SOCIO-ECOLOGICAL PREDICTORS OF INTERCOURSE FREQUENCY AND NUMBER OF SEXUAL PARTNERS AMONG MALE AND FEMALE AFRICAN AMERICAN ADOLESCENTS

Integrating Individual and Contextual Factors to Explain Disparities in HIV/STI Among Heterosexual African American Youth: A Contemporary Literature Review and Social Ecological Model

Heterosexual African American youth face substantial disparities in sexual health consequences such as HIV and STI. Based on the social ecological framework, the current paper provides a comprehensive, narrative review of the past 14 years of literature examining HIV/STI risk, including risky sexual behavior, among heterosexual African American youth and a conceptual model of risk among this population. The review found that individual psychological and biological factors are insufficient to explain the sexual health disparities faced by this group; instead, structural disadvantage, interpersonal risk, and community dysfunction contribute to the disparity in HIV/STI outcomes directly and indirectly through individual psychological factors. The conceptual model presented suggests that for African American youth, (1) HIV/STI risk commonly begins at the structural level and trickles down to the community, social, and individual levels, (2) risk works in a positive feedback system such that downstream effects compound the influence of structural risks, and (3) contextual and individual risk factors must be considered within the advanced stage of the epidemic facing this population. Despite advanced HIV and STI epidemics among heterosexual African American youth, multisystemic interventions that target structural risk factors and their downstream effects are posited to reduce the disparity among this high-risk population.

Perceived partner beliefs about condoms and self-efficacy communication within the context of the theory of gender and power

The theory of gender and power provides a unique framework for understanding condom use by accounting for distinct challenges faced by minority women in particular. This study examined whether self-efficacy about condom use communication (SECC) and perceived partner's beliefs about condom (PPBC) use had an influence on condom use frequency; and whether these associations varied by gender. A sample of 252 African-American college students (101 males and 151 females) completed a confidential online survey assessing SECC, PPBC, and condom use behavior. SECC and PPBC showed significant associations with condom use behavior. Furthermore, there was a gender interaction effect with PPBC on condom use behavior. As PPBC increases toward positive associations about condom use, condom use behavior increased significantly more for females (B = 0.42; p = .02) as compared to males (B = 0.26; p = .19). This study supports the need to teach young women effective communication skills in order for them to accurately assess what their partner thinks about condom-related behaviors; and ultimately not allow partner discouragement to influence their decisions to use condoms. Interventions aimed at reducing risky sexual behavior on predominantly Black college campuses, in particular, may benefit from directly addressing relationship power and focusing on building self-efficacy in communicating condom use.

Impact of Exposure to Sexual Violence Prevention Messages on Students' Bystander Behavior

Bystander intervention is a prevention strategy commonly used to address campus sexual violence. Increasingly, there are calls for prevention efforts to be multilevel and ongoing. The current study investigated the impact of receiving varied prevention messages throughout adolescence and into early adulthood to determine whether it influences college students' awareness of sexual violence, willingness to intervene as a helpful bystander, and actual prosocial bystander behavior. These questions were tested through administration of an online survey to a racially and ethnically diverse sample of 1,047 undergraduate students at a large, urban university in the mid-Atlantic. Results found that most students received information about sexual violence prior to coming to campus from a variety of sources, and that the sources varied significantly by gender and race. Regression analysis found that greater exposure to prevention messages prior to coming to college was significantly associated with greater bystander intentions and behavior even after accounting for gender and race and exposure since coming to college. The findings provide initial support to expand the scope of prevention efforts and to begin them prior to college.

Integrating positive youth development and clinical care to enhance high school achievement for young people of color

Purpose

– High school completion is one of the strongest predictors of health and well-being. There is increased public attention on the challenges faced by young people of color and educational achievement. In particular, young men of color must navigate myriad stressors which often undermine their mental health, as well as their academic performance, including likelihood of graduation from high school that fare worse in academic outcomes than their female counterparts. The purpose of this paper is to examine the role of Step-Up, a positive youth development and mental health promotion program, created in collaboration with young people of color on their high school achievement as measured by grade point average (GPA).

Design/methodology/approach

– This exploratory pre-post study employed multivariate analysis of data drawn from a sample of 212 youth of color to examine student’s GPA before their involvement in Step-Up and the number of Step-Up groups they attend in the first year could improve their high school achievement.

Findings

– Results revealed an association between students participation in Step-Up, specifically having at least ten life skills group contacts, and significant increases in GPA.

Research limitations/implications

– High school achievement is measured by GPA, which might not be a clear indication of achievement since grades are not truly comparable across schools. The exploratory pre-post research design of this study, and the lack of control group, limits any references to causality but the descriptive changes in GPA demonstrate a statistical significance of Step-Up group participation and improved high school achievement. A potential next step is to design an experimental study that includes psychosocial and developmental mechanisms while examining the treatment effect of Step-Up vs students receiving standard of care.

Practical implications

– Programs that aid young people of color in increasing their GPA should acknowledge the multitude of stressors that youth in urban environments encounter by creating interventions targeting multiple ecological contexts. These preliminary analyses suggest how programmatic supports that are collaboratively designed with youth, such as Step-Up, may yield promising results in improving young people of color high school achievement.

Social implications

– To better serve adolescents experiencing serious academic and behavioral health challenges, there needs to be programs that offer intensive, short-term mental health support in school settings. Given the widespread risk factors that adolescents and particularly young men of color are facing, Step-Up is informed by both the developmental assets framework and the social development model and aims to provide youth with opportunities for prosocial interactions and additional resources to combat multiple stressors. Since successful completion of high school is associated with better outcomes as young people transition to adulthood, programs that are developmentally timed to allow for an optimal protective factor during the high school years is necessary.

Originality/value

– This research contributes to the knowledge base of the importance of providing mental health supports in school settings and may contribute to studies examining the academic achievement of young people of color in school settings.