Black College Men Research Articles

Resources

AbstractIn this conclusion, we provide resources that offer implications for practice for Black men in college navigating mental health. This includes resources from community‐based organizations, professional associations, and other support outlets that support the needs of Black men in college. These resources will be useful to graduate students, faculty, and institutional leaders seeking information on how to aid the needs of Black men in college contending with mental health challenges.

Brother, We Got You: A collective impact approach to addressing Black college men's mental health

AbstractHigher education administrators, faculty, and staff across diverse institutional contexts grapple with college students' persisting and increasing mental health concerns. Further, recent research has discussed mental health challenges Black collegians encounter, exacerbated by the COVID‐19 pandemic. Mental health issues among Black college students vary based on several factors (e.g., institutional type, ethnicity, gender, and sexuality). Research has demonstrated the various mental health trepidations Black men navigate at institutional campuses. Informed by a collective impact framework, we explored how higher education institutional stakeholders can collaboratively labor to drive solutions for promoting Black college men's mental health and well‐being. This article begins by broadly reviewing the literature on Black men's mental health in and outside collegiate settings. Next, we discussed the collective impact framework and how it can aid in expanding and advancing transformative mental health programs and services for Black college men. This article concluded with implications for future practices and programmatic considerations within collegiate environments.

Understanding suicide prevention among Black college men

AbstractThe objectives of this article are to examine the epidemiology of suicide for Black college men; social determinants of mental health, mental health inequities, and suicide prevention for Black college men; role of mental health utilization for Black college men; role of culture in addressing mental health needs for Black college men; racial trauma and mental health for Black college men; role of socio‐economic barriers for Black college men; mental health needs of Black college men amid the COVID‐19 pandemic; mental health needs of African and Caribbean college men; mental health needs of Black gay, bisexual, queer, and trans+ college men; and implications for colleges and universities in addressing the mental health needs of Black college men.

Black Queer Men Transgressing Masculine Normativity

ABSTRACT This qualitative study examined how Black queer men (BQM) in college conceptualized gender and sexuality as they navigated hegemonic and toxic forms of masculinity. Mobilizing queer of color critique, we delve into data from a multi-year critical ethnographic study to unearth the worldmaking practices that BQM engage to dislodge and disrupt the omnipresent gender norms they faced within postsecondary contexts. Our analysis yielded three themes related to BQM experiences with masculinities: (a) perspectives on hegemonic masculinities, (b) queering the politics of intimate and platonic relationships, and (c) institutionalized heteronormativity. We argue that BQM experience insidious forms of heteromasculinity, compulsory heterosexuality, and heterogenderism in college. We conclude by offering implications for higher education research, practice, and policy.

Black Students’ Mental Help-Seeking Processes During College Matriculation

The present study examined how Black students’ pre-college beliefs and perceptions of mental health services influenced their help-seeking behaviors, both within and beyond college counseling services. Using semi-structured interview data and consensual qualitative research methods (CQR), we examined the experiences of 48 Black college women and men (ages 18–22) sampled from two universities. We identified the following four themes: (1) pre-college experiences shape mental health knowledge (MHK); (2) college adjustment challenges as a precursor to seeking treatment; (3) negative perceptions of college counseling services; and (4) campus community mental health support. Upon seeking counseling services, many students encountered a lack of diversity in counseling staff and cultural mistrust. Thus, they opted to seek mental health support in campus community spaces curated by Black student organizations and administrators. Overall, our findings suggest Black students engage in various alternative campus community spaces to support their mental health. We conclude by discussing the need for deliberate and specialized mental health support for Black students.

“It’s Bad Enough I’m Black…But Disabled Too?!”: A Qualitative Exploration of After-COVID-19 Experiences for Black College Men Living with Disabilities

The purpose of this qualitative study was to examine the experiences of Black college men living with disabilities, namely ADHD and/or depression, as defined by DSM-5. Using naturalistic methods and a semi-structured interview protocol, we focused on understanding their experiences during the Great Pandemic (COVID-19) and the implications for campus support services in a post-COVID-19 era. The key implications for future research, policy, and practice are highlighted.

Insights Into Needs and Preferences for Mental Health Support on Social Media and Through Mobile Apps Among Black Male University Students: Exploratory Qualitative Study.

