Spotlighting racism in schools: Teacher mentors and the mediating effect of school safety.

Youth are more likely to succeed when they feel safe at school and have access to caring relationships with adults. Systemic racism interrupts access to these assets. Within schools, racially/ethnically minoritized youth encounter policies rooted in racism, leading to decreased perceptions of school safety. Having a teacher mentor may mitigate some of the harmful effects of systemic racism and discriminatory practices. Yet, teacher mentors may not be accessible to all students. In this study, the authors tested a putative explanatory hypothesis for differences between Black and white children's access to teacher mentors. Data from the National Longitudinal Study of Adolescent Health were used. Linear regression models were used to predict access to teacher mentors, and a mediational analysis was conducted to determine the effect of school safety on the relationship between race and teacher mentor access. Results indicate that students from higher SES backgrounds and those with parents who have greater educational attainment are more likely to have a teacher mentor. Furthermore, Black students are less likely than white students to have a teacher mentor, and school safety mediates that relationship. The implications of this study suggest that challenging institutional racism and structures may improve perceptions of school safety and teacher mentor accessibility.

Trajectories of sociopolitical stress during the 2020 United States presidential election season: Associations with psychological well-being, civic action, and social identities.

Sociopolitical stress arises in reaction to awareness of, exposure to, and/or involvement in political events. Among a longitudinal cohort of 628 college students from 10 universities across the U.S., we explored trajectories of sociopolitical stress during the 2020 United States presidential election season and examined relationships to psychological well-being. Growth mixture modeling classified our sample into four subgroups each with distinct trajectories of sociopolitical stress: High and Decreasing, Moderate and Increasing, Consistently Low, and High-to-Low. Participants with lower levels of sociopolitical stress expressed higher psychological well-being (high flourishing, high optimism, low anxiety symptoms, low depressive symptoms). The High and Decreasing subgroup was associated with the highest levels of civic action. Participants in the High and Decreasing trajectory were 20 times more likely to identify as LGBQ+, and 4 times more likely to be a woman or a transgender/gender diverse student, compared to participants in the Consistently Low subgroup.

Validation of the Black Community Activism Orientation Scale with racially and ethnically diverse college students.

This study fills a methodological gap in racial justice research by assessing the utility and validity of the Black Community Activism Orientation Scale (BCAOS) in a racially and ethnically diverse sample of college-going young adults (N = 624, M = 19.4 years, SD = 1.89) from 10 colleges in the United States. Confirmatory factor analysis was conducted to estimate the goodness of fit of the proposed three-factor model and assess the validity of the BCAOS. Findings from the confirmatory factor analysis provide statistical support for use of the BCAOS as a measure of racial justice activism in support of Black communities among racially and ethnically diverse college-going young adults. Findings from the study also suggest that White college students and men are less oriented toward racial justice activism than women and racially marginalized students. Convergent and discriminant validity were established through bivariate correlations of the BCAOS factors with other civic development measures. As more and more young people consider the importance of standing against racial oppression, the BCAOS has utility as an assessment instrument in future racial justice research, education, intervention, and youth programming efforts.

Election-related sociopolitical stress and coping among college students in the United States.

Objective: The present study examines sociopolitical stress, coping, and well-being among college students. Participants: Young adult college students (N = 588; ages 18-29; 72% cisgender women) from 10 universities in the USA participated in this study. Methods: Participants completed a 45-minute online survey with closed-ended and open-ended questions, administered via Qualtrics. Results: Election-related sociopolitical stress was high with notable differences across students' demographic backgrounds (e.g., Hispanic/Latinx students, women, and sexual minority students reported high sociopolitical stress). Among those who reported being stressed by the election (N = 448), closed-ended and open-ended data reveal coping strategies including self-care, drugs and alcohol, and further civic action/political participation. Higher sociopolitical stress predicted more depression and many coping strategies were related with flourishing. Conclusions: Young adult college students are experiencing election-related sociopolitical stress and are coping in different ways. More work is needed to understand what coping strategies support well-being. Implications for colleges are discussed.

Exploring housing insecurity in relation to student success.

