Examines differences in disability among eight black subgroups distinguished by place of birth and Hispanic ethnicity. We found that all foreign-born subgroups reported lower levels of physical activity limitations and personal care limitations than native-born blacks. Immigrants from Africa reported lowest levels of disability, followed by non-Hispanic immigrants from the Caribbean.
Visibly black people of African and African-Caribbean descent (black people) are 2-5 times more likely to be diagnosed with schizophrenia and other psychoses than their counterparts from other ethnic minorities in the United Kingdom. However, the symptomology of psychotic illnesses and dissociative experiences are difficult to differentiate. Interestingly, black people detained under the Mental Health Act are more likely to give perceived racism as the cause of their emotional distress than their counterparts from other ethnic groups, but there is very little indication in the literature as to how perceived racism might exert its effect on black people's mental health.
Analyzes the educational progress of 530,000 pupils in England between age 7 in 2000 and age 11 in 2004. The results show that Black Caribbean boys not entitled to free school meals, and particularly the more able pupils, made significantly less progress than their White British peers. There is no evidence that the gap results from Black Caribbean pupils attending less effective schools. The results suggest the poor progress of Black Caribbean pupils reflects a systemic issue rather than the influence of a small number of "low quality" schools.
Draws upon 14 semi-structured interviews with the participants in a teacher-researcher project on the theme of "ensuring African Caribbean attainment" with the aim of shedding light on the purposes, processes and lived experiences of teacher research in a difficult and contentious intellectual and practical domain.
Black Caribbean, black African, white other, and mixed ethnicity young men were most likely to report high-risk sexual behaviors, that is, sexual debut at the age of ≤13 years, having unprotected sex, and having multiple sexual partners. There were marked variations within groups commonly collapsed as “black” or as “Muslim.” Black Caribbean and black African young adults reported high rates of protective behaviors in addition to risk behaviors.
279 p., Offers a comparative analysis of foreign students at Tuskegee Institute between 1892 and 1935. During this time, aspiring young people from the Caribbean, Africa, and Asia coalesced on the rural Alabama campus, creating a unique cultural space. As people of African descent disproportionately found themselves under oppressive social, economic, and political conditions, Tuskegee Institute emerged as a cultural and intellectual safe haven for both American born and foreign students. Foreign scholars and activists such as Jose Marti, Juan Gomez, J. A. Aggrey, Pambini Mzimba, and Marcus Garvey used Tuskegee as a symbol of Black Nationalism, political solidarity, borrowing their methods to uplift darker peoples of the world.
Examines the process of producing a play script based on data generated through oral history interviews undertaken with people from the Caribbean who came to Alberta in the 1960s to early 1970s. This process resulted in unearthing of new knowledge, insights, and understandings within African-Canadian communities in Alberta.
This paper reports on projections of the United Kingdom's ethnic group populations for 2001-2051. For the years 2001-2007 estimated fertility rates, survival probabilities, internal migration probabilities and international migration flows for 16 ethnic groups continue to change: the White British, White Irish and Black Caribbean groups experience the slowest growth and lose population share; the Other White and Mixed groups to experience relative increases in share; South Asian groups grow strongly as do the Chinese and Other Ethnic groups.
Journal Article, This study utilized qualitative inquiry to investigate the role of ethnic-racial socialization messages on ethnic and racial identity development among second-generation Haitians. The data were reviewed for emergent themes, as well as themes present in the ethnic-racial socialization and identity literature. Participants reported receiving positive messages (i.e., Cultural Socialization, Mainstream Socialization, and Preparation for Bias messages) directed at their ethnic groups in the home context and negative messages (i.e., Promotion of Mistrust and discriminatory messages) about their racial group in the home, peer, and societal contexts.
Existing knowledge of supplementary education, that is education organized and run by political, faith or ethnic groups outside of formal schooling, is patchy. This article is an exploration of the histories of supplementary education in the 20th century. Presents some new historical evidence concerning African Caribbean and Irish supplementary education.
