Eric Kyere - Academia.edu (original) (raw)
Papers by Eric Kyere
Families in Society: The Journal of Contemporary Social Services
This study uses latent transitional analysis to examine the longitudinal association between raci... more This study uses latent transitional analysis to examine the longitudinal association between racial discrimination and academic self-efficacy in teacher–student interactions. Two levels of teacher–student interactions are examined: low-risk, in which students perceive no probability of racial discrimination, and high-risk, in which students perceive probability of racial discrimination. Participants were drawn from the Maryland Adolescent Development in Context Study ( N = 574: 202 White and 372 Black, mean age = 13.64 [ SD = .42]). Findings revealed that students perceiving no racial discrimination, regardless of sociodemographic factors, showed consistently strong positive academic self-efficacy as they transitioned from lower to higher grade levels compared with those perceiving racial discrimination. Accounting for racial discrimination, there were no differences in academic self-efficacy beliefs between Black and White students. Students’ perceived racial discrimination in teac...
Education Sciences
Drawing on prior research, this study applies an intersectional framework to investigate discrimi... more Drawing on prior research, this study applies an intersectional framework to investigate discrimination in the context of teacher–student relationships and its influence on students’ academic outcomes. Outcomes assessed were inclusive of self-efficacy, school attendance, and grade point average (GPA). For this analysis, structural equation modeling was used with a cross-sectional sample of the Maryland and Adolescent Development in Context Study (MADICS) and the youth self-administered (YSA) questionnaires administered when the youth were in 8th grade (Wave 3). A total of 1182 students completed the survey, of whom 704 were selected for this study. Findings show teacher discrimination as a mechanism to uncover some of the ways race, gender, and income simultaneously intersect to affect students’ academic outcomes. The current study confirms and extends prior work establishing associations among race, gender, income, and teacher discrimination and academic outcomes among African Amer...
The International Journal of Interdisciplinary Social Sciences: Annual Review, 2010
Racialized Health, COVID-19, and Religious Responses, 2022
Journal of Racial and Ethnic Health Disparities
Journal of Ethnic & Cultural Diversity in Social Work, 2022
Racialized Health, COVID-19, and Religious Responses, 2022
Journal of Ethnic & Cultural Diversity in Social Work, 2018
Although zero tolerance policies were created to foster safe school environments for student enga... more Although zero tolerance policies were created to foster safe school environments for student engagement and performance, the implementation of these policies has inadvertently resulted in the exclusion of millions of students through suspension and expulsion. Students of color, African Americans in particular, disproportionately experience these exclusionary practices. This paper examines the disproportionate negative effects of school discipline under the era of zero tolerance policies. We first examine school discipline in a historical context. Second, we introduce and describe critical race theory and its relevance for understanding racialized school discipline. We conclude with implications for social workers to engage schools, African American students and their families, and advocate for school policies to create safe and equitable school environments that promote learning, in a culturally and racially responsive manner.
Race and Social Problems, 2018
Prior research has shown that parents' educational expectations contribute positively to several ... more Prior research has shown that parents' educational expectations contribute positively to several student academic outcomes, including grades in school, standardized test scores, and school completion. These expectations are typically conceptualized as long-term educational attainment beliefs, and consequently, it remains unclear how parents' short-term expectations for performance (i.e., grades in school) impact their children's academic success. It is conceivable, for example, that the greater immediacy and actionability of short-term performance expectations make them highly important to student achievement as well. Moreover, previous research on parents' expectations of any type has rarely considered African American families specifically. In response, the present study uses hierarchical regression modeling with an intra-racially diverse longitudinal sample of African American families to examine the degree to which African American parents' short-and long-term educational expectations simultaneously impact their children's academic achievement. Results suggest that independent of prior performance and social background, African American parents' short-term requirements for performance are more important to their children's grades in school than are expectations for long-term attainment. This finding was likely obfuscated in prior research by a lack of simultaneous consideration of short-and long-term expectations, particularly in the African American family context. Implications for research and practice are discussed.
