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The Effects of Learning About Black History on Racial Identity, Self-Efficacy, Self-Esteem, and Depression Among Low-Income African American Male Youth

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The Effects of Learning About Black History on Racial Identity, Self-Efficacy, Self-Esteem, and Depression Among Low-Income African American Male Youth Andrews University Digital Commons @ Andrews University Dissertations Graduate Research 2016 The Effects of Learning about Black History on Racial Identity, Self-efficacy, Self-esteem, and Depression Among Low-Income African American Male Youth Quentin L. Stubbins Andrews University, [email protected] Follow this and additional works at: https://digitalcommons.andrews.edu/dissertations Part of the Race and Ethnicity Commons Recommended Citation Stubbins, Quentin L., "The Effects of Learning about Black History on Racial Identity, Self-efficacy, Self- esteem, and Depression Among Low-Income African American Male Youth" (2016). Dissertations. 1625. https://digitalcommons.andrews.edu/dissertations/1625 This Dissertation is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. ABSTRACT THE EFFECTS OF LEARNING ABOUT BLACK HISTORY ON RACIAL IDENTITY, SELF-EFFICACY, SELF-ESTEEM, AND DEPRESSION AMONG LOW-INCOME AFRICAN AMERICAN MALE YOUTH by Quentin L. Stubbins Chair: Carole Woolford-Hunt ABSTRACT OF GRADUATE STUDENT RESEARCH Dissertation Andrews University School of Education Title: THE EFFECTS OF LEARNING ABOUT BLACK HISTORY ON RACIAL IDENTITY, SELF-EFFICACY, SELF-ESTEEM, AND DEPRESSION AMONG LOW-INCOME AFRICAN AMERICAN MALE YOUTH Name of researcher: Quentin L. Stubbins Name and degree of faculty chair: Carole Woolford-Hunt, Ph.D. Date completed: December 2016 Problem The literature is clear that African American youth receive a shallow account from parents and schools about Black history. African American male youth from low- income families in particular rarely receive information about Black history. Youth today watch more television than past generations, and African American youth are no exception to this trend. In fact, they watch more television than any other ethnic group. While youth watch television for entertainment, they also absorb new facts and information about the world around them - and ultimately, about themselves. It follows that because Black children watch more television than any other ethnic group, there is greater concern about the content they consume. In this vein, the relationship of television imagery to ethnic identity and development among low-income African American male youth becomes central. Television media has a long history of portraying African Americans in a negative light. Subsequently, the negative media portrayals of African Americans have impacted their racial identity, self-esteem, self-efficacy and their mental health. No research has been done on the effects of watching a Black History film since Roots back in the 1970’s. Further research is needed to understand the impact of how watching and learn from a Black history documentary impacts low-income young African American males’ racial identity, self-esteem, self-efficacy, and depression. Method A mixed study design was conducted for this study. First, a true experimental design was conducted for 20 African Americans males from low-income families. Participants were randomly assigned to a treatment group and a control group. The treatment group (n=10) watched a Black history documentary for six weeks and filled out pretest and posttest measures on racial identity, self-esteem, self-efficacy, and depression. The control group (n=10) completed similar measures as the treatment group, but did not watch the videos. Participants of the treatment group (n=5) continued with the study after the six weeks to answer questions about whether the documentary impacted their racial identity, self-esteem, self-efficacy, and depression in the form of a multiple case study. Results The multivariate and univariate analysis of covariance found that the Black history documentary did not impact participants of the treatment groups’ racial identity, self-esteem, self-efficacy, and depression. Results indicated the treatment group and the control group had similar racial identity, self-esteem, self-efficacy, and depression scores. However, the multiple case study found several themes: knowledge of Black history, importance of supporting the Black community, desire to learn about Black history, continuity of African American identity development, higher self-esteem, higher self- efficacy, and mixed emotions, due to watching the Black history documentary. Conclusions Watching Black history documentaries can improve young African American males’ racial identity, self-efficacy, and self-esteem from high poverty areas. However, the impact of the participants’ racial identity, self-efficacy, and self-esteem could not be quantified to the extent in which these variables were impacted. Participant’s interview responses provided qualitative insight into the benefit of watching Black history documentaries. As a result the documentary helped participants feel more connected to their ethnic identity, believe that they can accomplish anything they set their mind to, and experience positive feelings about themselves. Furthermore, this study provided implications for mental health professionals who work with African Americans. Andrews University School of Education THE EFFECTS OF LEARNING ABOUT BLACK HISTORY ON RACIAL IDENTITY, SELF-EFFICACY, SELF-ESTEEM, AND DEPRESSION AMONG LOW-INCOME AFRICAN AMERICAN MALE YOUTH A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Quentin L. Stubbins December 2016 © Copyright by Quentin L. Stubbins 2016 All Rights Reserved THE EFFECTS OF LEARNING ABOUT BLACK HISTORY ON RACIAL IDENTITY, SELF-EFFICACY, SELF-ESTEEM, AND DEPRESSION AMONG LOW-INCOME AFRICAN AMERICAN MALE YOUTH A dissertation presented in partial fulfillment of the requirements for the degree Doctor of Philosophy by Quentin L. Stubbins APPROVAL BY THE COMMITTEE: _________________________________ _______________________________ Chair: Carole Woolford-Hunt Dean, School of Education Robson Marinho _________________________________ Member: Elvin Gabriel _________________________________ Member: Tevni Grajales _________________________________ _______________________________ External: Lionel Matthews Date approved Dedicated to my mother iii TABLE OF CONTENTS LIST OF TABLES ..................................................................................................... viii LIST OF ABBREVATIONS ..................................................................................... ix ACKNOWLEDGEMENTS ....................................................................................... x Chapter 1. INTRODUCTION AND BACKGROUND .................................................. 1 Statement of the Problem ................................................................... 5 Rationale of the Study ........................................................................ 7 Purpose of the Study .......................................................................... 8 Significance of the Study ................................................................... 8 Theoretical Framework ...................................................................... 9 Research Question ............................................................................. 11 Hypotheses ......................................................................................... 12 Definitions.......................................................................................... 13 Assumptions ....................................................................................... 14 Limitations ......................................................................................... 15 Delimitations ...................................................................................... 15 Summary ............................................................................................ 15 2. REVIEW OF THE LITERATURE ............................................................... 17 Overview of the Literature Review .................................................... 17 The History and Importance of Learning about Black History ......... 17 Impact of the Media on African American Youth ............................. 26 Resilience Theory .............................................................................. 32 Racial Socialization ........................................................................... 39 Racial Identity .................................................................................... 44 General Self-Efficacy......................................................................... 48 Self-Esteem ........................................................................................ 51 Natural Mentor ................................................................................... 53 Depression.......................................................................................... 56 The Use of Film to Teach Black History ........................................... 59 Summary ............................................................................................ 64 iv 3. METHODOLOGY ........................................................................................ 65 Introduction ........................................................................................ 65 Research Question ............................................................................. 66 Hypotheses
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