Including African Americans in Health Care Research

Abstract

The inclusion of minority populations, particularly African Americans (AAs), in health care research has been and continues to be challenging. Including AAs in health care research will address the health disparities observed between Caucasian and AA populations and may reduce the disparities in disease incidence and prevalence between these groups. To include more AAs in health care research, the research team must strive to build relationships, linkages, and mutual respect with the target AA community they wish to study.

Community-based Strategies for Recruiting Older, African Americans Into a Behavioral Intervention Study

“…Three of the four staff members of the E.Y.E Project who interacted in the community were African-American women, as suggested by several researchers. 4, 10, 26 Sometimes what may be considered minor points can impact recruitment, such as the personal attributes of the staff, 27 showing respect by addressing this older population by their formal name, 9, 23, 33 or allowing for social interaction and conversation before starting the research protocol. 9 Our staff was respectful to the potential participants, and was flexible both with the timing and location of our presentations and enrollment interviews.…”

Engaging Adolescent Mothers in a Longitudinal Mental Health Intervention Study: Challenges and Lessons Learned

“…Recommendations to overcome skepticism about research and build trust are: (a) careful attention to terminology like using the word “project” and “study” opposed to “research” when the study is introduced to potential participants (Rice, et al, 2007); (b) use of a community research advisory group comprised of stakeholders and adolescents to inform provide formative assessments of study procedures, ensure ethical standards, and foster “buy in” from the priority population (Topp, Newman, & Jones, 2008; Flicker & Guta, 2008); (c) provision of service to the community prior to and after the study also facilitates trust and “buy in” (Topp, Newman, & Jones, 2008); and (d) use of face-to-face recruitment and the involvement of key stakeholders–teachers, school principals, nurses, social workers, and physicians, who have established trusting relationships with the priority population (Pierce & Hartford, 2004; Rice, et al, 2007). …”

“…Our research team has extensive experience in studies with adolescent mothers and recently conducted a longitudinal mental health study with the population. For this study, we were guided by strategies used in recruiting and retaining special populations—minority, adolescents, and children (Topp, Newman, & Jones, 2008; Rice, et al, 2007; Flicker & Guta, 2008; Pierce & Hartford, 2004; Seed, Juarez, & Alnatour, 2009). Some strategies proposed by these scientists were effective in our research study.…”

Common issues, different approaches: strategies for community–academic partnership development

“…2007), we next established a community advisory board (CAB) to work with the project team. Though inherently time consuming because of the need to engage with numerous individuals on a regular and consistent basis, community advisory boards provide the framework for creating sustainable community–academic partnerships (Alvarez and Gutiérrez 2001), maximizing trust (Dennis and Neese 2000) and scientific rigor (Topp, Newman, and Jones 2008). Given the literature supporting the use of community workers as effective community change agents, we invited two individuals working on the front lines with the community to serve on the CAB.…”