The International Journal of Interdisciplinary Social and Community Studies, 2015
Urban Social Work, 2018
Recent high-profile killings of unarmed Black males underscore a stark reality in America: though... more Recent high-profile killings of unarmed Black males underscore a stark reality in America: though Black men have the same constitutional rights as all other citizens of the United States, in practice their rights are often violated. The negative stereotype that all Black males are criminals has created an environment that perpetuates the killing of unarmed Black males by police officers as justifiable self-defense. In this article, critical race theory (CRT) provides a theoretical lens to examine and understand the persistent racism underlying the social inequities that have been thrust upon Black males in the United States of America. The authors conclude with implications and recommendations for social work education.
Journal of Higher Education Theory and Practice, 2021
Although the dimensions that constitute racial-ethnic identity (REI) interrelate to affect psycho... more Although the dimensions that constitute racial-ethnic identity (REI) interrelate to affect psychosocial and academic outcomes, few studies have explored the nature (e.g., directionality) of these interrelations in understanding a strong and healthy REI among African American youth in relation to psychosocial and academic outcomes. In the current study, we applied path analysis to investigate the potential mediation effects of private regard in translating the effects of racial centrality and public regard to affect African American youth's academic performance through self-efficacy. Using a nationally representative sample of African American youth, findings suggest that racial centrality and public regard correlate to affect private regard, controlling for neighborhood safety and sociodemographic backgrounds. Private regard in turn, associated with self-efficacy to affect academic performance measured by GPA. These results indicate the need to investigate the potential mediation effects among REI dimensions to understand the nuanced pathways REI dimensions configure to form a strong and healthy REI to affect psychosocial and academic outcomes among African American youth.
Journal of Ethnic & Cultural Diversity in Social Work, 2018
Journal of The Society for Social Work and Research, 2020
Compared to their counterparts, African American youth on the average, are significantly disadvan... more Compared to their counterparts, African American youth on the average, are significantly disadvantaged in the American Public K-12 education. Examination of the resources, and processes that are key to educational success suggests that African American youth underachievement may potentially be driven by disparities in access to opportunities, and processes at multiple levels of their educational experience. While the vast majority of the research has documented and hypothesized about the problem and the causes of underachievement in Black youth, few have focus on identifying culturally relevant resources within the African American families and communities to improve the educational experiences and outcomes for these youth especially in social work. In response, the current study employed path analysis, and data from the Maryland Adolescent Development in Context Study (MADICS) to examine culturally protective and compensatory factors (racial socialization and racial identity) in Af...
SN Social Sciences
The impact of the COVID-19 pandemic though widespread is not monolithic. Therefore, a differentia... more The impact of the COVID-19 pandemic though widespread is not monolithic. Therefore, a differentiated understanding of the pandemic's impact on people is critical. Further, it is important to recognize that even within the same group people's experiences may differ. The current study explored how the onset of COVID-19 and its mitigation measures impacted university students across the broad spectrum of their lives. The study utilized a qualitative approach based on individual and focus group interviews through Zoom. Participants were recruited using convenience and purposive sampling strategies. Twenty-one students (mean age = 33.8, over 76% whites, 15 females) participated in the study. Guided by systems and ecological systems theories and grounded in a contextualist paradigm, the data were analyzed thematically. Pseudonyms were adopted to preserve the anonymity of the participants. The findings revealed that COVID-19 has impacted students in varied ways ranging from the seemingly simple to the multi-layered and complex. An overarching theme, "same storm, different boats", which conveys the notion of differential impact, and differential adjustments was identified. Nested under the overarching theme are two main themes (1) Impact of COVID-19: disruptions, stressors, and silver linings and (2) Coping with COVID-19. Participants reported positive as well as negative impacts. Factors that helped students cope included institutional support, empathy from instructors, and family support. The findings suggest that to effectively respond to the impact of COVID-19 on students, it will be important to identify and attend to the distinct and diverse stressors within this population, and systems and ecological systems theories are important guiding frameworks.
