Active Living Education: Leveling the Playing Field for Black or African American Students

2021 ◽  
pp. 1-8
Author(s):  
Stacy Imagbe ◽  
Baofu Wang ◽  
Yang Liu ◽  
Jared Androzzi ◽  
Xiangli Gu ◽  
...  
Keyword(s):  
Physical Activity ◽  
African American ◽  
Black Students ◽  
Racial Disparities ◽  
Sedentary Behavior ◽  
White Students ◽  
The United States ◽  
Active Living ◽  
Playing Field ◽  
And Behaviors

Purpose: The purpose of this study was to examine the potential racial disparities in education for active living (i.e., regular participation in moderate to vigorous physical activity with mitigated and interrupted levels of sedentary behavior) between Black/African American and White students. Methods: The study took place in one public middle school located in the Southeastern region of the United States. A total of 167 Black and 168 White students in sixth, seventh, and eighth grades completed a written test and a survey in physical education to assess active living knowledge and behaviors, respectively. Results: Multivariate analysis of covariance and tests of between-subjects effects showed significant race differences. Specifically, Black students scored significantly lower on the knowledge test and reported lower levels of physical activity out of school, and higher levels of sedentary behavior than White students, after controlling for grade and gender. Conclusion: The results identified racial disparities in knowledge and behaviors of active living. Tailored, culturally relevant active living education in and out of schools are needed to level the playing field for Black students.

Students’ Knowledge and Behaviors for Active Living: A Cross-Sectional Survey Study

2020 ◽  
Vol 39 (2) ◽  
pp. 206-215 ◽  
Author(s):  
Yang Liu ◽  
Senlin Chen
Keyword(s):  
Physical Activity ◽  
High School ◽  
Middle School ◽  
Elementary School ◽  
Sedentary Behavior ◽  
The United States ◽  
School Level ◽  
Survey Study ◽  
Active Living ◽  
And Behaviors

Purpose: The purpose of this study is to capture students’ essential knowledge and behaviors concerning active living. Methods: Students (N = 1,079) from elementary, middle, and high schools in the United States reported their knowledge of physical activity and fitness (PAF knowledge), and physical activity and sedentary behavior using grade-specific PE Metrics tests and Youth Activity Profile, respectively. Descriptive and inferential statistical analyses were used to address the research purposes. Results: The total PAF knowledge scores and scores in subareas varied by gender and school level. A declining trend for physical activity and an increasing trend for sedentary behavior were observed. PAF knowledge positively predicted physical activity in elementary school boys and middle school girls and negatively predicted sedentary behavior in middle school students and high school boys. Certain PAF knowledge subareas (e.g., elementary school PD#3: knowledge about the characteristics of health-enhancing physical activity; middle school PD#1: knowledge of physical activity participation as part of a healthful lifestyle; high school PD#4: monitoring and adjusting physical activity to meet fitness needs) also significantly predicted behaviors. Conclusion: The findings may guide teachers’ curricular and instructional actions to enhance students’ PAF knowledge through physical education.

scholarly journals A test of racial disparities in principals’ disciplinary decisions in a national sample

2021 ◽  
Author(s):  
Shoshana Jarvis ◽  
Zoe Elina Ferguson ◽  
Jason Okonofua
Keyword(s):  
Black Students ◽  
Racial Disparities ◽  
White Students ◽  
Past Research ◽  
The United States ◽  
National Sample ◽  
Disciplinary Action ◽  
Access To Education ◽  
Black And White ◽  
Negative Impacts

Access to education is important for success as an adult. Exclusionary discipline (e.g., suspensions) reduces opportunities for students to complete their education and be strong candidates for future jobs. Black students face a disproportionately high risk of disciplinary action. Thus, it is important to understand when and how racial disparities in suspensions emerge in order to reduce their disproportionate negative impacts on Black students. Past research found racial disparities emerge after two misbehaviors among teachers and just a single misbehavior among assistant principals. The current research tests the generalizability of racial disparities in discipline from principals across the United States and a psychological process that potentially contributes to the racial disparities: their perception of their professional role relative to that of teachers. In this procedure and with a diverse sample, principals did not endorse significantly different amounts of discipline for Black and White students. We explore potential explanations of these null results in the discussion.

scholarly journals Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias

2019 ◽  
Vol 116 (17) ◽  
pp. 8255-8260 ◽  
Author(s):  
Travis Riddle ◽  
Stacey Sinclair
Keyword(s):  
United States ◽  
Black Students ◽  
Racial Disparities ◽  
White Students ◽  
Racial Bias ◽  
The United States ◽  
County Level ◽  
Black And White ◽  
Racial Biases ◽  
Using Data

There are substantial gaps in educational outcomes between black and white students in the United States. Recently, increased attention has focused on differences in the rates at which black and white students are disciplined, finding that black students are more likely to be seen as problematic and more likely to be punished than white students are for the same offense. Although these disparities suggest that racial biases are a contributor, no previous research has shown associations with psychological measurements of bias and disciplinary outcomes. We show that county-level estimates of racial bias, as measured using data from approximately 1.6 million visitors to the Project Implicit website, are associated with racial disciplinary disparities across approximately 96,000 schools in the United States, covering around 32 million white and black students. These associations do not extend to sexuality biases, showing the specificity of the effect. These findings suggest that acknowledging that racial biases and racial disparities in education go hand-in-hand may be an important step in resolving both of these social ills.

