Abstract

The present study examined the association between students’ perceptions of an equitable school climate and several psychosocial outcomes, and tested whether these associations were moderated by students’ race and gender. Data from 57,027 6th–12th grade students were analyzed using three-level models. Students who perceived their school to have a more equitable climate experienced greater psychosocial outcomes: low endorsement of retaliatory aggressive beliefs, low stress, and high future aspirations. Moderation analyses consistently demonstrated that the effect of an equitable school climate on students’ psychosocial outcomes was weaker for Black students than White, Latinx, and Asian students. Gender also served as a moderator for some outcomes, with the effect of equity on stress stronger for girls than boys, and the effect of equity on future aspirations stronger for boys than girls.

To cite: Summer S. Braun, Caryn R. R. Rodgers, Arielle Linsky, Charity Brown Griffin & Catherine P. Bradshaw (2023) The Association Between an Equitable School Climate and Students’ Psychosocial Outcomes: The Moderating Roles of Race and Gender, School Psychology Review. DOI: 10.1080/2372966X.2023.2192174

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Abstract

This paper explores a partnership between an HBCU (Historically Black Colleges and Universities) and a community to understand trauma given the high rates of reported violence among youth locally. The accumulative stress of living in high-stress, high-poverty environments coupled with the normative developmental tasks of adolescence is thought to place these youths at risk for negative mental and physical outcomes (Murry et al., 2011). The current research uses a community-based participatory research (CBPR) approach and developmental lens to better understand environmental stressors and subsequent trauma among Black youth. Specifically, the paper describes the recruitment, engagement, and equitable partnership between a youth advisory board (YAB), university research team, and community agencies advisory board (CAB). The current work is part of a larger research study designed to explore environmental stressors, coping, and social supports for Black youth residing in low-resource urban communities. The broad objective of the research is to develop a trauma-informed community intervention to improve adolescent mental health. The initial phase of this university–community research, which entails the YAB, CAB, and university discussion groups, is outlined in this paper. Community engagement and trust are key factors described in the literature when collaborating with communities of color. These themes were reiterated by research partners in this study. The research team created coding terms to identify themes from YAB and CAB transcript data, respectively. YAB themes regarding stressors centered around financial strain, anger, and loss/violence. CAB themes regarding adolescent mental health and resources centered around trauma, trust, and sustainability. Initial steps to utilize the themes identified thus far are described. The unique advantages of an HBCU and CBPR to address mental health disparities in ethnic minority communities are also highlighted.

To Cite: Mance, G. A., Rodgers, C. R., Roberts, D., & Terry, A. (2020). Deeply rooted: Maximizing the strengths of a Historically Black University and community-based participatory research to understand environmental stressors and trauma among Black youth. American Journal of Community Psychology, 66(3-4), 256-266. https://doi.org/10.1002/ajcp.12452

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Abstract

"Existing intervention and prevention efforts for adolescent pregnancy focus primarily on individual-level approaches; however, there is an emerging expectation to include a more contextually based social-ecological approach. This approach is salient in urban communities like Baltimore, Maryland, with one of the nation’s highest adolescent pregnancy and birth rates. Poverty, community violence, and compromised school systems further complicate the precursors and consequences of adolescent pregnancy. In this mixed methods study, we conducted interviews with key informants (n = 16) from community-based organizations, health departments, foundations, the public school system, clinics, and the faith community who worked with youth in Baltimore to gain a more comprehensive perspective on factors affecting adolescent pregnancy. Interviews were digitally recorded, transcribed verbatim, and analyzed using the constant comparative method. Geographic maps of select socio-demographic variables were created to examine the community context. Results highlighted contributing multi-level factors that emerged across the social-ecological model. Key informants described community- (e.g., environment, community norms, public policy; “Teen pregnancy is norm in many communities”), interpersonal- (e.g., peer social norms; “If you don’t perceive that you have a whole lot of options, you might just kind-of do what everybody else does”), and intrapersonal-level (e.g., specific developmental phase, self-esteem; “You need somebody to love and somebody to love you back”) influences on adolescent pregnancy and birth. GIS maps further illustrated disparities in adolescent birth rates, poverty level, and available community resources. Key informants recommended institutional and structural changes in the community, such as improving sexuality education and school-based health centers and increasing inter-organizational collaboration. These findings underscore the importance of considering creative community partnerships that address key social determinants of reproductive health in developing interventions to address adolescent pregnancy.

Keywords: adolescent pregnancy, prevention, urban, qualitative, GIS mapping"

To Cite: Tanner, A. E., Ma, A., Roof, K. A., Rodgers, C. R., Brooks, D. N., & Paluzzi, P. (2015). The “kaleidoscope” of factors influencing urban adolescent pregnancy in Baltimore, Maryland. Vulnerable Children and Youth Studies, 10(3), 257-269. https://doi.org/10.1080/17450128.2015.1046534

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To Cite: Perrin, P. B., Bhattacharyya, S., Snipes, D., Hubbard, R., Heesacker, M., Calton, J. M., Perez, R. M., & Lee-Barber, J. (2013). Overcoming resistance to social justice ally development in people from privileged groups. K. Case (Ed.), Deconstructing Privilege: Teaching and learning as allies in the classroom. Routledge.

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Abstract

Increases in substance use prevalence among girls, as well as a lack of research conducted with urban girls of color, highlight the importance of understanding both predictors and outcomes of substance use abstinence (SUA) within this population. This study addresses gaps in SUA research through a longitudinal investigation conducted with urban black non-Latina and Latina girls (N = 597) as they transitioned through junior high school. Multivariate logistic regressions found social influences (i.e., friend/family use, drug access) to be significantly associated with girls’ SUA, although differential associations were found by race/ethnicity. SUA was also associated with positive adjustment and wellness by ninth grade. Implications for gender-specific prevention programming are discussed.

To Cite: Rodgers, C. R., Nichols, T. R., & Botvin, G. J. (2011). Alcohol and cigarette free: Examining social influences on substance use abstinence among Black non-Latina and Latina urban adolescent girls. Journal of Child & Adolescent Substance Abuse, 20(4), 370-386. https://doi.org/10.1080/1067828x.2011.599274

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Abstract

Increases in substance use prevalence among girls, as well as a lack of research conducted with urban girls of color, highlight the importance of understanding both predictors and outcomes of substance use abstinence (SUA) within this population. This study addresses gaps in SUA research through a longitudinal investigation conducted with urban black non-Latina and Latina girls (N = 597) as they transitioned through junior high school. Multivariate logistic regressions found social influences (i.e., friend/family use, drug access) to be significantly associated with girls’ SUA, although differential associations were found by race/ethnicity. SUA was also associated with positive adjustment and wellness by ninth grade. Implications for gender-specific prevention programming are discussed.

To Cite: Rodgers, C. R., Nichols, T. R., & Botvin, G. J. (2011). Alcohol and cigarette free: Examining social influences on substance use abstinence among Black non-Latina and Latina urban adolescent girls. Journal of Child & Adolescent Substance Abuse, 20(4), 370-386. https://doi.org/10.1080/1067828x.2011.599274

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