A localized ethnography of African Christian students revealed consistently robust Christian faith across all respondents, the core elements of which were rooted in an explicit Afrocentric worldview. These findings support multicultural critiques of classic student spiritual development theory, and point toward further research from a…

Considers the appropriateness of applying college student developmental theories that are based on European/European American psychology to the development of African American college students. Suggests that theories for the development of African American college students should be Afrocentric in nature. (SM)

Study tests Cross's revised racial identity model. The relationship between racial identity attitudes and internalized racialism was examined in 153 African American college students attending a historically Black university. Findings indicated that the pre-encounter racial identity attitudes of miseducation and self-hatred, and immersion-emersion…

Explored the relationship between specific theories of racial identity attitudes and the asymmetry hypothesis. Surveys of African American college students indicated that people who strongly endorsed an Africentric perspective attributed more racial bias to white than to African American characters described as discriminating against others not of…

A survey of the literature reveals that there is conceptual confusion and inconsistent and sometimes inappropriate usage of the terms racial identity, ethnic identity, and Afrocentric values. This study explored the extent to which Black racial(ized) identity attitudes were related to ethnic identity and Afrocentric cultural values. Two hundred…

Examines academic performance as a function of the variables labeled type of presentation (traditional vs. Africentric) of the Wason task of logical reasoning and type of rule (positive vs. negative). Findings collected from 195 black college students are discussed as being supportive of the Africentric cultural models concerning black learning…

Examined centricity combined with Africentricity in mentoring experiences among African American students. Discusses Africentric and Eurocentric philosophies; utilizes the Mentoring Model and African principles of Nguzo Saba to develop an Africentric mentoring paradigm; examines the paradigm's role in supporting African American college students;…

Sociocultural alienation affects Black students' adjustment in predominantly White institutions. Administrators must be able to identify and eliminate institutional racism. Outreach approaches and counseling services delivered from an Afrocentric perspective can also help. (SK)

Investigated African-descent college students' perspectives toward their African identity and how students with different perspectives reacted to immersion into an African-centered literacy curriculum. Five prevailing perspectives emerged: indifferent, resentful, hostile, accepting, and African centered (only one student was African centered).…

This study investigated the relationships among Africentric cultural values (i.e., the extent to which an individual adheres to a worldview emphasizing communalism, unity, harmony, spirituality, and authenticity), favorable psychological help-seeking attitudes, perceived counseling stigma, and self-concealment (i.e., the tendency to withhold…

Reflects on the implementation of African-centered composition curriculum within the traditional curriculum, describing five theoretical traditions upon which the African-centered composition curriculum is based. Highlights the implementation of this curriculum at one university in 1996, noting problems encountered during the implementation that…

Student development theories and student-support programs should be designed to meet the special needs of culturally diverse populations. Specifically, those responsible for teaching and helping black students must create models of human and student development that take into account the unique needs and experiences that black students bring to…

Studied African-centered values and attitudes related to achievement motives for 107 African and African American college students. Also studied the use of a sentence completion test to measure achievement motives. The sentence completion measure did identify concerns, beliefs, values, and orientations of the subjects, which were in accord with…

Investigated relationships between perceived attractiveness, facial features, and African self-consciousness (ASC) among 149 African American college students. As predicted, high ASC subjects used more positive adjectives in descriptions of strong African facial features than did medium or low ASC subjects. Results are discussed in the context of…

Focuses on the relationship between racial identity and academic achievement for African American college students. Results with 248 students suggest that racial centrality moderates the relationship between the two so that assimilation and nationalist ideologies are negatively associated with grade point average (GPA) and a minority ideology is…