School- and community-based associations to hypermasculine attitudes in African American adolescent males

American Journal of Orthopsychiatry

Volumn 83, Issue 2 PART 3, 2013, Pages 244-251

  Cunningham, Michael ^a   Swanson, Dena Phillips ^b   Hayes, Demarquis M ^c  

^a TULANE UNIVERSITY   (United States)

^b UNIVERSITY OF ROCHESTER   (United States)

^c TEXAS A AND M UNIVERSITY COMMERCE   (United States)

Author keywords

African American adolescent males; Coping strategy; Gender role identity; Hypermasculinity; Neighborhood experiences; Normative development; Teacher expectations; Urban neighborhood

Indexed keywords

AFRICAN AMERICAN; ARTICLE; COMMUNITY; HUMAN; HYPERMASCULINITY; MASCULINITY; PERSONAL EXPERIENCE; QUESTIONNAIRE; SCHOOL;

AFRICAN AMERICAN ADOLESCENT MALES; COPING STRATEGY; GENDER ROLE IDENTITY; HYPERMASCULINITY; NEIGHBORHOOD EXPERIENCES; NORMATIVE DEVELOPMENT; TEACHER EXPECTATIONS; URBAN NEIGHBORHOOD;

ADAPTATION, PSYCHOLOGICAL; ADOLESCENT; ADOLESCENT BEHAVIOR; ADOLESCENT DEVELOPMENT; AFRICAN AMERICANS; CHILD; HUMANS; MALE; MASCULINITY; RESIDENCE CHARACTERISTICS; SCHOOLS; SOCIAL PERCEPTION; TIME FACTORS;

EID: 84880998304     PISSN: 00029432     EISSN: 19390025     Source Type: Journal    
DOI: 10.1111/ajop.12029     Document Type: Article

References (46)