Recreating Communities to Support Active Living: A New Role for Social Marketing

2003 ◽  
Vol 18 (1) ◽  
pp. 114-119 ◽  
Author(s):  
Edward W. Maibach
Keyword(s):  
Physical Activity ◽  
Social Marketing ◽  
National Level ◽  
Distribution Channels ◽  
The United States ◽  
Active Living ◽  
Policy Makers ◽  
The Social ◽  
Pervasive Health ◽  
Marketing Approach

The lack of routine physical activity has become an all too pervasive health threat in the United States. Social marketing can be used directly to promote increased physical activity among people who have access to active living options (e.g., safe and convenient sidewalks or bike paths). A second, albeit indirect, use of social marketing to promote physical activity — and the focus of this article — involves promoting behaviors that influence the built environment for the purpose of increasing people's access to active living options. This use of social marketing involves changing the behavior of consumers, developers, distribution channels (e.g., real estate agents) and policy makers. The approach offers public health and other organizations a disciplined, consumer-focused means of mobilizing their available resources in a manner that maximizes the odds of creating active living communities. These means include understanding the competition, understanding target markets, creating mutually beneficial exchanges, segmenting markets and targeting them based on anticipated return. This article identifies specific opportunities for applying the social marketing approach to create active living communities, and identifies opportunities at the state and national level that will enhance the effectiveness of local efforts.

scholarly journals Sedentary Work and Physiological Markers of Health

2021 ◽  
Vol 18 (6) ◽  
pp. 3230
Author(s):  
Brad Wipfli ◽  
Sara Wild ◽  
Courtney Donovan ◽  
Ginger C. Hanson ◽  
Saurabh S. Thosar
Keyword(s):  
Physical Activity ◽  
Blood Pressure ◽  
Endothelial Function ◽  
Sedentary Behavior ◽  
Hemoglobin A1c ◽  
The United States ◽  
Ordinary Least Squares ◽  
Standing Time ◽  
Physiological Outcomes ◽  
Physiological Markers

The purpose of this study is to examine associations between objectively measured workplace sedentary behavior and physiological markers of health. We hypothesize that increased sedentary time and more frequent bouts of uninterrupted sitting are associated with increased hemoglobin A1c, increased blood pressure, and impaired endothelial function. Call center employees (N = 241) were enrolled from four worksites in the United States. Participants completed a survey and a physical health assessment. Sedentary behavior and sitting/standing time at work were quantified using an accelerometer. Hemoglobin A1c was measured using a finger-prick and portable analyzer. Blood pressure was measured with an automated cuff, and vascular endothelial function was assessed in a subsample of participants (n = 56) using EndoPAT. We analyzed data with two series of ordinary least squares regressions, first to examine relationships between bouts of uninterrupted sitting and physiological outcomes, and second to examine relationships between physical activity and sitting/standing time at work and physiological outcomes. The sample was primarily female, and on average was obese, prehypertensive, and prediabetic. There were no significant relationships between bouts of uninterrupted sitting or physical activity/sitting/standing time at work and physiological outcomes. In a sample that is predominantly sedentary, at risk for cardiovascular disease, and prediabetic, there are no significant associations between workplace sedentary behavior and physiological markers. The lack of associations could be related to either physiological adaptations or ceiling effects in this sample.

scholarly journals Is Physical Activity a Buffer? Gendered Racial Microaggressions and Anxiety Among African American Women

2020 ◽  
Vol 46 (2-3) ◽  
pp. 122-143
Author(s):  
LaTrice N. Wright ◽  
Jioni A. Lewis
Keyword(s):  
Physical Activity ◽  
African American ◽  
African American Women ◽  
Online Survey ◽  
Racial Microaggressions ◽  
The United States ◽  
Stress Appraisal ◽  
Gendered Racism ◽  
Anxious Arousal ◽  
American Women

