U.S. tenure-track positions have steadily declined over the past 30 years and emphasis on research productivity has escalated. To achieve higher research and scholarship goals, the literature revealed that African American scholars have additional issues to overcome beyond the usual hurdles and challenges confronting other faculty. This study explored current research productivity by examining citation impact scores (h-indices) collected from Publish or Perish of African American scholars in top 25 ranked schools of social work cited in the 2012 U.S. News and World Report. The resultant sample consisted of N ¼ 14 scholars with h-index scores of 9 and higher. Results revealed nonsignificant statistical differences between specified subgroupings, and 80% of these scholars overexceeded their respective school mean h-index scores. Future research calls for a more comprehensive knowledge of faculty research and scholarship activities overall, including unique subgroups of Social Work scholars such as African Americans.
Objectives: The respect that African American youth feel promotes psychological wellness and social identity; conversely, a lack of respect compromises their identities and is viewed as a threat to safety. This article describes the development, psychometric analysis, and validation of the African American Respect Scale, a 20-item instrument measuring prosocial attitudes held by male adolescents. Method: The scale was administered to 200 African American male youth age 14 to 18 years; 100 were incarcerated in juvenile corrections facilities, 100 resided in the community. Results: After acceptable reliability was established, factor analysis revealed three principal components labeled societal, family, and peer subscales. The subscales correlated with racial socialization and predicted the use of violence. Nonincarcerated youth scored significantly higher on all three subscales than incarcerated youth. Conclusions: Suggestions for social work practice with African American youth include assessing their attitudes toward respect, and assisting them to handle disrespect without resorting to violence.
Objective:
This study highlights Dr. Elsie Pinkston and colleagues’ research on the effectiveness of behavior parent training and examines the application of single-parent training group (SPG) programs to three parent–child dyads exposed to distressed family circumstances.
Methods:
Single-system evaluation designs were conducted with two single birth parents, one single foster parent, and each parent’s three respective children, in an effort to appraise the results of a SPG program.
Results:
Two of the three parent–child dyads benefited from the SPG. Results suggested that there were changes in parent reinforcement and attention behaviors and children’s noncompliant behaviors.
Conclusion:
Behavioral improvements in single parent and child dyads lend support for the effectiveness of the parent training group for single parents. Implications for practice and future research on SPG programs are discussed.
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