Abstract
The need for effective preventive interventions for youth behavior problems in African American communities has been, for the most part, unmet or underserved. Rigorous evaluation of programs guided by the principles of afrocentricity may bridge the gap between primary prevention and community service programs. The purpose of the current article is to examine qualitatitve and quantitative exploratory data from an afrocentric program using the cognitive-cultural model of identity. Taken together, the results of the these exploratory studies suggested that the enhancement of cultural identity and the promotion of academic competence reduce the risk of problem behaviors in African American youth. The present article illustrates a partnership between a university researcher and a community-based agency to bring primary prevention strategies to an afrocentric program, thereby increasing its chances to attract research funding to improve and expand the services.
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Whaley, A.L., McQueen, J.P. An Afrocentric Program as Primary Prevention for African American Youth: Qualitative and Quantitative Exploratory Data. The Journal of Primary Prevention 25, 253–269 (2004). https://doi.org/10.1023/B:JOPP.0000042389.22212.3a
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DOI: https://doi.org/10.1023/B:JOPP.0000042389.22212.3a