Walter R. Allen

Assume the Position . . . You Fit the Description Psychosocial Experiences and Racial Battle Fatigue Among African American Male College Students

The present study examines the experiences of 36 Black male students, in focus group interviews, enrolled at Harvard University; Michigan State University; University of California, Berkeley; University of Illinois; and the University of Michigan. Two themes emerged: (a) anti-Black male stereotyping and marginality (or Black misandry), which caused (b) extreme hypersurveillance and control. Respondents experienced racial microaggressions in three domains: (a) campus—academic, (b) campus—social, and (c) campus—public spaces. Black males are stereotyped and placed under increased surveillance by community and local policing tactics on and off campus. Across these domains, Black males were defined as being “out of place” and “fitting the description” of illegitimate nonmembers of the campus community. Students reported psychological stress responses symptomatic of racial battle fatigue (e.g., frustration, shock, anger, disappointment, resentment, anxiety, helplessness, hopelessness, and fear). There was unanimous agreement in the subjective reports that the college environment was more hostile toward African American males than other groups.

Beginnings : the social and affective development of Black children

1. What Do We Mean by Diagnosis?2. Alliance3. Focus4. History Taking: Comprehensive or Selective?5. Patient Activity6. What Material Is Important7. How Can We Be Sure?8. Trial Interventions and Feedback9. The Concept of Underlying Disturbance10. Deficit11. Characterological Dysfunction12. Conflict13. Trauma14. Enhancing the Patients Ability to Form an Alliance15. Reality Testing and Reasoning16. Emotional Regulation17. Relatedness18. Conscience19. The Psychological Costs of Change20. The Patients Learning Style21. Expectations22. Priorities and Modalities

Black Student, White Campus: Structural, Interpersonal, and Psychological Correlates of Success.

Over the past twenty years, significant changes have occurred in Black student college attendance patterns in the United States. Whereas in 1964, 60 percent of Black students attended historically Black institutions, by 1973 the proportion had declined to roughly 25 percent. Until 1968, 80 percent of all undergraduate degrees awarded to Blacks were earned at Black colleges or universities.1 In contrast, during 1978-79 an estimated 56 percent of all bachelors degrees awarded to Black students were conferred by predominantly white schools.2 Far too little research is available about the consequences and implications of this rapid societal change. Research findings suggest that Black students have not fared well on predominantly white college campuses. Relative to white students, they have lower persistence rates, lower academic achievement levels, less likelihood of enrollment in advanced degree

A Backward Glance Forward: Past, Present and Future Perspectives on Historically Black Colleges and Universities

The American dream lies at the very heart of the American cultural ethos. At the center of the American dream is the emphatic conviction that, in this society, education opens the door to success. The belief that even the poorest American can achieve greatness with talent and hard work is one of this society’s cherished cultural ideals (Hochschild, 1995). In most instances, talent is equated with educational attainment. African Americans have embraced these beliefs to the extreme. Dating back to when Black slaves were

Racial Privilege in the Professoriate: An Exploration of Campus Climate, Retention, and Satisfaction

This study applies the principles of critical race theory to examine quantitatively the experiences of a national sample of 37,582 faculty. Among the key factors influencing retention and satisfaction are campus racial climate, autonomy and independence, and the review and promotion process. Results support the value of examining faculty of color in the aggregate and of disaggregating racial categories.

Physician role conflict and resulting career changes: Gender and generational differences

OBJECTIVE: To evaluate gender and generational differences both in the prevalence of role conflict and in resulting career changes among married physicians with children.STUDY DESIGN: Cross-sectional survey.PARTICIPANTS: We sent a survey to equal numbers of licensed male and female physicians (1,412 total) in a Southern California county; of the 964 delivered questionnaires, 656 (68%) were returned completed. Our sample includes 415 currently married physicians with children, 64% male and 36% female.MEASUREMENTS AND MAIN RESULTS: The prevalence of perceived role conflict, of career changes for marriage, and of career changes for children were evaluated. Types of career changes were also evaluated. More female than male physicians (87% vs 62%, p<.001) and more younger than older female physicians (93% vs 80%, p<.01) and male physicians (79% vs 54%, p<.001) experienced at least moderate levels of role conflict. Younger female and male physicians did not differ in their rates of career change for marriage (57% vs 49%), but female physicians from both age cohorts were more likely than their male peers to have made career changes for their children (85% vs 35%, p<.001). Younger male physicians were twice as likely as their older peers to have made a career change for marriage (49% vs 28%, p<.001) or children (51% vs 25%, p<.001). The most common type of career change made for marriage or children was a decrease in work hours.CONCLUSIONS: Most physicians experience role conflict, and many adjust their careers in response. Flexible career options may enable physicians to combine professional and family roles more effectively.

