The primary purpose of this study was to further research and theory development in the area of risk and resilience by exploring factors associated with academic success among former foster youth--a group at high risk for developmental failure. Using data obtained from in-depth qualitative interviews with 14 former foster youth currently attending a 4-year university, the study described in this article explored factors related to their academic success. Results indicated that factors at the individual, family, and community levels and encompassing more than 1 system at a time were integral in understanding developmental pathways of these youth. Results further suggested that resilience in 1 developmental or functional domain was not necessarily reflected in others. Findings are discussed in terms of conceptual and theoretical directions for further research in the area of resilience and the transition to young adulthood, with a particular emphasis on former foster youth.

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This study examined an acculturation scale designed for use in the African American population. Consisting of 10 items presented in Likert-scale format, the scale asked about: race-related cultural and media preferences (music, radio, television); racial balance in contexts of social interaction (friends, church congregation, parties, neighborhoods); race-related attitudes (relying on relatives for help, desirability of interracial marriage); and degree of comfort in interaction with Whites versus Blacks. Responses were gathered from a national probability sample of more than 900 African Americans. The data generally indicated an African American orientation within the sample but demonstrated notable variation on all items. The scale showed good reliability (internal consistency). Results from factor analysis pointed toward unidimensional structure. Evaluation of construct validity by examining sociodemographic correlates provided notable evidence of validity.

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Survey research with diverse cultural and ethnic minority groups is a complex and challenging endeavor that confronts the researcher with problems related to linguistic and conceptual equivalence and measurement as well as problems related to difficulties that respondents have with the sociocultural dimensions of the survey/interview process. One way to improve the quality of cross‐cultural surveys and to insure that the findings are culturally relevant and accurate is to combine qualitative and quantitative methods. This paper proposes that certain qualitative techniques from cognitive science, specifically cognitive anthropology and cognitive psychology, are particularly well suited to being combined with survey research. These techniques provide information corresponding to the underlying thought processes of respondents and enable researchers to better understand how different cultural and ethnic groups construe the world. The information obtained can be used improve the formulation of survey questions, design and structure questionnaire formats to coincide with the way particular groups organize concepts, and help researchers understand difficulties respondents may have with the survey/interview process. In addition, the techniques produce data that are easily codifiable and more manageable than traditional qualitative techniques including participant observation and in‐depth interviews.

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The current exploratory study used quantitative and qualitative data from an evaluation of the ‘Advocates to Successful Transition to Independence’ programme, a mentoring programme designed to train mentors to assist older adolescent foster youth in acquiring skills and resources needed for successful transition out of foster care and into adulthood. The study was conducted in two phases over 2 years. Quantitative methods were used to describe characteristics of the older adolescent foster youth and advocates, and qualitative methods were used to describe the experiences of youth and advocates in the programme. Results suggest that the use of a mentoring programme for older adolescent foster youth represents a particularly beneficial prevention strategy that may help prevent negative outcomes as youth emancipate from the foster care system and transition into young adulthood. Implications and recommendations for developing mentoring programmes for transition‐aged youth are presented.

A review of suicidal behavior among Black youth, IS to 24 years of age, indicates significant differences between males and females in rates and patterns of attempted and completed suicide. The heuristic value of three major theories of suicide is discussed in terms of Black youth suicidal patterns. Methodological issues of the validity and reliability of suicide statistics for Black youth are also examined. Socioculturalfactors contributing to sex differences in Black youth suicide are analyzed, as well asfamily, school, peer, and community experiences that reinforce thesefactors. Young Black males appear to be more vulnerable than young Black females to suicide because of their differential exposure to multiple risk factors in all of these domains. Implications for future research on this neglected topic are discussed and proposals are offered to enable practitioners to develop more effective strategies of prevention and early intervention in order to reduce the rates of Black youth suicide.