Families in Society: The Journal of Contemporary Social Services
This study uses latent transitional analysis to examine the longitudinal association between raci... more This study uses latent transitional analysis to examine the longitudinal association between racial discrimination and academic self-efficacy in teacher–student interactions. Two levels of teacher–student interactions are examined: low-risk, in which students perceive no probability of racial discrimination, and high-risk, in which students perceive probability of racial discrimination. Participants were drawn from the Maryland Adolescent Development in Context Study ( N = 574: 202 White and 372 Black, mean age = 13.64 [ SD = .42]). Findings revealed that students perceiving no racial discrimination, regardless of sociodemographic factors, showed consistently strong positive academic self-efficacy as they transitioned from lower to higher grade levels compared with those perceiving racial discrimination. Accounting for racial discrimination, there were no differences in academic self-efficacy beliefs between Black and White students. Students’ perceived racial discrimination in teac...
Education Sciences
Drawing on prior research, this study applies an intersectional framework to investigate discrimi... more Drawing on prior research, this study applies an intersectional framework to investigate discrimination in the context of teacher–student relationships and its influence on students’ academic outcomes. Outcomes assessed were inclusive of self-efficacy, school attendance, and grade point average (GPA). For this analysis, structural equation modeling was used with a cross-sectional sample of the Maryland and Adolescent Development in Context Study (MADICS) and the youth self-administered (YSA) questionnaires administered when the youth were in 8th grade (Wave 3). A total of 1182 students completed the survey, of whom 704 were selected for this study. Findings show teacher discrimination as a mechanism to uncover some of the ways race, gender, and income simultaneously intersect to affect students’ academic outcomes. The current study confirms and extends prior work establishing associations among race, gender, income, and teacher discrimination and academic outcomes among African Amer...
The International Journal of Interdisciplinary Social Sciences: Annual Review, 2010
Racialized Health, COVID-19, and Religious Responses, 2022
Journal of Racial and Ethnic Health Disparities
Journal of Ethnic & Cultural Diversity in Social Work, 2022
Racialized Health, COVID-19, and Religious Responses, 2022
Journal of Ethnic & Cultural Diversity in Social Work, 2018
Although zero tolerance policies were created to foster safe school environments for student enga... more Although zero tolerance policies were created to foster safe school environments for student engagement and performance, the implementation of these policies has inadvertently resulted in the exclusion of millions of students through suspension and expulsion. Students of color, African Americans in particular, disproportionately experience these exclusionary practices. This paper examines the disproportionate negative effects of school discipline under the era of zero tolerance policies. We first examine school discipline in a historical context. Second, we introduce and describe critical race theory and its relevance for understanding racialized school discipline. We conclude with implications for social workers to engage schools, African American students and their families, and advocate for school policies to create safe and equitable school environments that promote learning, in a culturally and racially responsive manner.
Race and Social Problems, 2018
Prior research has shown that parents' educational expectations contribute positively to several ... more Prior research has shown that parents' educational expectations contribute positively to several student academic outcomes, including grades in school, standardized test scores, and school completion. These expectations are typically conceptualized as long-term educational attainment beliefs, and consequently, it remains unclear how parents' short-term expectations for performance (i.e., grades in school) impact their children's academic success. It is conceivable, for example, that the greater immediacy and actionability of short-term performance expectations make them highly important to student achievement as well. Moreover, previous research on parents' expectations of any type has rarely considered African American families specifically. In response, the present study uses hierarchical regression modeling with an intra-racially diverse longitudinal sample of African American families to examine the degree to which African American parents' short-and long-term educational expectations simultaneously impact their children's academic achievement. Results suggest that independent of prior performance and social background, African American parents' short-term requirements for performance are more important to their children's grades in school than are expectations for long-term attainment. This finding was likely obfuscated in prior research by a lack of simultaneous consideration of short-and long-term expectations, particularly in the African American family context. Implications for research and practice are discussed.