BackgroundBlack college-aged men are less likely than their peers to use formal, therapeutic in-person services for mental health concerns. As the use of mobile technologies and social media platforms is steadily increasing, it is important to conduct work that examines the future utility of digital tools and technologies to improve access to and uptake of mental health services for Black men and Black men in college.ObjectiveThe aim of this study was to identify and understand college-attending Black men’s needs and preferences for using digital health technologies and social media for stress and mental health symptom management.MethodsInterviews were conducted with Black male students (N=11) from 2 racially diverse universities in the Midwestern United States. Participants were asked questions related to their current mental health needs and interest in using social media platforms and mobile-based apps for their mental health concerns. A thematic analysis was conducted.ResultsFour themes emerged from the data: current stress relief strategies, technology-based support needs and preferences (subthemes: mobile-based support and social media–based support), resource information dissemination considerations (subthemes: information-learning expectations and preferences and information-sharing preferences and behaviors), and technology-based mental health support design considerations (subtheme: relatability and representation). Participants were interested in using social media and digital technologies for their mental health concerns and needs, for example, phone notifications and visual-based mental health advertisements that promote awareness. Relatability in the context of representation was emphasized as a key factor for participants interested in using digital mental health tools. Examples of methods for increasing relatability included having tools disseminated by minority-serving organizations and including components explicitly portraying Black men engaging in mental health support strategies. The men also discussed wanting to receive recommendations for stress relief that have been proven successful, particularly for Black men.ConclusionsThe findings from this study provide insights into design and dissemination considerations for future work geared toward developing mental health messaging and digital interventions for young Black men.

Black heterosexual college men’s masculinity dimensions, protective behavioral intentions, and sexual risk behaviors

Objective To examine the associations of dimensions of masculinity—respect/toughness and anti-femininity/hypersexuality—with sexual risk behaviors and protective behavioral intentions and the effects of awareness of anti-Blackness. Participants 127 Black heterosexual men were recruited from four Historically Black Colleges and Universities and one Minority Serving Institution in the South. Methods Students completed an online survey as part of a pilot study to assess the sexual health needs of Black college students. Results Our results indicated that respect/toughness and anti-femininity/hypersexuality were significant correlates of protective behavioral intentions. After accounting for awareness of anti-Blackness and age, anti-femininity/hypersexuality was a significant correlate of sexual risk behaviors. Conclusions Our study highlights the complex multi-dimensional construct of masculinity and how forms of anti-Blackness continue to influence HIV vulnerability. Therefore, there is a need to include structural factors within research to better understand behaviors among Black college men and incorporate dimensions of masculinity that promote healthy sexual behaviors in interventions and programming.

“I didn't know who to talk to”: Black college men’s sources and descriptions of social support.

“I didn't know who to talk to”: Black college men’s sources and descriptions of social support.

Eating Disorder Examination-Questionnaire: Evaluating factor structures and establishing measurement invariance with Asian/Hawaiian/Pacific Islander, Black, and White American college men.

ObjectiveThis study evaluated the factor structure and invariance of the Eating Disorder Examination‐Questionnaire (EDE‐Q) in a sample of Asian/Hawaiian/Pacific Islander (n = 163), Black (n = 155), and White (n = 367) American university men.MethodTwelve different EDE‐Q factor structures reported in the literature were evaluated using multi‐group confirmatory factor analyses, and measurement invariance assessed.ResultsA respecified four‐factor structure proposed by Parker et al. (2016) showed superior fit and was invariant across groups. Significant differences emerged across all latent factors, with small to medium effects. Asian/Hawaiian/Pacific Islander men reported significantly higher scores on factors assessing Appearance Concern, Overvaluation of Shape/Weight, and Eating Concerns, and were more likely to endorse regular objective binge eating (OBE) and fasting episodes than their Black and White peers. Both White and Asian/Hawaiian/Pacific Islander men reported greater dietary restraint than Black men. Among this sample, frequencies of regular compensatory exercise ranged from 10% to 16%, fasting 6% to 14%, and OBEs 1% to 10%.DiscussionResults provide further support for the use of alternate EDE‐Q factor structures, especially among non‐White men. In this study, Asian/Hawaiian/Pacific Islander men reported the highest levels of ED psychopathology relative to White and Black men, indicating they might be particularly vulnerable to EDs.Public SignificanceThis study failed to find support for using the original Eating Disorder Examination‐Questionnaire four‐factor structure to detect disordered eating in Asian, Black, and White American college men. An alternate model proposed by Parker et al. in 2016 may be more appropriate. Asian men also reported the highest levels of eating psychopathology relative to their peers, suggesting they may be at high risk for developing eating disorders.

