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Evidence suggests that the conception of "mental health," as well as Western health care models, needs to be reimagined to better reflect the unique care needs of Black people. Within these systems, Black people are more likely to experience secondary victimization and retraumatization. Despite these systemic failings, Black people often find ways to manage self-care, wellness, and healing. Within the context of dueling pandemics (COVID-19 and racial injustice), Black people turned to social media applications to develop community-led, culturally-congruent care models. This study aims to explore the ways Black people experienced virtual engagements on social media during the dueling pandemics. This exploratory study employed a six-phase thematic analysis approach, while utilizing publicly available textual data (Instagram comments) from two key social media engagements targeting Black audiences. Prominent themes gleaned from this analysis elucidate the healing and therapeutic value of these virtual gatherings. These include: (1) Expression of Gratitude and Appreciation, (2) Necessity, (3) Timeliness, (4) Accessibility, (5) Emotional and Spiritual Impact of the Virtual Space, (6) Ancestral and Culturally-Grounded Healing Practices, (7) Reprieve within the Virtual Space, and (8) Community and Collectivism. Our analysis reveals that when elaborating on their experience participating in two key social media engagements targeting Black audiences, attendees' responses reflect key aspects of empirically-grounded, culturally-congruent care models for Black people (i.e., radical healing). We contend our findings demonstrate the unique ways social media applications might be more intentionally leveraged to create culturally-congruent care for Black people. [ABSTRACT FROM AUTHOR]

Guided by a bottom-up policy implementation framework, this study draws from semi-structured interviews of 14 campus-level administrators charged with implementing diversity policy at the University of Michigan to investigate how an affirmative action ban (Proposal 2) influenced their efforts in support of racial/ethnic diversity at the university. Our findings show that beyond contributing to declines in student body diversity, laws like Proposal 2 have negatively influenced work critical to the success of students of color on campus. The findings suggest institutions operating in an anti-affirmative action context would benefit from proactive policies and practices that empower administrators in legally restrictive environments and support conversation and action that directly address the ways race continues to matter on college campuses.

In the current study, we explored patterns of change in Black emerging adults' racial identity beliefs during the transition to adulthood, assessed neighborhood racial composition effects on Black emerging adults' racial identity beliefs, and tested the moderating effects of neighborhood racial composition on the associations between Black emerging adults' racial identity beliefs and depressive symptoms over time. Participants in the current study included 570 Black adolescents (52% female) who were transitioning into adulthood (senior year of high school through 5 years post-high school). We did not find average patterns of change in Black emerging adults' racial identity beliefs over time. Further, neighborhood racial composition did not predict participants' beginning status or growth in racial identity beliefs over time. We, however, found evidence that neighborhood racial composition may moderate the associations between Black emerging adults' racial identity beliefs and symptoms of depression over time. Findings from the current study underscore the importance of considering how the larger social context may interact with individuals' racial identity beliefs to influence Black emerging adults' psychological health. (Contains 2 tables, 2 figures and 1 footnote.)

This study examines the interrelationships among racial discrimination experiences, parent race socialization practices, and academic achievement outcomes in a sample of 548 African American adolescents. Adolescents' racial discrimination experiences were associated with a decrease in academic curiosity, persistence, and student self-reported grades. Racial pride, self-worth, egalitarian, and negative messages and racial socialization behaviors emerged as unique predictors of various academic outcomes, but did not appear to modulate the impact of racial discrimination experiences on academic outcomes. The present findings provide preliminary evidence that parents' messages to their children about race may compensate for or counteract racial discrimination, as opposed to moderating its influence on academic achievement outcomes. The implications of these findings are discussed in terms of motivation and other key developmental factors that may influence academic achievement outcomes in African American adolescents. (Contains 1 note and 2 tables.)

A study examining the interrelationships among racial discrimination experiences, parent race socialization practices, and academic achievement outcomes in a sample of 548 African American adolescents was conducted. The findings provide preliminary evidence that parents' messages to their children about race may compensate for a counteract racial discrimination, as opposed to moderating its influence on academic achievement outcomes.