Disentangling the discrimination and mental health relationship among diverse college students: Moderation analyses of shame-proneness across race, gender, and race-by-gender interactions.

OBJECTIVE: This study investigated shame-proneness as a moderating risk factor within the relationship between perceived discrimination and mental health outcomes. Moderation across race, gender, and race-by-gender intersections was also examined. METHOD: Bayesian analysis was employed to examine moderation among African, Latinx, and Asian descent college students (N = 295). RESULTS: Shame-proneness had a moderating role contingent on participants' social identities. Higher shame-proneness moderated the discrimination-anxiety relationship for the African American sample and African American women and moderated the discrimination-depression relationship for African American women and men, respectively. CONCLUSIONS: The present study advances our understanding of the association between discrimination and negative mental health outcomes. African American participants with high shame-proneness were uniquely impacted by discrimination. Researchers, clinicians, and university officials are encouraged to develop culturally informed interventions and services to support this population. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Contributions of African-centered (Africentric) psychology: A call for inclusion in APA-accredited graduate psychology program curriculum.

Over the past few years, there has been increased visibility of, and attention paid to, enduring issues such as racial discrimination toward Black Americans. Black psychologists have been called upon to explain various race-related mental health issues to the public, as well as their colleagues and students. Discussions about how to heal from persistent, intergenerational, oppressive attacks on the African psyche are important, but the theories and treatments in which most practitioners are trained and considered "best practices" are Eurocentric in nature. African-centered (or Africentric) psychology is a well-established school of thought, predating the philosophies often discussed in Western/American psychology's History and Systems curriculum, that provides an authentic understanding of the psychology of people of African descent from an African perspective. In this article, we present the historical contention about the lack of inclusion of an African perspective in conceptualizing and addressing the psychological needs of people of African descent, provide an overview of African-centered psychology including its underlying worldview and philosophy, development, and key contributors, and advocate for the inclusion of Africentric psychology in APA-accredited psychology graduate programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

An Acute Bout of a Controlled Breathing Frequency Lowers Sympathetic Neural Outflow but not Blood Pressure in Healthy Normotensive Subjects.

Controlled or paced breathing is often used as a stress reduction technique but the impact on blood pressure (BP) and sympathetic outflow have not been consistently reported. The purpose of this study was to determine whether a controlled breathing (12 breaths/min, CB) rate would be similar to an individual's spontaneous breathing (SB) rate. Secondly, would a CB rate of 12 breaths/min alter heart rate (HR), BP, and indices of muscle sympathetic nerve activity (MSNA). Twenty-one subjects (10 women, 11 men) performed two trials: SB, where the subject chose a comfortable breathing rate; and CB, where the subject breathed at a pace of 12 breaths/min. Each trial was 6 min during which respiratory waveforms, HR, BP (systolic, SBP; diastolic, DBP), and MSNA were recorded. During CB, the 6 min average breathing frequency (14±4 vs 12±1 breaths/min, P<0.05 for SB and CB, respectively), MSNA burst frequency (18±12 vs 14±10 bursts/min, P<0.01) and MSNA burst incidence (28±19 vs 21± 6 bursts/100 heart beats, P<0.01) were significantly lower than during SB. HR (66±9 vs 67±9 beats/min, P<0.05) was higher during CB. SBP (120±13 vs 121±15 mmHg, P=0.741), DBP (56±8 vs 57±9 mmHg, P=0.768), and MSNA total activity (166±94 vs 145±102 a.u./min, P=0.145) were not different between the breathing conditions. In conclusion, an acute reduction in breathing frequency such as that observed during CB elicited a decrease in indices of MSNA (burst frequency and incidence) with no change in BP.

Academic disidentification in Black college students: The role of teacher trust and gender.

OBJECTIVES: Research has identified academic disidentification as a phenomenon that appears to uniquely impact Black male students. However, few empirical studies examine what underlies such gender differences. This study examined whether students' teacher trust is a factor underlying academic disidentification in Black college students and whether this is moderated by gender. Academic disidentification was investigated by examining the strength of the relation between a student's view of his or her academic abilities in comparison to peers (i.e., academic self-concept [ASC]) and the student's academic outcomes (i.e., grade point average [GPA]). Attribution theory was used as a lens to test a hypothesized multigroup path model that linked age to teacher trust and ASC, and ASC to GPA through teacher trust. Alternative models were also tested. METHOD: Participants were 319 Black students (120 males and 199 females) recruited from a large, southwestern, predominantly White university. RESULTS: Results revealed the hypothesized model fit the data reasonably well, whereas the alternative models resulted in a poorer fit. The final model supported our hypothesis that the relation between ASC and GPA is partially mediated by teacher trust and this relation was moderated by gender, such that the indirect effect was significantly stronger for males than females. Several significant differences were also found across gender for direct paths. CONCLUSIONS: These findings suggest college students' trust of faculty may be particularly important for Black males and is likely a contributing factor to academic disidentification. Practical implications for university professionals' facilitation of Black college students' academic development are discussed. (PsycINFO Database Record

Beauty and Body Image Concerns Among African American College Women.

The current study examined body image concerns among African American women. In recent years, there has been an attempt to include ethnic minority samples in body image studies (e.g., Grabe & Hyde, 2006; Hrabosky & Grilo, 2007; Lovejoy, 2001) but few specifically examine unique issues pertaining to beauty and body image for African American college age women. A total of 31 African American women participated in one of five focus groups on the campus of a large Southwestern University to examine beauty and body image. Data were analyzed using a thematic approach and several themes were identified. The majority of themes pertained to issues related to hair, skin tone, body type, and message sources. Themes included: sacrifice, ignorance/racial microaggressions, and validation and invalidation by others, thick/toned/curvy as optimal, hypersexualization, and being thin is for White women. Findings of the current study suggest a reconceptualization of body image for African American women where relevant characteristics such as hair and skin tone are given more priority over traditional body image concerns often associated with European American women.