Supplemental Material for “I Didn’t Know Who to Talk to”: Black College Men’s Sources and Descriptions of Social Support

Supplemental Material for “I Didn’t Know Who to Talk to”: Black College Men’s Sources and Descriptions of Social Support

Understanding the Laws of Harvest: Black and Latino Male Collegians Enacting Critical Race Care as Youth Mentors

Background/Context: In recent years, there has been a proliferation of student engagement programs intended to increase college access, retention, and graduation for Black and Latino males. Although supporting Black and Latino male students’ educational opportunities and success efforts is an urgent need, few studies examine their collective leadership experiences—either on campus or in the community. These experiences are important in understanding how engagement and leadership are vital components for Black and Latino males’ sense of self, community ties, and collective consciousness. Focus of Study: We investigate the collegiate experiences and engagement of 12 Black and Latino male students in the Brothers Empowering Collective Achievement (BECA; pseudonym), a male-centered program at a Hispanic-serving institution. We explored their leadership and mentoring experiences through the following research questions: (1) How do Black and Latino college men make sense of their engagement in a male-centered success program? (2) What factors influence Black and Latino males’ decisions to serve in a leadership capacity as youth mentors? (3) What is the focus of Black and Latino males’ leadership work as youth mentors? (4) What do Black and Latino males take away from their experiences as youth mentors? Intervention/Program/Practice: The BECA program is an academic and social engagement program that was developed in an effort to increase graduation and retention of Latino and Black men. BECA provides professional workshops, one-on-one and small group mentoring, community service opportunities, and various other social activities. In addition, strategic partnerships with local schools allow college students to mentor middle and high school students. Research Design: This qualitative study is based on focus group interviews with 12 Black and Latino male students at a Hispanic-serving institution related to their leadership experiences as youth mentors for local middle school and high school students. Findings/Results: Our findings show that students were nested in, benefited from, and enacted critical race care—expressed as holistic care for youth, which considers their racialized identities and experiences as well as various facets of their lives in supporting their needs and development—through their BECA engagement. According to the men’s narratives, BECA provided a unique opportunity to bring Black and Latino males together to pursue individual and collective goals. In addition, serving in leadership roles as youth mentors within the local community enhanced the men’s sense of self and allowed them to contribute to community education and youth development. Conclusion/Recommendations: This study speaks to the value and benefits Latino and Black men accrue from critical race care. Specifically, being engaged and embedded in a community in which they pursue collective educational and personal goals enhances engagement, leadership, and relationships for Black and Latino college students.

“We Can Redefine Ourselves”: Enhancing Black College Men’s Persistence Through Counterspaces

Black college men are constantly repositioned in higher education discourse as problems and in crises. However, there is much to be learned from Black men’s engagement in college and the meanings they make from those experiences. In this qualitative study, we use the engagement experiences of 25 Black men at an historically white campus in the U.S. in order to reveal the value of counterspaces on campus. Our findings suggest that the Sankofa Scholars program created important opportunities for these Black men to get acclimated to college, enhance their awareness and development, and resist deficit framings about them. These findings demonstrate that male success initiatives can serve as a counterspace on campus and can play a critical role in empowering Black men’s persistence in college and strengthening their resilience.

Understanding What Influences Sexual Health Behaviors among Black Males in College.

Using the Health Belief Model as a guide, focus groups and interviews (n=35) were conducted with Black males at a Historically Black College and University. Findings suggest that norms around the expectations of men and sex relates to their sexual behavior. The study also indicates that while Black college men know they should engage in protected sex (perceived benefits), they are inclined to engage in unprotected sex if their partner is on the pill (cues to action), they don't believe the consequences are immediate (perceived severity), and they like the feel of not using a condom (perceived barriers).

Examining the Multiple Sites of Meaning in a Participant Photography Project With Black Male College Students

Participant photography is a visual method that has been widely used in research to elevate the voices of historically marginalized populations. Although much has been written about the nature of the visual method, including its benefits and challenges, less is known about how meaning is made of the visual images as they move throughout the research process. To this end, this article draws upon data and the methodological notes from a research study examining Black masculinities and employs a critical visual methodology to examine the different sites of meaning-making in a participant photography research project with Black college men. First, the participant reflections on the visual methodology will be used to examine the image production process, which includes the men’s decisions regarding photographic tools and their image-making strategies. Then, select images from the project and the corresponding narratives will be shared and situated within the social context in which they were produced. Finally, this article will discuss practical and ethical considerations regarding the circulation and audiencing of the project images and conclude with a discussion of the lessons learned in using a critical visual methodology to explore how meaning is made in a participant photography project with Black men.

Black College Women and the Health of Black College Men.

