black psych midterm

based on the premise that intelligence and other personality attributes were inherited, _____ called for genetic control of those who were deemed less intelligent/deviant for the sake of the survival of the human race

"The Negro Family: A Case for National Action" focused on the breakdown of the Negro family and its predominant matriarchal structure that deviated from the normative nuclear family and served as a barrier to their upward social and economic mobility in society

the process of learning about and ascribing meaning and value to racial hierarchies and categories—"how parents and families socialize African American children in how to function in this society" (Belgrave & Allison, 2019)

psychologist who has written extensively on the effects of oppression on African Americans and other Blacks. He is especially well known for his work on naming and describing consequent mental illness disorders of African-descent people related to alienation, materialism, and over-identification with their oppressors

published their classic doll studies in the 1930s and early 1940s on identity and racial preferences in Black children. Their research findings were used the 1954 Brown vs. the Board of Education decision that separate is not equal; it is unconstitutional

his model of Black nigrescence described the stages of racial identity formation. His model was revised and augmented by other scholars. His model also provided a framework for other stage models of identity development in other racial/ethnic, gender, gay-lesbian, diverse populations.

psychologist who has made significant contributions to Africentric psychology through her documentation of African-centered concepts, assessment of related values and principles, and community-based interventions created within the Africentric framework to address social and economic problems

psychologist who authored Even the Rat was White, a book that documents the long history of biased and racist work in psychology. It also includes bios of early leading Black psychologists and allies

psychologist made significant contributions to multiracial counseling, race relations, and racial identity theory and development. One of her best known and widely used measures is the Racial Attitude Identity Scale (RAIS). Dr. ____ is currently a professor at Boston College and founded BC's Institute for the Study and Promotion of Race and Culture

major contributor to Africentric psychology---African-centered theories of personality, empirical validation of African-centered principles, African self-consciousness, and "cultural misorientation" that leads African people to engage in anti-Black, disempowering and self-destructive behaviors

writings in African philosophy advanced the field of Black psychology, e.g., "Foundations for a Black Psychology" (1980). Proposed that interpretation of Black behavior should be based on cultural terms of Afrikan people. He developed a unique African-centered conceptual framework based on culture

Psychologist, teacher, and school administrator. One of the first AfricanAmerican women to receive her Ph.D. in psychology (educational psychology) in 1933. She studied personality and mental health of Negro children in mixed and segregated schools, benefits and challenges/detriments

"Father of Black Psychology", the first African American to obtain a Ph.D. in psychologyin 1920. As noted in your text, between 1876 and 1920, only 11 Blacks out of a total of 10,000 recipients were awarded the Ph.D. degree. Dr. _____ was a professor at Howard University in 1928-1954. He mentored and trained a number of influential Black psychologists including Mamie and Kenneth Clark

"Godfather of Black psychology". Psychologist was one of the co-founders of ABPsi in 1968. Wrote seminal articles to foster greater awareness and sensitivity of ethnic minorities in psychology. Authored the 1970 Ebony article, "Toward a Black Psychology"

Psychologist and one of the co-founders of ABPsi. Brought attention to Ebonics(African American Vernacular English, AAVE), developed the Black Intelligence Test of Cultural Homogeneity, established Black Studies at Washington University of St. Louis, and former professor of Pamela Balls Organista, your professor ;-)

- Groups are not biologically distinct from each other
- All groups belong to one species = Homo sapiens
- Differences reflect a mixture of hereditary and environmental factors (e.g., nutrition, lifestyle)
- Physical, cultural, and social environments influence behavioral differences among individuals
- There's great geneticiological diversity WITHIN groups

Research designed to improve our understanding of mental and physical vulnerabilities among different racial groups—thereby reduce health disparities

Characteristics: controlling, demanding, overly strict, no negotiation, demands obedience, high standards.

Outcomes:
- High Conflict
- Distress
- Moderate racial socialization—the process of learning about and ascribing meaning/value to racial hierarchies and categories—"how parents and families socialize African American children in how to function in this society."—Belgrave & Allison

Characteristics: Concerned and warm, Engaged, Provide structure and support, Encourage independence, High standards without being controlling

Outcomes:
- High self-esteem in children
- High proactive racial socialization—parents emphasize positive racial identity and pride
- Low defensive racial socialization—parents neither teach their children to dislike other racial groups nor teach them to imitate White behaviors
- High emotional stability in children

Characteristics: Neglectful, Little concern and emotional affection, Little importance placed on child's growth/achievement, Highly critical, Rigid family hierarchies, Punitive(critical)

Outcomes:
-High family conflict
-Chaotic family relationships
-High defensive racial socialization
-Low empowering racial socialization

- socialization of African American youth: socialize youth to love themselves and to understand themselves (their cultural identity)
- Foster healthy relationships with: their family, other genders (affirmative), the Creator/higher power, religion/spirituality
- Sustain relationships through difficult times (when tolerance and perseverance are needed)
- Teach youth to develop personal insights into themselves--see how their past affects their present

(1) elevating the voices of Black communities in research and policy discourse
(2) documenting the demographics and diversity of Black families
(3) reframing research questions to focus on sources of both systemic risk and community protection

- Build stronger networks to connect policy and practice audiences with Black scholars.
- Support research methods and approaches that center the voices and priorities of Black families and communities and engage them as research partners.

- Show the diversity of Black families, including their family structures, socioeconomic conditions, nations of origin, disabilities, sexual orientations, and gender identities.
- Invest in creating and supplementing large-scale datasets focused on Black families and research that identifies, acknowledges, and investigates Black families' social and cultural assets