eScholarship@Morgan is an institutional repository for scholarship created by the faculty, students, and staff of Morgan State University. As part of the Maryland Shared Open Access Repository (MD-SOAR), eScholarship@Morgan provides long-term storage and public access to academic materials from the Morgan community, meeting the data management and open access requirements for grants and other funding agencies. The repository also includes historical materials relating to Morgan and the Morgan community.
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Browsing eScholarship@Morgan by Subject "Acculturation"
(2018) Pujeh, Sombo; Hossain, Mian Bazle; Public Health and Policy; Doctor of Public Health
Immigrants (and refugees) often have unique mental health needs that stem from the migration to a new country, acculturative stressors, and previous experiences of trauma. Despite the immense amount of literature concerning mental health issues of immigrant and refugee populations in the U.S., there is limited research addressing the psychological impact of immigration on African populations. Thus, a mixed-methods, sequential explanatory, primary data collection technique was used in this study to examine the association of mental health service (psychological help) seeking attitude and acculturation factors with mental health service receipt among adult African immigrants residing in the Metropolitan Washington region. The second exploratory study phase aimed at highlighting the lived experiences of African immigrants in the region to better understand their attitudes around mental health service seeking and provide more context for the first phase of the study. The Theory of Planned Behavior was used as the framework for examination. The first phase of the study involved administering an 87-item survey to measure socio-demographics, acculturation and attitudes towards seeking mental health services. Following preliminary analysis of the survey results, the second phase of the study included moderating three focus groups that were conducted within settings where the surveys were administered. Bivariate analyses revealed that access to mental health services, need of mental health services, African country of birth, by region, state of residence and religious affiliation were significant predictors of receipt of mental health services. Logistic regression models determined, as hypothesized, African immigrants with higher levels of mental health help seeking attitude were significantly more likely to receive mental health services compared to those who have low levels attitude. Higher levels of African acculturation reflected lower receipt of mental health services and were statistically significant; however, higher levels of American acculturation did not reflect higher receipt of mental health services. The second phase of the study highlighted the importance of culture, spirituality, stigma, and social networks in the mental health help seeking behavior among African immigrants. Ultimately, the study’s results may impact the customization of current and the development of new, engaging and culture-specific mental health education and intervention strategies.
(2009) Trusty, Edward Maurice; Gillett-Karam, Rosemary; Education and Urban Studies; Doctor of Education
There is an underlying assumption that regardless of student ethnicity, socio-economic status, or any other variable, elite, independent schools by mission and design are effective at producing successful students. This would cause some to conclude that all students enrolled in elite, independent schools perform similarly on all academic measures. The purpose of this study was to determine whether achievement differences exist in one elite, independent school. The researcher gathered data from all tenth (n=98) and eleventh grade (n=107) students enrolled in an elite, male independent school and compared their academic achievement on select variables. Using previous studies as a framework and building upon them, the researcher selected the following seven independent variables: (a) family type, (b) ethnicity, (c) financial aid status, (d) grade entered, (e) year entered, (f) travel time, and (g) the number of varsity letters earned. Grade Point Average, class rank, and performance on the Scholastic Aptitude Test (SAT) subtests were the select dependent variables. Using a Stepwise Multiple Linear Regression model for the inferential statistical analysis, the results from the statistical analyses showed that: (a) Students who received financial aid scored lower on all academic achievement variables; (b) Students who earned more varsity letters scored less successfully on academic achievement variables; and (c) Students who enrolled in later years experienced higher academic achievement. Contrary to research in the public arena, ethnicity was not a statistically significant predictor of student academic achievement. Neither family type (whether parents were married or unmarried) nor travel time significantly predicted student academic achievement either. Many institutions primarily define diversity by ethnic or racial composition. In elite, independent schools, diversity is often mislabeled and misinterpreted. Many elite, independent schools would conclude that a certain ethnic group represents their largest minority subgroup; when, in fact, students and families who receive any financial aid represent the single largest cultural minority group in elite, independent schools.