The International Journal of Interdisciplinary Social and Community Studies, 2015
Urban Social Work, 2018
Recent high-profile killings of unarmed Black males underscore a stark reality in America: though... more Recent high-profile killings of unarmed Black males underscore a stark reality in America: though Black men have the same constitutional rights as all other citizens of the United States, in practice their rights are often violated. The negative stereotype that all Black males are criminals has created an environment that perpetuates the killing of unarmed Black males by police officers as justifiable self-defense. In this article, critical race theory (CRT) provides a theoretical lens to examine and understand the persistent racism underlying the social inequities that have been thrust upon Black males in the United States of America. The authors conclude with implications and recommendations for social work education.
Journal of Higher Education Theory and Practice, 2021
Although the dimensions that constitute racial-ethnic identity (REI) interrelate to affect psycho... more Although the dimensions that constitute racial-ethnic identity (REI) interrelate to affect psychosocial and academic outcomes, few studies have explored the nature (e.g., directionality) of these interrelations in understanding a strong and healthy REI among African American youth in relation to psychosocial and academic outcomes. In the current study, we applied path analysis to investigate the potential mediation effects of private regard in translating the effects of racial centrality and public regard to affect African American youth's academic performance through self-efficacy. Using a nationally representative sample of African American youth, findings suggest that racial centrality and public regard correlate to affect private regard, controlling for neighborhood safety and sociodemographic backgrounds. Private regard in turn, associated with self-efficacy to affect academic performance measured by GPA. These results indicate the need to investigate the potential mediation effects among REI dimensions to understand the nuanced pathways REI dimensions configure to form a strong and healthy REI to affect psychosocial and academic outcomes among African American youth.
Journal of Ethnic & Cultural Diversity in Social Work, 2018
Journal of The Society for Social Work and Research, 2020
Compared to their counterparts, African American youth on the average, are significantly disadvan... more Compared to their counterparts, African American youth on the average, are significantly disadvantaged in the American Public K-12 education. Examination of the resources, and processes that are key to educational success suggests that African American youth underachievement may potentially be driven by disparities in access to opportunities, and processes at multiple levels of their educational experience. While the vast majority of the research has documented and hypothesized about the problem and the causes of underachievement in Black youth, few have focus on identifying culturally relevant resources within the African American families and communities to improve the educational experiences and outcomes for these youth especially in social work. In response, the current study employed path analysis, and data from the Maryland Adolescent Development in Context Study (MADICS) to examine culturally protective and compensatory factors (racial socialization and racial identity) in Af...
SN Social Sciences
The impact of the COVID-19 pandemic though widespread is not monolithic. Therefore, a differentia... more The impact of the COVID-19 pandemic though widespread is not monolithic. Therefore, a differentiated understanding of the pandemic's impact on people is critical. Further, it is important to recognize that even within the same group people's experiences may differ. The current study explored how the onset of COVID-19 and its mitigation measures impacted university students across the broad spectrum of their lives. The study utilized a qualitative approach based on individual and focus group interviews through Zoom. Participants were recruited using convenience and purposive sampling strategies. Twenty-one students (mean age = 33.8, over 76% whites, 15 females) participated in the study. Guided by systems and ecological systems theories and grounded in a contextualist paradigm, the data were analyzed thematically. Pseudonyms were adopted to preserve the anonymity of the participants. The findings revealed that COVID-19 has impacted students in varied ways ranging from the seemingly simple to the multi-layered and complex. An overarching theme, "same storm, different boats", which conveys the notion of differential impact, and differential adjustments was identified. Nested under the overarching theme are two main themes (1) Impact of COVID-19: disruptions, stressors, and silver linings and (2) Coping with COVID-19. Participants reported positive as well as negative impacts. Factors that helped students cope included institutional support, empathy from instructors, and family support. The findings suggest that to effectively respond to the impact of COVID-19 on students, it will be important to identify and attend to the distinct and diverse stressors within this population, and systems and ecological systems theories are important guiding frameworks.