Civic Engagement Curriculum: a Strengths-Based Intervention Serving African American Youth in a Context of Toxic Stress

Richards, Maryse H.; Romero, Edna; Deane, Kyle; Carey, Devin; Zakaryan, Arie; Quimby, Dakari; Gross, Israel M.; Thomas, Anita; Velsor-Friedrich, Barbara; Burns, Maureen; Patel, Nisha R.

doi:10.1007/s40653-015-0062-z

Cited by 15 publications

(17 citation statements)

References 73 publications

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“…Civic engagement was found to moderate the relationship between general campus climate and academic resilience only. Scant research has examined civic engagement as a moderator between campus climate and academic resilience, but the findings complement research that suggests civic engagement is predictive of resilience and academic achievement among Black students who experience environmental risk (e.g., high violence or high poverty communities; Chan et al, 2014; Richards et al, 2016). Students’ motivation may partially explain this finding.…”

Section: Discussionmentioning

confidence: 94%

Black Students’ Perceptions of Campus Climates and the Effect on Academic Resilience

Mills

2021

Journal of Black Psychology

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The purpose of this study was to investigate the relationships between general, academic, and racial campus climates and academic resilience among Black college students. This study also investigated the moderating role of civic engagement on the relationships between campus climates and academic resilience. Participants were 388 Black undergraduate students (76.8% women; 58.8% social, behavioral, and economic sciences majors; 87.4% enrolled full-time) attending a predominantly White university who completed an online survey. Results from moderated regression analyses indicated more positive perceptions of general and academic campus climates significantly predicted higher levels of academic resilience, but more positive perceptions of racial campus climate significantly predicted lower levels of academic resilience. Civic engagement moderated the relationship between general campus climate and academic resilience only. These findings can be used to inform coordinated efforts by university constituents to advance academic resilience among Black college students by improving general and academic campus climates, promoting more positive perceptions of general and academic campus climates, and promoting student civic engagement.

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Section: Discussionmentioning

confidence: 94%

Black Students’ Perceptions of Campus Climates and the Effect on Academic Resilience

Mills

2021

Journal of Black Psychology

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“…We used qualitative research methods to explore the perspectives and experiences of COVID-19 and initial lockdown period in the UK, among young people aged [16][17][18][19][20][21][22][23][24][25] from racially minoritised backgrounds living in London. A repeated focus group design was conducted over eight weeks to explore young people's experiences, perceptions of the response, and coping strategies amidst the pandemic.…”

Section: Research Design and Settingmentioning

confidence: 99%

“…These include: developmental age, educational status, preexisting mental health conditions, proximity to economic deprivation, heightened challenges experienced by school-aged children and college-aged young people from lower-income backgrounds. In a rare study exploring disaggregated data, a survey exploring abuse and mental health across the UK during the pandemic found that the youngest participants (18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29) people from racially minoritised backgrounds faced the most significant risks of experiencing abuse, self-harm and suicidal ideation [9]. Scholars point to how structural inequities have made people from racialised background more susceptible to the virus and its corresponding financial and social outcomes [1,[10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Exploring experiences and impact of the COVID-19 pandemic on young racially minoritised people in the United Kingdom: A Qualitative Study

Burgess¹,

Kanu²,

Matthews³

et al. 2021

Preprint

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Within high-income-countries, the COVID-19 pandemic has disproportionately impacted people from racially minoritised backgrounds. There has been significant research interrogating the disparate impact of the virus, and recently, interest in the long-term implications of the global crisis on young people’s mental health and wellbeing. However, less work explores the experiences of young people from racialised backgrounds as they navigate the pandemic, and the specific consequences this has for their mental health. Forty young people (age 16-25) from black, mixed and other minority backgrounds and living in London, participated in consecutive focus group discussions over a two-month period, to explore the impact of the pandemic on their lives and emotional wellbeing. Thematic analysis identified seven categories describing the impact of the pandemic, indicating: deepening of existing socioeconomic and emotional challenges; efforts to navigate racism and difference within the response; and survival strategies drawing on communal and individual resources. Young people also articulated visions for a future public health response which addressed gaps in current strategies. Findings point to the need to contextualize public health responses to the pandemic in line with the lived experiences of racialised young people. We specifically note the importance of long-term culturally and socio-politically relevant support interventions. Implications for policy and practice are discussed

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“…Existing programs that attempt to engage with both exposure to violence and civic engagement may provide guidance. For example, the Civic Engagement Curriculum (Richards et al, 2016), a strengths-based intervention, aims to improve resilience, while the Truth N' Trauma project (Harden et al, 2015) includes participatory action research within a violence prevention intervention. The Civic Engagement Curriculum was designed originally for suburban Midwestern students, but then adapted specifically for African American middle school students in Chicago.…”

Section: Implications For Youth Policy and Practicementioning

confidence: 99%

“…The Civic Engagement Curriculum was designed originally for suburban Midwestern students, but then adapted specifically for African American middle school students in Chicago. The curriculum involved service learning to take action to address local community violence (Richards et al, 2016). The Truth N' Trauma project, also in Chicago, worked with high school students, using a restorative and trauma-based approach to support students doing either action research or a less civically engaged activity (Harden et al, 2015).…”

Section: Implications For Youth Policy and Practicementioning

confidence: 99%

Civic Engagement Among Youth Exposed to Community Violence: Directions for Research and Practice

Jain¹,

Cohen

Kawashima-Ginsberg

et al. 2019

JYD

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Historically and contemporarily marginalized youth who are disproportionately exposed to community violence are often the same youth who are less likely to be civically engaged. However, the community violence and civic engagement literatures have not yet fully explored how these experiences may be linked in young people's lives and in relation to what other forces. Using developmental assets and ecological-transactional frameworks, we review the emerging literature on civic engagement among youth exposed to community violence and how external developmental assets and neighborhood collective efficacy may create opportunity for their increased civic engagement. We present numerous conceptually-and empirically-based hypotheses to further examine the intersections between exposure to community violence and youth civic engagement. Ultimately, we identify opportunities for intervention.This literature review explores if and how youth civic engagement experiences vary by exposure to community violence (ETV), and suggest future directions for research and practice. We begin by justifying why this work is warranted, providing examples of violence exposures that youth experience, and describing the development of civic engagement across adolescence and into adulthood. We then review theoretical and empirical evidence that demonstrates how civic engagement can be part of resilience expressed by violence-exposed youth and be leveraged in youth-led actions to mitigate that violence. We follow by reviewing the literature on inequalities in civic engagement and exposure to community violence, documenting how structurally marginalized young people are often both less civically engaged and more exposed to community violence. We proceed to explore possible interventions that can support civic engagement among youth exposed to violence. We conclude by offering recommendations for future research and implications for policy and practice to enhance opportunities for civic engagement among youth exposed to community violence.

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Civic Engagement Curriculum: a Strengths-Based Intervention Serving African American Youth in a Context of Toxic Stress

Cited by 15 publications

References 73 publications

Black Students’ Perceptions of Campus Climates and the Effect on Academic Resilience

Black Students’ Perceptions of Campus Climates and the Effect on Academic Resilience

Exploring experiences and impact of the COVID-19 pandemic on young racially minoritised people in the United Kingdom: A Qualitative Study

Civic Engagement Among Youth Exposed to Community Violence: Directions for Research and Practice

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