Marital and Parental Satisfaction of Married Physicians with Children

OBJECTIVE: To evaluate personal and professional factors associated with marital and parental satisfaction of physicians.STUDY DESING: Cross-sectional study.PARTICIPANTS: A survey was sent to equal numbers of licensed male and female physicians in a Southern California county. Of 964 delivered questionnaires, 656 (68%) were returned completed. Our sample includes 415 currently married physicians with children, 64% male and 36% female.MEASUREMENTS AND MAIN RESULTS: Ratings of marital and parental satisfaction were measured on a 5-point Likert scale, 5 being extremely satisfied. Prevalence of work and home life factors was also evaluated. The mean score for marital satisfaction was 3.92 (range 1.75–5.0). Approximately half of the physicians reported high levels of marital satisfaction (63% of male physicians and 45% of female physicians). The gender difference disappeared after adjusting for age differences. Two factors were associated with high marital satisfaction: a supportive spouse (odds ratio [OR] 10.37; 95% confidence interval [CI] 2.66, 40.08) and role conflict (OR 0.61; 95% CI 0.42, 0.88). The mean score for parental satisfaction was 3.43 (range 1.0–5.0), and approximately two thirds of both male and female physicians reported at least moderate levels of parental satisfaction. The major factors associated with parental satisfaction were a supportive spouse (OR 2.24; 95% CI 1.32, 3.80), role conflict (OR 0.35; 95% CI 0.23, 0.53), salaried practice setting (OR 2.14; 95% CI 1.21, 3.81), marriage to a spouse working in a profession (OR 2.14; 95% CI 1.21, 3.81), and marriage to a spouse working as a homemaker (OR 2.33; 95% CI 1.20, 4.56). Number of hours worked was not found to be related to either satisfaction score, but rather to an intervening variable, role conflict.CONCLUSIONS: For physicians with children, our study indicates that minimizing the level of role conflict and having a supportive spouse are associated with higher levels of marital and parental satisfaction. Working in salaried positions and marriage to a spouse who is either working in a profession or who is a stay-at-home parent are also related to high parental satisfaction.

Improving Black Student Access and Achievement in Higher Education

Students who attend black institutions purchase psychological well-being and spiritual affinity at the cost of less favorable physical circumstances. On white campuses, black students attain a better physical environment and greater bureaucratic efficiency at the expense of less satisfying interpersonal relationships and less peace of mind. Institutions of higher education need to combine the best of both environments to avoid forcing black students to make this type of choice.

Black students in U.S. higher education: Toward improved access, adjustment, and achievement

This paper seeks to broaden our knowledge and understanding of black student experiences in U.S. higher education over the past 20 years. Toward this end, I analyze black student enrollment/earned degree trends in the state of Michigan during the 1965–80 period; examine the institutional experiences of black students who enrolled as freshmen at the University of Michigan between 1975 and 1983; and assess the correlates of access, adjustment, and achievement of 700 black college students who attended six predominantly white public institutions in 1981. The analyses out across four different levels of U.S. higher education (national, state, institutional, and individual) and shed considerable light not only on black student experiences but also those of other minority and white students as well. Based on the result of the multidimensional analyses, I set forth an agenda for action to improve the status of blacks in higher education.

Achieving the College Dream? Examining Disparities in Access to College Information Among High Achieving and Non-High Achieving Latina Students

Using an Opportunity to Learn (OTL) framework, this study examines the col- lege preparatory experiences of Latina high and non-high achievers at an urban Latina/o majority high school. Findings indicate that students relied almost exclusively on school resources to navigate their college preparation process. However, the school provided dif- ferential OTL based on class ranking and perceived eligibility for selective colleges. Resumen: Usando el marco de una oportunidad para aprender (OTL), este estudio examina las experiencias de escuela preparatoria de estudiantes latinas asiduas y no asiduas de una preparatoria urbana con estudiantes latinos mayoritarios. Los hallazgos indican que las estudiantes se apoyan casi exclusivamente en los recursos de la escuela para navegar su proceso preparatorio universitario. Sin embargo, la escuela propor- ciono una oportunidad para aprender (OTL) diferencial basada en el lugar ocupado en la clase y la elegibilidad percibida para universidades selectas.