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Mulawa MI, Docherty SL, Bailey DE, Gonzalez-Guarda RM, Lipkus IM, Randolph SD, Yang Q, Pan W. A Hybrid Pragmatic and Factorial Cluster Randomized Controlled Trial for an Anti-racist, Multilevel Intervention to Improve Mental Health Equity in High Schools. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2024; 25:486-496. [PMID: 38175459 PMCID: PMC11239747 DOI: 10.1007/s11121-023-01626-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/10/2023] [Indexed: 01/05/2024]
Abstract
Systemic racism is pervasive in US society and disproportionately limits opportunities for education, work, and health for historically marginalized and minoritized racial and ethnic groups, making it an urgent issue of social justice. Because systemic racism is a social determinant of health prevalent across multiple social and institutional structures, it requires multilevel intervention approaches using effective designs and analytic methods to measure and evaluate outcomes. Racism is a fundamental cause of poor health outcomes, including mental health outcomes; thus, mental health services and programs that address racism and discrimination are key to promoting positive mental health of racial and ethnic minority youth. While multilevel interventions are well-suited for improving outcomes like youth mental health disparities, their evaluation poses unique methodological challenges, requiring specialized design and analytic approaches. There has been limited methodological guidance provided to researchers on how to test multilevel interventions using approaches that balance methodological rigor, practicality, and acceptability across stakeholder groups, especially within communities most affected by systemic racism. This paper addresses this gap by providing an example of how to rigorously evaluate a hypothetical, theoretically based, multilevel intervention promoting mental health equity in three US school systems using an anti-racist approach intervening at the macro- (i.e., school system), meso- (i.e., school), and micro- (i.e., family and student) levels to improve mental health in adolescents. We describe the design, sample size considerations, and analytic methods to comprehensively evaluate its effectiveness while exploring the extent to which the components interact synergistically to improve outcomes. The methodological approach proposed can be adapted to other multilevel interventions that include strategies addressing macro-, meso-, and micro-levels of influence.
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Affiliation(s)
- Marta I Mulawa
- Duke University School of Nursing, Duke University, Durham, NC, USA.
- Duke Global Health Institute, Duke University, Durham, NC, USA.
| | - Sharron L Docherty
- Duke University School of Nursing, Duke University, Durham, NC, USA
- Department of Pediatrics, Duke University School of Medicine, Durham, NC, USA
| | - Donald E Bailey
- Duke University School of Nursing, Duke University, Durham, NC, USA
| | | | - Isaac M Lipkus
- Duke University School of Nursing, Duke University, Durham, NC, USA
| | | | - Qing Yang
- Duke University School of Nursing, Duke University, Durham, NC, USA
| | - Wei Pan
- Duke University School of Nursing, Duke University, Durham, NC, USA
- Department of Population Health Sciences, Duke University School of Medicine, Durham, NC, USA
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Collins B, Garbacz SA, Powell T. Reframing family-school partnerships to disrupt disenfranchisement of Black families and promote reciprocity in collaboration. J Sch Psychol 2024; 104:101290. [PMID: 38871413 DOI: 10.1016/j.jsp.2024.101290] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 03/27/2023] [Accepted: 01/24/2024] [Indexed: 06/15/2024]
Abstract
Research has long demonstrated the benefits of family-school partnerships. However, these benefits often fail to generalize to all families, especially Black families. A present and historical pattern of discrimination and exclusion has contributed to the lack of benefits yielded from Black family-school partnerships. A major contributing factor is the narrow way in which schools define family engagement. Such narrow definitions often marginalize families from non-dominant backgrounds, particularly Black families, and reinforce harmful narratives that Black parents and families are uninvolved in their children's education. The combination of continued discrimination and exclusion as well as harmful narratives has impacted Black family-school partnering. However, schools can work to repair harm and rebuild partnerships with Black families. In this article, we advance a framework for such work. After grounding the need for this framework in a historical context, we emphasize three essential components to forming equitable Black family-school partnerships: (a) grounding relationship building in social justice, (b) integrating reciprocity in family-school relationships, and (c) usage of multiple and non-dominant methods and modalities to build relationships.