The purpose of this study was to explore the relations between gendered racism (i.e., the simultaneous experience of racism and sexism) and anxiety among African American women. The study also tested the moderating role of physical activity in the link between gendered racism and anxiety. It was hypothesized that a subtle form of gendered racism (i.e., gendered racial microaggressions) would significantly predict anxious arousal. We also hypothesized that physical activity would buffer the relations between gendered racial microaggressions and anxiety. Participants were 249 African American women residing in the United States, who completed an online survey. Results from hierarchical multiple regression analyses indicated that a greater frequency and stress appraisal of gendered racial microaggressions significantly predicted greater anxious arousal. Results also suggested that physical activity did not buffer the association between gendered racial microaggressions and anxiety. This study has implications for highlighting the importance of exploring variables that might serve to buffer African American women against the stress of gendered racism experienced in their everyday lives.

scholarly journals Disentangling Race, Poverty, and Place in Disparities in Physical Activity

2019 ◽  
Vol 16 (7) ◽  
pp. 1193 ◽  
Author(s):  
Armani Hawes ◽  
Genee Smith ◽  
Emma McGinty ◽  
Caryn Bell ◽  
Kelly Bower ◽  
...  
Keyword(s):  
Physical Activity ◽  
United States ◽  
Social Context ◽  
Racial Disparities ◽  
The United States ◽  
Future Research ◽  
Physically Active ◽  
Individual Level ◽  
Using Data ◽  
The Impact

Significant racial disparities in physical activity—a key protective health factor against obesity and cardiovascular disease—exist in the United States. Using data from the 1999–2004 National Health and Nutrition Examination Survey and the 2000 United States (US) Census, we estimated the impact of race, individual-level poverty, neighborhood-level poverty, and neighborhood racial composition on the odds of being physically active for 19,678 adults. Compared to whites, blacks had lower odds of being physically active. Individual poverty and neighborhood poverty were associated with decreased odds of being physically active among both whites and blacks. These findings underscore the importance of social context in understanding racial disparities in physical activity and suggest the need for future research to determine specific elements of the social context that drive disparities.

A Phenomenological Study of Obesity and Physical Activity in Southern African American Older Women

2015 ◽  
Vol 23 (2) ◽  
pp. 221-229 ◽  
Author(s):  
Pamela G. Bowen ◽  
Yvonne D. Eaves ◽  
David E. Vance ◽  
Linda D. Moneyham
Keyword(s):  
Physical Activity ◽  
African American ◽  
African American Women ◽  
Older Women ◽  
Phenomenological Study ◽  
The United States ◽  
Health Conditions ◽  
Culturally Appropriate ◽  
Analysis Framework ◽  
American Women

African American women are more likely to be classified as overweight or obese than European American women and little is known about this phenomenon. The purpose of this qualitative study was to explore the lived experiences of overweight and obese African American older women living in the southern regions of the United States. Semistructured, audiotaped interviews were conducted to elicit narratives from nine participants. Interview data were transcribed verbatim and then coded and analyzed using Colaizzi’s phenomenological analysis framework. Three major categories emerged: impact of health conditions, incongruent perceptions, and the desire for independence. The focus of culturally appropriate interventions aimed at increasing physical activity for this group should incorporate activities that will help them remain independent, because weight loss is not a primary motivator.

The Impact of Playworks on Students’ Physical Activity by Race/Ethnicity: Findings from a Randomized Controlled Trial

2016 ◽  
Vol 13 (3) ◽  
pp. 275-280 ◽  
Author(s):  
Susanne James-Burdumy ◽  
Nicholas Beyler ◽  
Kelley Borradaile ◽  
Martha Bleeker ◽  
Alyssa Maccarone ◽  
...  
Keyword(s):  
Physical Activity ◽  
Black Students ◽  
Minority Students ◽  
Low Income ◽  
White Students ◽  
Vigorous Physical Activity ◽  
Control Groups ◽  
And Control ◽  
The Impact ◽  
Hispanic White

Background:The Playworks program places coaches in low-income urban schools to engage students in physical activity during recess. The purpose of this study was to estimate the impact of Playworks on students’ physical activity separately for Hispanic, non-Hispanic black, and non-Hispanic white students.Methods:Twenty-seven schools from 6 cities were randomly assigned to treatment and control groups. Accelerometers were used to measure the intensity of students’ physical activity, the number of steps taken, and the percentage of time in moderate-to-vigorous physical activity (MVPA) during recess. The impact of Playworks was estimated by comparing average physical activity outcomes in treatment and control groups.Results:Compared with non-Hispanic black students in control schools, non-Hispanic black students in Playworks schools recorded 338 more intensity counts per minute, 4.9 more steps per minute, and 6.3 percentage points more time in MVPA during recess. Playworks also had an impact on the number of steps per minute during recess for Hispanic students but no significant impact on the physical activity of non-Hispanic white students.Conclusions:The impact of Playworks was larger among minority students than among non-Hispanic white students. One possible explanation is that minority students in non-Playworks schools typically engaged in less physical activity, suggesting that there is more room for improvement.

Sign in / Sign up

Export Citation Format

Share Document