OBJECTIVES: The relative high rates of homelessness and housing insecurity among college students has become a public health concern within the U.S. This study explores the relationship between housing instability in relation to academic and mental health outcomes. PARTICIPANTS: College students attending a larger public university (N = 1,416 students; M age = 22.54; 47.2% Pell Eligible; 54.6% racially/ethnically minoritized students) were surveyed employing cluster-sampling in the Fall Semester of 2019. METHODS: Participants completed validated measures of housing instability, mental health outcomes, and demographics. Additional measures were matched with survey responses through the Office of Institutional Research (i.e., GPA, Pell Grant eligibility). RESULTS: Students who experienced housing insecurity and homelessness were more likely to have a lower GPA as well as poorer mental health outcomes. CONCLUSION: Findings highlight implications surrounding the need for housing programs and additional financial support in an effort to bolster students' academic performance and mental well-being.

Identifying protective socio-ecological factors for college students in California's deadliest wildfire.

Objectives: This case study examined multi-level social-ecological supports in promoting well-being through college students impacted by one of the deadliest wildfires in U.S. history.Participants: College students attending a large public university were surveyed (N = 354, Mage = 22.7, 76.2% female, 61% white).Methods: Measures included demographics, individual factors (mindfulness, sleep problems), social support (emotional support, family support, and friendship), and sense of community. Multiple linear regression models on well-being were constructed.Results: Findings indicated that mindfulness, sleep disturbances, emotional support, family support, number of close friends, and sense of community were significant predictors of well-being.Conclusion: Findings highlight the importance of universities in proactively bolstering critical social-ecological needs of college students living in communities vulnerable to climate-change accelerated environmental disasters.

Exploring civic behaviors amongst college students in a year of national unrest.

This study examined the role of demographics, civic beliefs, and the impact of the COVID-19 pandemic in association with distinct forms of civic participation. College students were recruited across 10 institutions of higher education to complete an online survey. Bivariate, multivariable linear, and logistic regressions were performed. Findings indicated that participants from traditionally marginalized backgrounds were more likely to engage in systemchallenging forms of civic participation and community engagement than those from more privileged backgrounds. Participants who rated high in critical reflection, viewed racism as a key issue, and were heavily impacted by the COVID-19 pandemic were also more likely to engage in system-challenging forms of civic participation. Participants who endorsed beliefs supporting current systems of power were more likely to report they intended to vote. Results highlight implications for antiracist activism, community engagement, and traditional political civic behaviors.

Examining Disparities in Food Access Between Historically Black Colleges and Universities and Non-Historically Black Colleges and Universities.

PURPOSE: Examine if Historically Black Colleges and Universities (HBCUs) are more likely to be located in low food access area (LFA) census tracts compared to public non-HBCUs. DESIGN: ArcGIS Pro was utilized to capture food environments and census tract sociodemographic data. SETTING: The sample included 98 HBCUs and 777 public non-HBCUs within the United States. 28.9% of study census tracts were classified as LFA tracts. MEASURES: University data were gathered from the National Center for Education Statistics. Census tract-level LFA classification was informed by the United States Department of Agriculture's Food Access Research Atlas. Covariates included population density and neighborhood socioeconomic status of census tracts containing subject universities. ANALYSIS: Multilevel logistic regression was employed to examine the relationship between university type and LFA classification. RESULTS: A higher percentage of HBCUs (46.9%) than public non-HBCUs (26.6%) were located in LFAs. After adjusting for population density and neighborhood socioeconomic status, university type was significantly associated with food access classification (B=0.71;p=.0036). The odds of an HBCU being located in LFA tracts were 104% greater than for a public non-HBCU (OR=2.04;95% CI=1.26,3.29). CONCLUSION: Findings underscore the need for policy interventions tailored to HBCU students to promote food security, environmental justice, and public health.

Leveraging research to inform prevention and intervention efforts: Identifying risk and protective factors for rural and urban homeless families within transitional housing programs.

This mixed method study spotlights hardships and supportive factors for unhoused families led by single mothers who have successfully graduated from two transitional housing programs, one rural and one urban. Data collection consisted of entry and exit surveys (n = 241) as well as qualitative interviews (n = 11). Binary logistic regression results indicated education and social support as significant predictors of successful program completion. Qualitative findings further illustrate narratives surrounding supportive factors and program supports (i.e., assistance securing employment, education courses, sense of community), as well as policy implications. Implications stress the need for enhancing supportive factors (i.e., education and social capital) in early prevention efforts (e.g., schools and community centers), as well as an intentional integration of addressing socio-emotional needs and resources within housing programs and services unique to rural and urban communities.