The purpose of this study was to understand the influence Black college women have on the health behaviors of Black men. Using the Health Belief Model and the socioecological model as guides, focus groups and interviews were conducted with Black college men (n = 35) and Black college females (n = 25) at a Historically Black College and University in the Southern United States. Participants provided responses to questions on what impacts their health behaviors and whose health they influence. Results indicate that Black college men believed Black peer women influence decisions they make regarding their diet, physical activity, and general health behaviors. However, Black college women believe they only influenced physical activity and sexual health in Black college men. While they understood they had some influence on their health, the women were unsure if they had long-term influence. These findings highlight the need for programming that informs young Black women on the important role they play in the health of men in their lives, particularly young Black men. These findings also highlight the need for peer health educator training to cross-train educators on health issues of all gender groups.

(In)visible men on campus: campus racial climate and subversive black masculinities at a predominantly white liberal arts university

ABSTRACT There is an emerging body of literature examining the academic success of Black men attending predominantly White colleges and universities, though less is known about Black college men’s experiences at liberal arts institutions. In this paper, I draw upon semi-structured and photovoice interview data from a study on Black male college students attending a predominantly White liberal arts institution in the USA. Specifically, I will present narrative and visual data of how Black college men perceive the campus racial climate and make sense of their (in)visibility at the university. Drawing upon poststructuralist theories of gender and critical race theory, I analyze the ways in which they managed race, gender and sexuality within university spaces, giving attention to their agency in performing a range of masculinities in response to and in anticipation of campus-based racism and racialized discourses. By situating their gendered performances within the context of the campus racial climate, I argue that universities are sites of racial and gender socialization where dominant ideologies of Black masculinities are imposed, and where ontological installments of gender play out in ways that can impact Black males’ inclusion on campus. Suggestions for the improvement of Black male higher education success will be discussed.

Unanticipated Contexts for Vulnerability: An Exploration of How Black College Men Made Meaning of a Research Interview Process Involving Sensitive Topics

There is an emerging call for empirical studies that examine the development of masculine identity among Black college men. However, the varied ways Black college men made meaning of participating in these research processes are virtually absent. The purpose of this particular inquiry is to offer insights into how 17 Black college men described their participation in a research study that explored sensitive topics involving their identity and interpersonal relationships with other men. Building rapport with Black college men through the research interview process was critical. Data analysis yielded five themes that illustrated how Black college men made meaning of their participation in a research process that employed both semi-structured and photo-elicitation interviews.

An exploratory study of stress and coping among Black college men.

Research on coping mechanisms among Black Americans is robust, yet there is a dearth of studies that use qualitative approaches to examine coping specifically among young Black men. The current and historical landscape of race relations in the United States calls for additional concern and exploration of this topic. To fill gaps in this area, this study uncovered the ways Black college men cope with various stressors that impact their mental health. Eleven qualitative interviews were conducted with 18- to 25-year-old Black men enrolled at a college in the Midwest who participated in the Young Black Men, Masculinities, and Mental Health (YBMen) project. Data were analyzed using a rigorous and accelerated data reduction technique that involved transferring transcript data onto spreadsheets, reducing the data, and conducting a rigorous content analysis to generate themes and subthemes. Participants reported that Black college men cope with stress by discussing their issues with members of their social support networks, engaging in physical activities, and relying on themselves. Some respondents reported that they intentionally avoided dealing with their mental health, whereas others attempted to make sense of their problems. Substance use, violence, and anger were all identified as markers of unaddressed stressors. Stigma emerged as a barrier to seeking help. Study findings highlight within-group differences among Black college men. Mental health researchers must continue to develop creative ways to examine stress and coping so that resources can become more culturally relevant and readily available both within and outside of the spaces Black men occupy. (PsycINFO Database Record

CULTIVATING A PROFESSIONAL POSE:

AbstractIn this article I investigate how a group of Black men in college worked together to learn and practice the professional pose—professional styles and behaviors meant to navigate professional settings. I argue that these behaviors were adopted to preempt any potential discriminatory acts and would ideally disassociate them from the negative labels associated with Black men. Specifically, I examine how leaders of the group Uplift and Progress (UP) prepared other members and recruits by teaching them how to present themselves as professional Black men who were familiar with White middle-class practices. To further encourage their success, group members sought out opportunities to practice these styles in public. By cultivating this professional pose, they were able to claim their place at a White institution and distance themselves from the unfavorable stereotypes of Black men. This strategy also bolstered their reputation on campus and would ideally prepare them for the predominantly White workplace.