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In the United States, Blacks are disproportionately impacted by HIV/AIDS. Sexual networks and concurrent relationships have emerged as important contributors to the heterosexual transmission of HIV. To date, Africa is the only continent where an understanding of the impact of sexual concurrency has been conveyed in HIV prevention messaging. This project was developed by researchers and members of the Seattle, WA African American and African-Born communities, using the principles of community-based participatory research (CBPR). Interest in developing concurrency messaging came from the community and resulted in the successful submission of a community-academic partnership proposal to develop and disseminate HIV prevention messaging around concurrency. We describe: (a) the development of concurrency messaging through the integration of collected formative data and findings from the scientific literature; (b) the process of disseminating the message in the local Black community; and (c) important factors to consider in the development of similar campaigns.

Introduction: Despite learning health systems' focus on improvement in health outcomes, inequities in outcomes remain deep and persistent. To achieve and sustain health equity, it is critical that learning health systems (LHS) adapt and function in ways that directly prioritize equity.Methods: We present guidance, including seven core practices, borne from theory, evidence, and experience, for actors within LHS pursuing equity. Results:We provide a foundational definition of equity. We then offer seven core practices for how LHS may effectively pursue equity in health: establish principle, measure for equity, lead from lived experience, co-produce, redistribute power, practice a growth mindset, and engage beyond the healthcare system. We include three use cases that illustrate ways in which we have begun to center equity in the work of our own LHS. Conclusion:The achievement of equity requires real transformation at individual, institutional, and structural levels and requires sustained and persistent effort.

Research indicates that African Americans living in an oppressive society may be at an increased risk of experiencing psychological symptoms. Oppressive society has been defined as the continual denial of resources to marginalized groups. This study examined the possible moderating effects of racial socialization (using Scale of Racial Socialization-Adolescent) in the relationship between poverty and psychological symptoms (externalizing and internalizing symptoms). The sample consisted of 105 African American adolescents, aged 11 to 15, from a large midwestern city. Racial socialization was expected to reduce psychological symptomatology. There was an unexpected finding of a positive relationship between racial socialization and externalizing symptoms. Although significant moderating effects were found for racial socialization, no protective effect was demonstrated in this study. Future research directions are discussed.