“We get to learn more about ourselves”: Black Men’s Engagement, Bonding, and Self-Authorship on Campus

Clark, Jelisa S.; Brooms, Derrick R.

doi:10.7709/jnegroeducation.87.4.0391

Cited by 11 publications

(30 citation statements)

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“…Table 4 summarises the ndings of interventions using qualitative data collection. The results of a study sampling students of black African or Caribbean descent showed that bringing students together who have a shared cultural experience can reduce the feelings of loneliness (47). Feedback for the Black Males Scholar Programme was generally positive across participants and focussed on reducing alienation of ethnic minorities in universities.…”

Section: Intervention Characteristicsmentioning

confidence: 99%

“…Two studies recruited medical students (45,46), one recruited black, male students (47) and one recruited students scoring highly on the C-DES scale of depressive symptoms (48). Three studies were conducted in the USA (45)(46)(47) and one in Ireland (48).…”

Section: Study Characteristicsmentioning

confidence: 99%

“…An online forum allowed students to support each other virtually with access to online resources (48). The "Black Male Scholars Programme" improved social interaction by encouraging students to play sports together and by enlisting speakers on a number of topics (47). A parenting and professionalism course also improved social interaction in which students learned about parenting (45).…”

Section: Intervention Characteristicsmentioning

confidence: 99%

“…(n=4) in Additional le 4 [see Additional le 4]. Three studies(45)(46)(47) had an overall moderate risk of bias. Horgan et al(48) was found to have a serious risk of bias due to missing data.…”

mentioning

confidence: 99%

“…Clark et. al (47). collected data through semi-structured, open ended interviews as opposed to questionnaires or forums(45,46,48).…”

mentioning

confidence: 99%

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Interventions Addressing Loneliness Among University Students: A Systematic Review

Ellard¹,

Dennison²,

Tuomainen³

2021

Preprint

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BackgroundLoneliness is detrimental to mental health, with university students at higher risk than other population groups. However, little research has explored interventions to reduce loneliness among students. This systematic review identifies the characteristics and effectiveness of interventions targeting students at university or college. MethodsPsycINFO, PubMed, ASSIA and Web of Knowledge were searched from inception using keywords linked to ‘loneliness’, ‘intervention’ and ‘students’. Relevant peer and non-peer reviewed English-language articles on studies implementing an intervention with loneliness as an outcome and investigating undergraduate or postgraduate students at a higher education institute were included for quality analysis and narrative review. Risk of bias was assessed at both study level and at outcome level using the revised Cochrane risk of bias tool for randomized trials (ROB2) and the risk of bias in non-randomized studies of interventions (ROBINS-I).Results22 articles were included, comprising 18 quantitative and four qualitative studies covering 29 interventions. The large majority of studies were conducted in the United States. Interventions were based on psychoeducation, social support groups, increasing social interaction, or reflective exercises. For quantitative studies, 80% of each of the interventions based on either social support, increasing social interaction or reflective exercises, and 30% of psychoeducation interventions reduced loneliness scores significantly. 21 out of 25 interventions measured quantitatively were delivered in a group setting, of which 62% significantly reduced loneliness scores, regardless of intervention.ConclusionsUniversities have a choice of interventions to help reduce loneliness among students either on campus or virtually. Ones promoting social connectedness appear to be more successful. More high-quality studies in a larger number of countries are needed, taking vulnerable student groups into consideration.

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Section: Intervention Characteristicsmentioning

confidence: 99%

Section: Study Characteristicsmentioning

confidence: 99%

Section: Intervention Characteristicsmentioning

confidence: 99%

mentioning

confidence: 99%

“…Clark et. al (47). collected data through semi-structured, open ended interviews as opposed to questionnaires or forums(45,46,48).…”

mentioning

confidence: 99%

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Interventions Addressing Loneliness Among University Students: A Systematic Review

Ellard¹,

Dennison²,

Tuomainen³

2021

Preprint

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“It lit up the campus”: Engaging Black males in culturally enriching environments.

Druery¹,

Brooms²

2019

Journal of Diversity in Higher Education

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As the presence of Black male-centered programs increase on college campuses around the nation, this study focused on identifying the benefits Black male collegians receive through engagement in these programs. This in-depth, qualitative study explored the experiences of five Black male students in the Black Male Leadership Collective (BMLC), a Black male initiative program at a midsized historically White 4-year institution. In particular, we used Museus' (2014) culturally engaging campus environment model as a conceptual frame to analyze and understand the men's experiences in the BMLC. While providing personal narratives, the students expressed how the BMLC served as a culturally enriching environment and contributed positively to their overall college experience. Students attributed their participation in the BMLC to three critical factors that improved their college tenures: gaining brotherhood through their Black male peer-to-peer bonding (cultural familiarity, collectivist cultural orientations, and cultural community service), being provided with and enmeshed in a support network (culturally validating environment, humanized educational environment, and holistic support), and enhancing their personal development (culturally relevant knowledge and proactive philosophies). As the student narratives attest, each of these elements, individually and collectively, augmented their engagement on campus and supported their resilience and persistence to graduation. Implications for supporting Black male collegians through similar programs are addressed.

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

Goodwill¹,

Mattis²,

Watkins³

2022

Psychology of Men & Masculinities

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Young Black men face unique interpersonal challenges throughout their time on college campuses, as they are forced to navigate anticipated developmental stressors (e.g., academic adjustment), coupled with racespecific microaggressions and structural forms of harm. Still, members of this group remain underrepresented in higher education, and their lived experiences have been neglected within existing men's studies research. Therefore, carefully examining Black college men's forms of social support is necessary when working to identify specific factors that either impede or promote their academic success and psychological wellbeing. Two research questions guided this analysis: (a) from whom do Black college men receive social support? and (b) for what circumstances or events do Black college men describe receiving or needing support? Interviews were conducted with 27 Black men enrolled at a large public Predominately White Institution (PWI) in the United States. Applied thematic analysis was used to analyze the data. Study findings reveal that Black college men rely upon their peers, campus student groups, fraternities, and family members for social support. In a departure from existing research, participants also described the importance of women in their lives and showed great appreciation for the support provided by their mothers, grandmothers, sisters, and female friends. Additionally, participants also described receiving support from others when faced with challenging circumstances like adjusting to college, encountering discrimination, working through conflict with family, and experiencing depression. Study findings offer new insights by highlighting both the circumstances and specific people young Black men turn to when they are in need. Public Significance StatementYoung Black men receive support from various sources when faced with challenges throughout their time in college. However, findings from this study offer additional insight into the specific people and circumstances that drive young Black men seek social support-which will ultimately aid researchers, faculty, staff, and administrators in designing culturally tailored programs meant to improve academic and mental health outcomes for Black college men.

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“We get to learn more about ourselves”: Black Men’s Engagement, Bonding, and Self-Authorship on Campus

Cited by 11 publications

References 0 publications

Interventions Addressing Loneliness Among University Students: A Systematic Review

Interventions Addressing Loneliness Among University Students: A Systematic Review

“It lit up the campus”: Engaging Black males in culturally enriching environments.

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

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