This article reports the results of a study that examined the coping strategies used by African Americans in managing the stressful effects of racism. A total of 213 participants (women, n = 137; men, n = 76) completed the Index of Race‐Related Stress (S. O. Utsey & J. G. Ponterotto, 1996), the Coping Strategy Indicator (J. H. Amirkhan, 1990), the Satisfaction With Life Scale (E. Diener, R. A. Emmons, R. J. Larsen, & S. Griffin, 1985), and the Rosenberg Self‐Esteem Scale (M. Rosenberg, 1965). Results indicated that women preferred avoidance coping for racism experienced on a personal level. For African Americans in general, seeking social support and racism condition were the best predictors of racism‐related stress. Life satisfaction and self‐esteem were best predicted by avoidance coping. Implications for the provision of counseling services to African Americans are discussed.
This article reports the results of a qualitative study designed to determine issues salient in Black and Hispanic American students' review and evaluation of program-application packets in professional psychology. The study served as an extension to the Yoshida et al. (1989) quantitative investigation. Students interested in pursuing doctoral studies in counseling or school psychology (N = 22) served as the sample. The qualitative methodology incorporated a think-aloud procedure and semistructured interviews. A theme analysis of transcribed interviews identified both major and minor themes central to participants' evaluation of the packets. Major themes included financial aid, program requirements and course descriptions, demography of the student body, and the quality and clarity of application material. Specific suggestions on developing an application packet to send to inquiring prospective students are put forth. It is recommended that such a packet could serve as a costeffective minority-recruitment strategy.In recent years, professional psychology programs have begun to devote greater emphasis to multicultural training issues. This emphasis has been reflected in increased attention to multicultural curriculum (see recent surveys by Hills & Stro-JOSEPH G. PONTEROTTO received his PhD in counseling psychology in 1985 from the University of California at Santa Barbara. Currently, he
Investigated whether doctoral-level professional psychology programs responded differently to initial requests for information from minority and nonminority applicants. A letter from a fictitious student was sent to 257 programs. Programs were randomly assigned to an ethnic condition (White, Black, or Hispanic). The minority students were more likely to receive a response than were nonminority students, and minority students received more personal forms of communication than did the nonminority student. However, the overall amount of minority recruitment information shared with applicants was the same for both minority and nonminority students. The findings suggest that few programs are using materials sent to prospective minority applicants as a method for implementing their affirmative action policy.The need to prepare professional psychologists to serve minority populations continues to grow (U.S. General Accounting Office, 1984). The Board of Ethnic Minority Affairs (BEMA) of the American Psychological Association (APA) reported that the number of ethnic minority group members in the United States is projected to grow to 25% of the United States popula-ROLAND K. YOSHIDA received his PhD from the University of Southern California in 1974. He is professor of special education at Queens College, City University of New York (CUNY), and educational psychology at the Graduate Center, CUNY. He was formerly Chair of the Division of Psychological and Educational Services at Fordham University. ANTHONY A. CANCELLI received his EdD from Oklahoma State University in 1976. He is currently the Coordinator of the School Psychology Program at Fordham University. JOHN SOWINSKI is a research assistant in the Graduate School of Education at Fordham University. He is an MS candidate in education, specializing in counseling and personnel services. RECKS BERNHARDT received his PhD from Syracuse University in 1971. He is currently Associate Dean of the Graduate School of Education at Fordham University. He also served as Director of Admissions for the School.
The present qualitative study investigated the implications of parental HIV/AIDS for affected adolescents. The purpose of the study was (a) to understand adolescents' perceptions of and experiences with parental HIV/AIDS and (b) to explore how parental HIV/AIDS affects adolescents' psychosocial functioning, particularly in the home and school environments. Semistructured interviews were conducted with 9 adolescents between the ages of 11 and 17. Major themes included loss, transitions, disclosure, school implications, paradoxical situations, support networks, and coping. Findings validated and expanded on previous research and yielded hypotheses for future research.
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