Black male adolescents face unique barriers in schools that may contribute to racial disparities in educational outcomes. Their social-cognitive strengths, however, influence their confidence to be academically successful despite these barriers. This study explored whether racial academic stereotypes and racial centrality were associated with and predicted school efficacy among 103 urban Black male adolescents. Findings indicated that racial centrality had the strongest relationship with and was the strongest predictor of school efficacy. Youth mentoring programs and educators who work with urban Black male adolescents play a key role in promoting and shaping their efficacious beliefs toward their academic success.

This study investigates church-based informal social support among older African Americans and Black Caribbeans. In particular, we examine the correlates of receiving emotional support as well as negative interactions (e.g., criticisms) from church members. The analysis is based on the older African American (n = 829) and Black Caribbean (n = 271) subsample of the National Survey of American Life. The analysis utilizes multiple group structural equation modeling (SEM) to test a model of church support networks. There were no significant differences between older African Americans and older Black Caribbeans in the frequency of service attendance, contact with church members (seeing, writing, talking), emotional support from church members, or negative interactions with church members. However, a comparison of SEM analysis indicates that the number and pattern of relationships are different. For instance, among African Americans church attendance was associated with emotional support, but among Black Caribbeans attendance did not have a direct or indirect effect on emotional support. Our findings also indicate that among older African Americans, women attend religious services more frequently and both receive emotional support and engage in negative interactions with church members more frequently than men. Among Black Caribbeans, however, men attend religious services less frequently than women but also have more negative interactions with church members. For both African American and Black Caribbean older adults, church members are an important element of their social support networks. Our analysis also underscores the importance of contact with church members for receiving emotional support for both populations.

Racial-ethnic and low-income youth have differential access to key educational resources that promote learning and college readiness. College readiness programs provide activities, resources, and experiences that support learning. Yet little is known about the influence of adults and peers in shaping students’ beliefs and expectations as learners. This study examined the extent to which GEAR UP adolescent self-regulated learning was influenced by perceptions of adult and peer behavioral expectations. Among the 118 adolescent participants, perceived behavioral expectations of a parent or guardian was found to be the strongest determinant of self-regulated learning. Implications and directions for future research are discussed.

Numerous national and state endeavors have advocated for approaches, funding, and programs focused on expanding the science, technology, engineering, and mathematics (STEM) workforce of the nation and investing in education to cultivate a more diverse and impactful cohort of students who pursue STEM pathways. Educators, support personnel, and policymakers are in a position to engage in discussions about expanding STEM college readiness (STEM-CR) and participation. However, few are cognizant that STEM-CR is a progression that students strive for in developing skills, behaviors, and attitudes that spans over time. The current study established and validated a measurement model of student STEM-CR in mathematics and science utilizing the High School Longitudinal Study of 2009. The model was created based on a multidimensional and theoretical perspective of college readiness using a confirmatory factor analysis and modeling approach that accounted for measurement invariance. The sample ( N = 16,044) comes from a racialized/ethnoracial and socioeconomically diverse high school population in the United States. The findings confirmed that STEM-CR involves four related yet distinct dimensions of Think, Know, Act, and Go. Results also demonstrated soundness of these STEM-CR dimensions by race and gender (key learning skills and techniques/Act). Academic self-efficacy was the strongest dimension of our STEM-CR model and strongly predicted academic achievement and college enrollment. Research and practice implications are discussed.

Studies show that a nexus exists between racialized campus experiences, racial-ethnic identity, and engagement in campus activities for Black college men and shapes their perceptions about an institution's commitment to support the communities they represent. Yet, there is limited knowledge about how this nexus may unfold ecologically for this student population during their undergraduate experience. Using the Phenomenological Variant Ecological System Theory, this qualitative study describes how 31 Black college males leveraged their identities to manage self and societal appraisals, cope with stress experienced in university programs, and navigate feelings of marginalization and sense of belonging during their undergraduate experience.