From the Inside Out: Group Work With Women of Color

Short, Ellen L.; Williams, Wendi S.

doi:10.1080/01933922.2013.859191

Cited by 13 publications

(11 citation statements)

References 31 publications

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“…We found that it was important to use group process as a means to facilitate highly charged race dialogues (Atieno Okech et al, 2016; Dooley, 2009; Short & Williams, 2014) and create safe brave spaces for discussion. Since we believe group dynamics are a foundation for honest race conversations, a prerequisite for taking the multicultural class is to first complete the group process and analysis course.…”

Section: Discussionmentioning

confidence: 99%

Challenges in Promoting Race Dialogues in Psychology Training: Race and Gender Perspectives

Chung

Bemak

Talleyrand

et al. 2018

The Counseling Psychologist

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Given today's racial diversity and the ongoing racial tensions in our communities as a result of police shootings of unarmed Black men, terrorist acts in the United States and globally, and expressions of racism and xenophobia in the political arena, it is essential for psychologists to be culturally competent. Four diverse faculty members engaged in a self-study of their multicultural teaching practices to explore the challenges inherent in participating in authentic race dialogues. In this article, we discuss the findings from our independent and collective analysis of faculty narratives and provide recommendations for facilitating honest and courageous race dialogues in graduate psychology training.

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Section: Discussionmentioning

confidence: 99%

Challenges in Promoting Race Dialogues in Psychology Training: Race and Gender Perspectives

Chung

Bemak

Talleyrand

et al. 2018

The Counseling Psychologist

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“…Black females are more likely to become pregnant during adolescence and endure sexual abuse than white, Latino and Asian females . Previous research across disciplines (e.g., gender and women's studies, public health and psychology) has identified sociocultural conditions that uniquely influence black females’ sexual health, including sexual stereotypes, race‐ and gender‐based discrimination, sexual networks marked by racial segregation and concurrent partnerships, and a “culture of silence” in black communities that precludes talking about controversial matters, such as sexuality . Still, there are gaps in knowledge about how these conditions affect black females’ sexual development across the life course.…”

mentioning

confidence: 99%

“…Sexuality and sexual expression are influenced by the intersection of race and gender. Race‐ and gender‐based discrimination can shape how black females view themselves, causing them to internalize poor self‐images, which may lead to risky sexual behavior and inadequate health care–seeking behavior . Discrimination can result in posttraumatic stress disorder and internalized oppression, yet the literature is scant about the impact of race and gender discrimination on black female sexual development …”

mentioning

confidence: 99%

“…10,11 Discrimination can result in posttraumatic stress disorder and internalized oppression, yet the literature is scant about the impact of race and gender discrimination on black female sexual development. 11 Sexual networks among black females are more racially segregated and more likely to involve concurrent sexual partnerships than are those of their white counterparts, and thus increase STD/HIV risk for black females. 12,15 However, the effects of sexual network characteristics on their sexual development are unknown.…”

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confidence: 99%

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The Process of Becoming a Sexual Black Woman: A Grounded Theory Study

Crooks

King

Tluczek

et al. 2019

Perspect Sexual Reproductive

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CONTEXT Black females in the United States disproportionately suffer from STDs, including HIV. Understanding the sociocultural conditions that affect their risk is essential to developing effective and culturally relevant prevention programs. METHODS In 2016–2017 in Madison, Wisconsin, 20 black females aged 19–62 completed interviews that explored the sociocultural conditions associated with sexual development and STD/HIV risk. Interviews were guided by grounded theory; open, axial and selective coding and constant comparative analysis were used to identify developmental phases and relevant sociocultural conditions. RESULTS Three phases of becoming a sexual black woman were identified: Girl, when participants reported beginning to understand their sexuality; Grown, marking a transition to adulthood, when participants began to feel more self‐sufficient yet still grappled with their emerging sexuality; and Woman, when participants developed a strong sense of self and took ownership of their bodies. Two sociocultural conditions affected progression through these phases: stereotype messaging and protection (both self‐protection and protecting others). Negative life events (e.g., sexual trauma) and early sexualization reportedly affected sexual development, and STD experience influenced self‐perceptions of sexuality and sexual behavior, often leading to self‐protective behaviors. Older participants reported strategies to protect young black females from negative sexual experiences. CONCLUSION Interventions at multiple levels of the social ecology throughout the life course may help reduce STD/HIV risk among black women in the United States. Future research should include examination of the experiences of black females younger than 18 and evaluation of the protective strategies employed by older black females.

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“…Group counseling is an integral duty of the school counseling role (Steen, Bauman, & Smith, 2008). Additionally, group work has been found effective in meeting the needs of students of color (Shin et al, 2010) and African American women (Short & Williams, 2014). African American girls, in particular, have felt ignored or stereotyped in school settings (Annamma et al, 2016), and students of color have experienced difficulties in navigating postsecondary options with school counselors (Dellana & Snyder, 2004;Williams & Portman, 2014).…”

Section: Implications For Practicementioning

confidence: 99%

Finding Their SPARCK: College and Career Readiness Groups for African American Females

Harris

González

Kearney

et al. 2019

The Journal for Specialists in Group Work

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At the broadest level, college and career readiness characterizes students who have the necessary levels of proficiency to enter college or career training programs without remedial assistance (Conley, 2012). However, those levels and types of proficiency vary depending on the goals and next steps chosen by the students. That is to say, CCR for entering a four-year college may be slightly different from CCR for starting a certificate program or entering a technical training program. Yet, some areas of overlap have been postulated. Conley (2012) generated four keys to CCR, including key learning skills, key content knowledge, key cognitive strategies, and key transition skills. Conley's definition is seen throughout the CCR literature as an early example that has continued influence on the scholarly conversation. NOSCA, the College Board National Office for School Counselor Advocacy (2010), put forward a list of eight components of college and career readiness tied to the work done by school counselors as key contributors to CCR. NOSCA's list included promoting college aspirations, academic planning, extracurricular engagement, college/career exploration, college/career assessments, college financing, college/career admissions, and the transition from high school to the next setting. Alternatively, the American School Counselor Association, or ASCA (2014), described college and career readiness as mind-sets and behaviors that could be organized by domain (academic, career, social/emotional) and broken down into actionable standards (e.g., demonstrate ability to work independently, create relationships with adults that support success). The ASCA (2014) definition expands beyond academic learning and career skills to incorporate personal/social skills and non-cognitive variables, such as self-beliefs, social skills, self-management skills, and learning strategies. Conley (2012) also mentions the importance of attitudes like resilience, motivation, and self-regulation, but notes that his four keys are based on attributes that can be taught or influenced within the schools. Thus, the accountability movement has influenced what is seen as possible or feasible to measure in terms of students' CCR outcomes, and perhaps curtailed our discussion of what CCR ideally could mean to students, families, and school counselors.

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From the Inside Out: Group Work With Women of Color

Cited by 13 publications

References 31 publications

Challenges in Promoting Race Dialogues in Psychology Training: Race and Gender Perspectives

Challenges in Promoting Race Dialogues in Psychology Training: Race and Gender Perspectives

The Process of Becoming a Sexual Black Woman: A Grounded Theory Study

Finding Their SPARCK: College and Career Readiness Groups for African American Females

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