Effects of Africentric Socialization on Psychosocial Outcomes in Black Girls: The Critical Role of Gender.
Whaley, Arthur L. McQueen, John P. Oudkerk, Lorraine.
Published: October-December 2017
Journal of Ethnic and Cultural Diversity in Social Work
Vol. 26, No. 4 , p. 289-306
Routledge, Taylor & Francis Group
711 Third Avenue
New York, NY 20017
African American social work scholars recommend rigorous research and evaluation of Africentric interventions as one approach to building culturally appropriate, evidence-based treatments for the Black community. Following this approach, this pilot study evaluates the Imani Rites of Passage program, a 15-week Africentric curriculum with 10 Black adolescent females (mean age = 12.40), comparing their pre- and post-intervention data to that of a no-intervention group of 13 Black males (mean age = 12.08). The program evaluation is based on the degree of correspondence between theory and the measurement model spelled out by the cognitive-cultural view of African-American identity. The findings for Black females were consistent with the cognitive-cultural model in some ways but not in others, and they were more complex than the predictions. Future Africentric interventions guided by the cognitive-cultural model must consider gender differences in the outcomes. Implications for social work research and practice are discussed. (Author abstract)
African Americans; cultural competency; socialization; evidence based practice; Curricula; adolescents; feminism; Human sex differences; social work