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ObjectivesThe present study examines how race and gender-specific factors (i.e., racial centrality and gender role beliefs) serve as protective assets against the harmful impact of racial and gender discrimination on depressive symptomatology and suicidal ideation for Black girls.MethodOur sample included 232 Black girls ages 15-17 years old (Mage = 16.85) from a socioeconomically diverse community context.ResultsOur findings revealed that racial and gender discrimination from teachers was associated with higher levels of depressive symptomatology. Perceived gender discrimination by teachers and endorsing traditional gender role beliefs were associated with higher reports of suicidal ideation. Perceiving higher instances of racial discrimination from teachers and reporting lower levels of racial centrality were associated with higher depressive symptomatology.ConclusionsThe findings suggest the need to create safe spaces and to consider the interactions that occur in school settings that impact the mental health of Black girls. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Black girls face the challenge of developing a healthy sense of self because of racism and sexism in school settings. Building on extant literature, this study examines a sample of socioeconomically diverse Black girls' in predominately White, Black, and racially and ethnically diverse school settings. Data collection included focus groups with Black girls (N = 30, M age = 12.64 years). Inductive analytic techniques were used to identify themes based on the lived experiences of Black girls across these school settings. Two themes emerged that centered on the intersectionality of race, class, and gender in their educational experiences, including: (1) the misconception of Black girls; and (2) resisting and reclaiming. Directions for future research and implications for Black girls are discussed.

This study examined the impact of perceived teacher discrimination on the school discipline of African-American and Caribbean Black adolescent girls. The findings are drawn from a nationally representative sample of (n = 410) African-American and (n = 193) Caribbean Black adolescent girls age 13 to 17 (M[subscript age] = 15). Results indicate that perceiving discrimination from teachers was associated with higher school discipline (e.g., "suspension," "expulsion," and "spending time in a jail, detention center") for African-American girls. For Caribbean Black girls, higher household income and school bonding was associated with lower school discipline. Older Caribbean Black girls were also more likely to receive higher school discipline. However, perceiving discrimination from teachers was not associated with school discipline for Caribbean Black girls. The developmental significance and implications for future research are discussed.

Black girls are regularly exposed to physical, emotional, and psychological violence in schools. Spaces intentionally created for and by Black girls can offer them psychological safety, where they can feel comfortable being their authentic selves. In the current qualitative study, we explored Black adolescent girls' sense of psychological safety using individual, semi-structured interviews with 16 girls (Mage = 17.36 years) who participated in Black Girl Magic Crew (BGM), an after-school program in the Southeastern United States. This program was created for and with Black girls and focused on their identity development, mental health, and academic preparation. Drawing on the psychological framework of radical healing and Black feminism in qualitative inquiry, we depicted the practices and curricular elements that enabled the girls to feel psychologically safe in BGM. Findings demonstrated that within BGM, participants (a) were validated, (b) seen in their glory, and (c) freely expressed themselves. The authors discussed the implications of study findings for Black girls' psychological safety and co-creating Black girl spaces that prioritize liberation and healing. [ABSTRACT FROM AUTHOR]

Attachment theory posits that parenting plays akey role in children's attachment and subsequent development. Given the normativity of racial discrimination on everyday life experiences of African American families, there is a need to integrate historical and socio-environmental processes in studies to understand how minoritized parents raise secure and stable children. Results from the current study revealed direct associations between mothers' reports of discrimination and heightened depression and anxiety. Maternal discriminatory experiences were indirectly associated with more negative parenting and compromised parent-child relationship quality, through mothers' psychological functioning. Elevated emotional and behavioral management problems among youth were directly associated with exposure to racial discrimination. Exposure to discrimination during middle childhood facilitated adapted or learned strategies to manage similar situations as youth transitioned into adolescence, with reduced patterns of depressive symptomology. No significant gender effects emerged. Implications for theoretical advancement and future research are provided. [ABSTRACT FROM AUTHOR]