1. Abbott, A. A. (1981). Factors related to third grade achievement: Self-perception, classroom composition, sex and race. Contemporary Educational Psychology, 6, 167-179.
2. Benner, A. D., & Graham, S. (2009). The transition to high school as a developmental process among multiethnic urban youth. Child Development, 80, 356-376. doi:10.1111/j.1467-8624.2009.01265
3. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
4. Corprew, C. S., & Cunningham, M. (2011). Educating tomorrow's men: Associations between negative youth experiences, peer support, and academic achievement in high achieving adolescent African Americans. Education and Urban Society, 44, 571-589. doi:10.1177/0013124511406534
5. Cunningham, M. (1993). Sex role influences of African American adolescent males: A literature review. Journal of African American Male Studies, 1, 30-37.
6. Cunningham, M. (1999). African American males' perceptions of their community resources and constraints: A longitudinal analysis. Journal of Community Psychology, 27, 569-588.
7. Cunningham, M., & Meunier, L. N. (2004). The influence of peer experiences on bravado attitudes among African American males. In N. Way & J. Chu (Eds.), Adolescent boys in context: Exploring diverse cultures of boyhood (pp. 219-234). New York: New York University Press.
8. Cunningham, M., & Spencer, M. B. (1996). The Black male experiences measure. In R. L. Jones (Ed.), Handbook of tests and measurements for Black populations (pp. 301-310). Hampton, VA: Cobb and Henry.
9. Davis, J. E. (2003). Early schooling and academic achievement of African American males. Urban Education, 38, 515-537.
10. Davis, J. E., & Jordan, W. J. (1994). The effects of the school context, structure, and experience on African American males in middle and high school. The Journal of Negro Education, 63, 570-587.
11. Erikson, E. H. (1966). Eight ages of man. International Journal of Psychiatry, 2, 281-300.
12. Ford, D. (1998). Under representation of minority students in gifted education: Problems and promises in recruitment and retention. Journal of Special Education, 32, 4-14.
13. Ford, D., & Harris, J. (1990). Black students: "At promise" not "at risk" for giftedness. Journal of Human Behavior and Learning, 7, 21-29.
14. Ford, D., & Harris, J. (1992). The American achievement ideology and achievement differentials among preadolescent gifted and nongifted African American males and females. The Journal of Negro Education, 61, 45-64.
15. Garcia Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Garcia, H. V. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891-1914.
16. Garibaldi, A. M. (1991). The educational experiences of Black males. Challenge: A Journal of Research on Black Men, 2, 36-49.
17. Garibaldi, A. M. (1992). Educating and motivating African American males to succeed. The Journal of Negro Education, 61, 12-18.
18. Graham, S., & Juvonen, J. (2002). Ethnicity, peer harassment, and adjustment in middle school: An exploratory study. Journal of Early Adolescence, 22, 173-199.
19. Hudley, C., Wakefield, W. D., Britsch, B., Cho, S., Smith, T., & DeMorat, D. (2001). Multiple perceptions of children's aggression: Differences across neighborhood, age, gender, and perceiver. Psychology in the Schools, 38, 43-56.
20. Irvine, J. J. (1990). Black students and school failure: Policies, practices, and prescriptions. New York, NY: Greenwood Press.
21. Kanukollu, S. N., & Mahalingam, R. (2011). The idealized cultural identities model on help-seeking and child sexual abuse: A conceptual model for contextualizing perceptions and experiences of South Asian Americans. Journal of Child Sexual Abuse, 20, 218-243. doi:10.1080/10538712.2011.556571
22. Keating, D. P. (1990). Adolescent thinking. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 54-89). Cambridge, MA: Harvard University Press.
23. Lee, S. J. (2003). Hmong American masculinities: Creating new identities in the United States. In N. Way & J. Y. Chu (Eds.), Adolescent boys: Exploring diverse cultures of boyhood (pp. 13-30). New York: New York University Press.
24. Majors, R., & Billson, J. M. (1992). Cool pose: The dilemmas of Black manhood in America. New York, NY: Lexington Books.
25. Mangan, K. (2011). Educators push efforts to get more Latino men into college. The Chronicle of Higher Education, 58(6), B4-B7.
26. McDermott, P. A., & Spencer, M. B. (1995a). Measurement properties of Revised Abbott Adjective Checklist (Interim Research Report No. 25). Philadelphia: University of Pennsylvania, Center for Health, Achievement, Neighborhood, Growth, and Ethnic Studies.
27. McDermott, P. A., & Spencer, M. B. (1995b). Measurement properties of Revised Hypermasculinity Inventory (Interim Research Report No. 2). Philadelphia: University of Pennsylvania, Center for Health, Achievement, Neighborhood, Growth, and Ethnic Studies.
28. McDermott, P. A., & Spencer, M. B. (1997). Measurement properties of Year 3 Black Male Experience Scale (Interim Research Report No. 40). Philadelphia: University of Pennsylvania, Center for Health, Achievement, Neighborhood, Growth, and Ethnic Studies.
29. Mosher, D. L., & Sirkin, M. (1984). Measuring a macho personality constellation. Journal of Research in Personality, 18, 150-163.
30. Pollack, W. S., & Schuster, T. (2000). Real boys' voices. New York, NY: Penguin Books.
31. Roderick, M. (2003). What's happening to the boys? Early high school experiences and school outcomes among African American male adolescents in Chicago. Urban Education, 38, 538-607.
32. Seyfried, S. F. (1998). Academic achievement of African American preadolescents: The influence of teacher perceptions. American Journal of Community Psychology, 26, 381-402.
33. Slaughter-Defoe, D. (1997). Ethnicity, poverty, and children's educability: A developmental perspective. In D. Johnson (Ed.), Minorities and girls in school: Effects on achievement and performance (pp. 37-64). Thousand Oaks, CA: Sage.
34. Slaughter-Defoe, D. T., & Rubin, H. H. (2001). A longitudinal case study of Head Start eligible children: Implications for urban education. Educational Psychologist, 36, 31-44.
35. Spencer, M. (1995). Old issues and new theorizing about African-American youth: A phenomenological variant of ecological systems theory. In R. L. Taylor (Ed.), Black youth: Perspectives on their status in the United States (pp. 37-70). Westport, CT: Praeger.
36. Spencer, M. (1999). Social and cultural influences on school adjustment: The application of an identity-focused cultural ecological perspective. Educational Psychologist, 34, 43-57.
37. Spencer, M. B. (2001). Resiliency and fragility factors associated with the contextual experiences of low-resource urban African-American male youth and families. In A. Booth & A. C. Crouter (Eds.), Does it take a village? Community effects on children, adolescents, and families (pp. 51-78). Mahwah, NJ: Lawrence Erlbaum.
38. Spencer, M. B. (2006). Phenomenology and ecological systems theory: Development of diverse groups. In W. Damon & R. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 829-893). New York, NY: Wiley.
39. Spencer, M. B., Cunningham, M., & Swanson, D. P. (1995). Identity as coping: Adolescent African-American males' adaptive responses to high-risk environment. In H. W. Harris, H. C. Blue, & E. H. Griffith (Eds.), Racial and ethnic identity: Psychological development and creative expression (pp. 31-52). New York, NY: Routledge.
40. Spencer, M. B., Dupree, D., & Hartmann, T. (1997). A phenomenological variant of ecological systems theory (PVEST): A self-organization perspective in context. Development and Psychopathology, 9, 817-834.
41. Stevenson, H. C. (1997). "Missed, dissed, and pissed": Making meaning of neighborhood risk, fear and anger management in urban Black youth. Cultural Diversity and Mental Health, 3, 37-52.
42. Swanson, D. P. (2010). Psychosocial development: Identity, stress and competence. In D. P. Swanson, M. C. Edwards, & M. B. Spencer (Eds.), Adolescence: Development in a global era (pp. 93-121). Boston, MA: Elseiver.
43. Swanson, D. P., Cunningham, M., & Spencer, M. B. (2003). Black males' structural conditions, achievement patterns, normative needs, and "opportunities." Urban Education, 38, 605-633.
44. Taubman, S. (1986). Beyond bravado: Sex roles and the exploitative male. Social Work, 31, 12-18.
45. Weller, C. (1984). Comparison of diagnostic test scores through use of a T-score table. Psychological Reports, 54, 519-522.
46. Zamel, P. C., & Stevenson, H. C. (2005, August). Hypervulnerable youth coping in a hypermasculine world: A study of the effects on invulnerability training, racism and violence on African American males. Paper presented at the meeting of the American Psychological Association, Washington, DC.