Shards from the glass ceiling: Deconstructing marginalizing systems in relation to critical consciousness development.

In this qualitative case study, the authors identify, name, and critique multi-level contextual factors in relation to Black, Indigenous, and People of Color college student leaders' and the authors' own critical consciousness development applying Harrel's Difference Framework, and Critical Race Theory. Located in a Northern California Sundown Town, the authors utilize focus groups, Photovoice data, and critical ethnography to document organizational and institutional responses towards student leaders' and the authors' involvement in multicultural programming and a Black Lives Matter Freedom School. Across data sources, the authors chronicle instances of the following: (1) devaluing through unpaid student labor, (2) distancing and siloing of multicultural student organizations on campus, (3) denial of the use of harmful and misinformed programmatic practices, and (4) defensiveness on the part of the administration regarding student narratives. Findings highlight implications within higher education surrounding addressing historic racial inequity, and illustrate the trauma invoked by ameliorative and premature institutional responses.

Chronic Mental Health Sequelae of Climate Change Extremes: A Case Study of the Deadliest Californian Wildfire.

Introduction. Weather-related disasters, such as wildfires exacerbated by a rise in global temperatures, need to be better studied in terms of their mental health impacts. This study focuses on the mental health sequelae of the deadliest wildfire in California to date, the Camp Fire of 2018. Methods. We investigated a sample of 725 California residents with different degrees of disaster exposure and measured mental health using clinically validated scales for post-traumatic stress disorder (PTSD), major depressive disorder (MDD) and generalized anxiety disorder (GAD). Data were collected at a chronic time-point, six months post-wildfire. We used multiple regression analyses to predict the mental health outcomes based on self-reported fire exposure. Additionally, we included vulnerability and resilience factors in hierarchical regression analyses. Results. Our primary finding is that direct exposure to large scale fires significantly increased the risk for mental health disorders, particularly for PTSD and depression. Additionally, the inclusion of vulnerability and resilience factors in the hierarchical regression analyses led to the significantly improved prediction of all mental health outcomes. Childhood trauma and sleep disturbances exacerbated mental health symptoms. Notably, self-reported resilience had a positive effect on mental health, and mindfulness was associated with significantly lower depression and anxiety symptoms. Conclusion. Overall, our study demonstrated that climate-related extreme events, such as wildfires, can have severe mental illness sequelae. Moreover, we found that pre-existing stressful life events, resilient personality traits and lifestyle factors can play an important role in the prevalence of psychopathology after such disasters. Unchecked climate change projected for the latter half of this century may severely impact the mental wellbeing of the global population, and we must find ways to foster individual resiliency.

Using Technology to Scale up Youth-Led Participatory Action Research: A Systematic Review.

PURPOSE: Rapid advances in technology create opportunities for adolescents to influence practice and policy in health and other domains. Technology can support the scaling of Youth-Led Participatory Action Research (YPAR), in which adolescents conduct research to improve issues that affect them. We present the first known published systematic review of the use of technology to scale YPAR. METHODS: A systematic review of the empirical literature was conducted from 2000 to 2018 using databases PsycARTICLES, PsycINFO, and PubMed. The review included peer-reviewed articles of YPAR studies involving adolescents (aged 10-19 years) using technology for scaling. Appraisal of papers included the role of technology and consistency with YPAR principles. RESULTS: Nine peer-reviewed YPAR publications focusing on a range of health issues with adolescents aged 11-19 years were identified. Technology included Facebook (most common), Twitter, Instagram, Skype, e-mail, blogs, and personalized mapping applications. Overall, technology was primarily used for adolescent participants to gather data. The appraisal revealed the complexities inherent in conducting YPAR using technology across multiple sites, with different adults in supportive roles and varying levels of opportunities for adolescent engagement. CONCLUSIONS: This review provides insights at the intersection of youth-led research and technology, highlighting opportunities in a changing technological landscape and the challenges of YPAR at scale.

Psychological and political liberation: Strategies to promote power, wellness, and liberation among anti-racist activists.

