Psychosocial Experiences in Black Studies Courses at a Predominantly White Institution

Acculturation, Economic Stress, Social Relationships and School Satisfaction Among Migrant Children in Urban China

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