Family is regarded as a powerful force in the lives of Black Americans. Often-times, families function as an agent of socialization that counters racism. At the same time, however, Black families can perpetuate skin tone consciousness and bias, or colorism . Although there is an extensive body of revisionist literature on Black families and a growing body of scholarship on the contemporary nature of colorism, there is a dearth of literature addressing the role of Black families in relation to colorism. This research begins to fill this gap by exploring the influence of Black families in the development and maintenance of a colorist ideology and consciousness among Black women. Results of focus group interviews with 26 Black women indicate that color differences are learned, reinforced, and in some cases contested within families, ultimately shaping Black women’s perspectives and experiences with colorism.

Employing the pioneering work of Charles Parrish as a basis of comparison, this study serves as a follow-up to “Color Names and Color Notions” by deconstructing the contemporary language and attitudes surrounding skin color. Nine focus groups with 58 black women between the ages of 18 and 25 reveal that the color names and color notions offered were consistent with many of the terms and stereotypes that Parrish found, thereby indicating that there has been no change in colorist ideology among African Americans. Participants discussed 40 color names regularly employed to describe light, medium, and dark skin tones. The terms and attitudes associated with light skin tones were generally negative; conversely, the terms and attitudes associated with dark skin tones were derogatory. The language and beliefs connected to medium skin tones indicate that colorism operates as a three-tiered structure rather than the traditionally situated binary paradigm.

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Cultural differences in illness perceptions and treatment access of teens with attention deficit/hyperactivity disorder (ADHD) are evident yet under studied. The purpose of this qualitative paper is to explore how African-American teenagers describe and narrate stories about their lives with ADHD. Data were gathered from four African-American teens in the Southern United States through a qualitative experience sampling method, and stories were analyzed using narrative analysis framed within the context of African-American rhetorical traditions. We argue that the study of teen-constructed narratives and culturally-situated talk are tools that can improve communication between healthcare providers and teens by illuminating the ways teens construct their personalized realities of ADHD.