In recent years, there has been a robust racial justice movement in the United States, which has pursued power with the goal of promoting wellness and liberating people from racially and historically oppressed communities. Organizations such as Black Lives Matter and Showing Up for Racial Justice continue building power and promoting psychological and political liberation. The purpose of our study is to investigate the developmental processes by which anti-racist activists resist psychological and political oppression to approach wellness and liberation. We conducted 24 interviews from self-identified anti-racist activists in the United States and utilized thematic analysis to construct qualitative codes to identify the psychological and political strategies activists implemented in their racial justice work. We found that activists adopted four psychological strategies, two political strategies, and two bridging strategies to resist oppression. Psychologically, activists tended to examine political and historical contexts to understand the root causes of oppression and how their own oppressed and privileged identities fit within those larger systems. Politically, activists sought opportunities to enhance their capacity as activists and engage in critical actions to build power and seek liberation. Bridging these psychological and political domains, activists also formulated a theory of liberation and engaged in critical self-reflection, which guided their political actions.

Exploring the associations between youths' explanations of poverty at the societal level and judgements of distributive justice.

This study explores whether adolescents' societal explanations regarding the causes of poverty are associated with distributive justice reasoning. Survey data were collected from 425 6th-12th graders who answered questions concerning the causes of poverty and a vignette depicting a hypothetical class project designed to assess the degree to which the adolescent respondent would distribute resources based on principles of need or merit. Findings indicated that adolescents who explained poverty based on structural or a mix of structural and individual causes were more likely to base decisions about resource distribution on need, whereas those who attributed poverty to individual causes distributed resources based on merit. Participants who were older, female, Caucasian, and from a higher socioeconomic status (SES) background were more likely to indicate need as a basis for distributing resources. Poverty attributions (i.e., societal, and mixed) had a significant interaction with age and SES in predicting distributive justice reasoning. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

How Unequal Is the United States? Adolescents' Images of Social Stratification.

This study highlights the use of pictorial images to understand adolescents' views on social stratification. A continuum of five visual images of social stratification were presented to a diverse sample of five hundred ninety-eight 8th-12th graders (14-18 years old). Adolescents selected which image best represented the United States (today, in 20 years, how it ought to be). Images ranged from inequitable to egalitarian. Results supported reference group and possible selves theories. Adolescents in higher status families chose a more egalitarian image for how the United States is today and how it ought to be. African Americans considered the United States today more unequal. Differences in adolescents' commitment to an egalitarian ideal depended on their reactions to inequality and their beliefs about government responsiveness, bolstering the measure's validity.

Scaling-Up Youth-Led Social Justice Efforts through an Online School-Based Social Network.

The exploration of social networking sites (SNS) in promoting social change efforts offers great potential within the field of community psychology. Online communities on SNS provide opportunities for bridging across groups, thus fostering the exchange of novel ideas and practices. Currently, there have only been limited efforts to examine SNS within the context of youth-led efforts. To explore the potential of SNS to facilitate the diffusion of social justice efforts between distinct youth groups, we linked three school-based youth-led participatory action research projects involving 54 high school students through a SNS. This study offers an innovative methodological approach and framework, utilizing social network analysis and strategic sampling of key student informants to investigate what individual behaviors and online network features predict student adoption of social change efforts. Findings highlight prospective facilitators and barriers to diffusion processes within a youth-led online network, as well as key constructs that may inform future research. We conclude by providing suggestions for scholars and practitioners interested in examining how SNS can be used to enhance the diffusion of social justice strategies, youth-led engagement efforts, and large-scale civic organizing.

Brokering the Research-Practice Gap: A typology.

Despite widespread recognition of a research-practice gap in multiple service sectors, less is known about how pre-existing communication channels facilitate the flow of information between researchers and practitioners. In the current study, we applied an existing typology of brokerage developed by Gould and Fernandez (Sociol Methodol 19:89-126, 1989) to examine what types of brokerage facilitate information spread between researchers and educational practitioners. Specifically, we conducted semi-structured interviews with 19 school administrators and staff in two public school districts regarding their experiences searching for information about instructional, health, and social skills programs. Using deductive content analysis, we found evidence of all five types of brokerage identified by Gould and Fernandez (1989). However, only three types of brokerage-gatekeepers, representatives, and liaisons-were involved in the flow of information between school administrators and researchers. Moreover, information transfer often occurred in longer chains that involved multiple, distinct types of brokerage. We conclude with the broad implications of our findings for narrowing the research-practice gap by improving researchers' dissemination efforts and practitioners' search for information.