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There is a well-established body of literature on parent-child sexual communication (PCSC) among Black families. Still, most of this work focuses on reducing sexual risk behaviors among Black girls and focuses less on the multidimensionality of PCSC among Black parents and their daughters. In this qualitative study, we explored Black mother-daughter PCSC by analyzing interviews with 29 Black mothers in the U.S. with daughters ages 6-11. We used consensual qualitative research methods to analyze mother's responses to questions about the messages and strategies they used when educating their daughters about sex-related topics, such as pleasure and sexual identity. We identified the following themes related to mothers' goals with their messages: (1) increasing awareness through neutral information, (2) building daughter's sense of self, (3) challenging societal norms and White heteropatriarchy, and (4) upholding societal norms and White heteropatriarchy. We also developed five themes for mother's strategies for PCSC: (5) direct and open PCSC, (6) modeling, (7) integrating real-life examples, (8) centering the child, and (9) monitoring and tailoring daughters' experiences with others. Our findings add to existing research on sex-positive practices among Black families, highlight the need to use critical lenses when exploring PCSC, and have important implications for parent education.

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Objective: Negative perceptions of institutional racial climate relate to worse mental health outcomes for Black college students. Yet, few scholars have considered how Black students' perceptions of the institutional climate for other underrepresented groups may impact mental health. Participants and Methods: We drew on a national sample of Black college students across 15 institutions (n = 1188) to examine the effects of institutional diversity climate on students' anxiety, depression, and positive mental health. Results: Black students who perceived the campus as more welcoming to first-generation reported higher positive mental health. Black students who perceived the campus as more welcoming to racial minorities, lesbian, gay, bisexual (LGB), and low socioeconomic status (SES) students reported lower levels of depression and anxiety. Conclusions: Black students' perceptions of the institutional diversity climate for other groups influences their mental health outcomes, and underscores the need for more research on individual-level differences in students' mental health processes.

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Scholars have begun to address how exposure to vicarious racial violence influences stress and coping processes among Black families in the U.S. Yet, fewer scholars have considered the importance of racial grief as a component of the coping process. The current study drew upon semi-structured interview data from 31 Black mothers in the U.S. (25-52 years; M age = 35 years) to explore how mothers processed and responded to vicarious anti-Black racial violence. We used consensual qualitative research methods and identified the following themes: (a) recognizing the endemic nature of racial violence, (b) feeling frozen in fear after a new case of racial violence, and (c) transforming grief into grievance as a route to racial justice. The findings contextualize Black mothers' concerns about the racial violence that they and their children might experience during their lifetime, and how they channel this grief into actionable change against racial injustice. Authors discuss strengths-based ways to frame the role of grief and loss in the context of racism.

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OBJECTIVES: The present study examines how race and gender-specific factors (i.e., racial centrality and gender role beliefs) serve as protective assets against the harmful impact of racial and gender discrimination on depressive symptomatology and suicidal ideation for Black girls. METHOD: Our sample included 232 Black girls ages 15-17 years old (Mage = 16.85) from a socioeconomically diverse community context. RESULTS: Our findings revealed that racial and gender discrimination from teachers was associated with higher levels of depressive symptomatology. Perceived gender discrimination by teachers and endorsing traditional gender role beliefs were associated with higher reports of suicidal ideation. Perceiving higher instances of racial discrimination from teachers and reporting lower levels of racial centrality were associated with higher depressive symptomatology. CONCLUSIONS: The findings suggest the need to create safe spaces and to consider the interactions that occur in school settings that impact the mental health of Black girls. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

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Amidst the increasing push to address racial disparities in maternal health equity, fewer studies have considered Black women's perspectives on their needs, concerns, and priorities regarding family planning care. Such evidence might help address the lack of support and information that many Black women report in patient-provider encounters, and broaden empirical knowledge on the contextual factors that influence Black women's reproductive decisions. In the present qualitative study, we explored Black women's pathways to motherhood within a reproductive justice framework. We drew on individual, semi-structured interview data from 31 Black mothers (25-50 years, Mage = 35 years) across the United States. Using consensual qualitative research methods, we elaborated on three themes: (1) intentional family planning, (2) unintended pregnancy, and (3) othermothering. The findings challenge deficit-based stereotypes of Black mothers' reproductive choices and illuminate how health practitioners can facilitate humanizing conversations that prioritize Black women's family planning goals and decision-making.