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Breese AC, Nickerson AB, Lemke M, Mohr R, Heidelburg K, Fredrick S, Allen K. Examining Implicit Biases of Pre-Service Educators Within a Professional Development Context. CONTEMPORARY SCHOOL PSYCHOLOGY 2023; 27:1-16. [PMID: 36855339 PMCID: PMC9948799 DOI: 10.1007/s40688-023-00456-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/09/2023] [Indexed: 02/25/2023]
Abstract
The opportunity gap, or conditions and barriers that impede the academic performance and school experience of minoritized students, may be exacerbated by educators' implicit biases. The aim of this qualitative study was to understand preservice educators' awareness of individual, structural, and systemic racism with regard to implicit bias. Our sample included 154 preservice educators, enrolled in an anti-bullying/harassment/discrimination training, which is required for any New York State (NYS) educator certification. Educators responded to questions about group generalizations, factors contributing to these biases, and how biases may affect their behavior toward students. Our content analysis revealed several themes, most notably that frequent biases existed toward Asian/Asian Americans, Black/African Americans, males, and people from socioeconomically disadvantaged backgrounds. Although participant responses reflect an open-minded approach to discussing bias, many responses reflected no observable desire to change potentially biased interactions with students. Responses with racially held biases aligned with the tenets of critical race theory (CRT), particularly racism as permanent and racism as normalized. Implications for practice, with an emphasis on anti-bias training and professional development, are discussed.
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Affiliation(s)
- Amanda C. Breese
- Department of Counseling, School and Educational Psychology, The University at Buffalo, the State University of New York, 409 Baldy Hall, Buffalo, NY 14260 USA
| | - Amanda B. Nickerson
- Department of Counseling, School and Educational Psychology, The University at Buffalo, the State University of New York, 409 Baldy Hall, Buffalo, NY 14260 USA
| | - Melinda Lemke
- Department of Counseling, School and Educational Psychology, The University at Buffalo, the State University of New York, 409 Baldy Hall, Buffalo, NY 14260 USA
| | - Rebecca Mohr
- Department of Counseling, School and Educational Psychology, The University at Buffalo, the State University of New York, 409 Baldy Hall, Buffalo, NY 14260 USA
| | - Kamontá Heidelburg
- College of Education and Human Ecology, The Ohio State University, Columbus, OH USA
| | - Stephanie Fredrick
- Department of Counseling, School and Educational Psychology, The University at Buffalo, the State University of New York, 409 Baldy Hall, Buffalo, NY 14260 USA
| | - Kathleen Allen
- Department of Counseling, School and Educational Psychology, The University at Buffalo, the State University of New York, 409 Baldy Hall, Buffalo, NY 14260 USA
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Sullivan AL. Overcoming Disaster Through Critical Consciousness and Ideological Change. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2093127] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Holter OG, Goforth AN, Pyke‐Pierce K, Aguilar LN, Belcourt A. School‐based racial microaggressions and depression among Indigenous young adults. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Olivia G. Holter
- Department of Psychology Central Washington University Ellensburg Washington USA
| | - Anisa N. Goforth
- Department of Psychology University of Montana Missoula Montana USA
| | | | - Lisa N. Aguilar
- Department of Educational Psychology University of Minnesota Minneapolis Minnesota USA
| | - Annie Belcourt
- Native American Studies University of Montana Missoula Montana USA
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Sun J, Goforth AN, Nichols LM, Violante A, Christopher K, Howlett R, Hogenson D, Graham N. Building a space to dream: Supporting indigenous children's survivance through community-engaged social and emotional learning. Child Dev 2022; 93:699-716. [PMID: 35560219 PMCID: PMC9324777 DOI: 10.1111/cdev.13786] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Indigenous communities practice survivance and challenge social and political systems to support their children's identity and well-being. Grounded in transformative social-emotional learning (SEL) and tribal critical race theory, this 3-year community-based participatory research study (2019-2021) examined how a SEL program co-created with an Indigenous community in Flathead Nation in Montana supports anti-racism and anti-colonialism among Indigenous children. Critical reflexivity and thematic analyses of Community Advisory Board meetings and journals written by 60 students (Mage = 10.3, SD = 1.45; 47% girls; 60% Native American) during the SEL program revealed themes on Indigenous identity, belonging, wellness, and colonialism. These results shed light on challenging the racist and colonial roots of education to support Indigenous children's survivance and social-emotional well-being.
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Affiliation(s)
| | | | | | | | | | | | | | - Niki Graham
- University of Montana, Missoula, Montana, USA
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