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OBJECTIVE: Black women's experiences of gendered racism have implications for their mental health. The present study tested the associations between gendered racism, social support, and depression, then investigated whether gendered racial centrality buffered the impact of gendered racism on mental health outcomes. METHOD: Data from 237 Black college women (Mage = 22.04, SD = 4.02 years) were collected using an online survey, assessing gendered racism, social support, depression, and gendered racial identity. RESULTS: We found that social support mediated (but did not moderate) the association between gendered racism and depression: More gendered racism was associated with decreased support, and consequently more depression. Also, higher gendered racial centrality buffered the indirect effect of gendered racism on greater depression via lower social support. CONCLUSION: Our results further illustrate the detrimental effect of gendered racism on Black women, while also illuminating areas for intervention useful for this group. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

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Despite the growing literature on the mental health implications of adverse childhood events (ACEs), little empirical evidence considers the role of sociocultural scripts in Black women's experiences of trauma and mental health. Emerging scholarship suggests that gendered racial stereotypes, such as the Superwoman Schema, might worsen the impact of ACEs on the mental health outcomes of Black women in the U.S. To address this gap, we sought to examine relationships among Black women's exposure to ACEs, endorsement of the Superwoman Schema, and mental health outcomes. The current sample included 447 Black women (20-35 years old) who completed measures of adverse childhood events, Superwoman Schema endorsement, and mental health (stress, anxiety, and depression). ACEs and endorsement of the Superwoman Schema were associated with higher stress, anxiety, and depressive symptomology. Additionally, Black women who experienced more ACEs and felt a stronger obligation to present an image of strength indicated more stress. Black women who experienced more ACEs and had a stronger determination to succeed reported higher anxiety. These results offer further evidence of the role of the Superwoman Schema on Black women's mental health. The authors discuss future research directions and clinical implications regarding the interconnections among sociocultural scripts of Black womanhood and trauma experiences.

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Evidence suggests that the intersectional nature of Black women's race and gender identities influence their awareness of sexual scripts such as the hypersexual, Jezebel stereotype. This study examined the role of the Jezebel stereotype and Black women's identity beliefs on their sexual beliefs and behaviours. Specifically, we investigated the role of gendered racial identity beliefs on the relationship between Jezebel stereotype awareness and Black women's sexual behaviours (sexual assertiveness, sexual satisfaction, sexual guilt and attachment avoidance in relationships). A diverse national sample of Black women completed measures of gendered racial identity beliefs, Jezebel stereotype awareness and sexual behaviours. Black women who felt more positively connected to their Black woman identity reported greater sexual assertiveness and satisfaction. Consistent with past research, more awareness of the Jezebel stereotype was associated with higher sexual guilt and attachment avoidance. We discuss the enduring legacy of the Jezebel stereotype in relation to Black women's gendered racial identity beliefs, as well as the importance of promoting positive sexual beliefs and a sense of sexual agency among Black women in the USA.

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Social integration is a critical component of adolescents' positive school adjustment. Although prior scholars have highlighted how Black women and girls' social identities (e.g., race, gender, social class) influence their academic and social experiences in school, very little work has focused on how school racial diversity shapes Black girls' peer networks throughout K-12 education. To address this gap in the literature, the present qualitative study explored the narratives of 44 Black undergraduate women (Mage = 20 years) who reflected on their friendship choices in high school. We used consensual qualitative research methods to examine how Black women navigated friendships during their time attending predominantly White (less than 20% Black), racially diverse (21%-60% Black), and predominantly Black (61%-100% Black) high schools. Coding analyses revealed five friendship themes: (a) Black female friends, (b) mostly Black friends, (c) mostly interracial friends, (d) mostly White friends, and (e) White friends in academic settings and Black friends in social settings. Our findings highlight how the young women's ongoing negotiation of racialized and gendered school norms influenced their sense of closeness with same-race and interracial peers. Black girls may have challenges with forming lasting and meaningful friendships when they cannot find peers who are affirming and supportive, particularly in predominantly White school contexts. This study underscores the need to look at how racial diversity in the student population offers school psychologists and educators insight into how to better support the social and emotional development of Black girls.

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This study examines school climate, racial identity beliefs, and achievement motivation beliefs within a cultural-ecological and risk and resilience framework. Data were drawn from a longitudinal study of 733 (Mage  = 14.49) African American adolescent girls. A linear mixed effects model was used to determine if racial identity dimensions moderated the relationship between school climate and achievement motivation beliefs across four waves. Results revealed that racial identity (private regard and racial centrality) and ideology (nationalist) beliefs were associated with higher achievement motivation beliefs over time, while racial centrality and private regard, and a sense of belonging served as protective factors. The findings contribute to the importance of racial identity beliefs and increase the visibility of African American girls.

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