Interventions supporting positive psychosocial functioning of Black adolescent girls: A narrative review

ABSTRACT

The disparate experiences of Black adolescent girls across academic and behavioral domains when compared to their same-gender peers call for further examination and discussion to aid in tailoring support efforts. This narrative review aims to identify processes that contribute to the psychosocial functioning of Black girls, an understudied area of research. By employing an intersectional framework grounded in Black feminist ideology, this article explores the racial identity and socialization of Black girls, their academic and behavioral experiences within school and beyond, how the strong Black woman schema can conceal the needs of Black girls, and the impact of racial stress. Identified themes of support for Black girls include gender-specific programming that focuses on positive racial identity development, messages regarding positive racial views as part of racial socialization, psychoeducation on the impact of racial trauma as well as lessons on power, privilege, and oppression to aid in self-understanding and cultivate critical consciousness.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional resources

1. Collins, K. H., Joseph, N. M., & Ford, D. Y. (2020). Missing in action: Gifted Black girls in science, technology, engineering, and mathematics. Gifted Child Today 43(1), 55–63.

This article calls attention to the gaps in gifted and STEM education for Black girls and the ways their racial and gender identities interact to shape these experiences. Theories are provided to set the context of what Black girls encounter in the educational setting as well ashow educators can support Black girls in their development of a STEM identity.

2. Duane, A., Casimir, A. E., Mims, L. C., Kaler-Jones, C., & Simmons, D. (2021). Beyond deep breathing: A new vision for equitable, culturally responsive, and trauma-informed mindfulness practice. Middle School Journal, 52(3), 4–14.

This article describes how mindfulness practices should be implemented with a critical lens of the whole school context. The trauma-informed care is based on principles put forth by the Substance Abuse and Mental Health Services Administration (SAMHSA). Mindfulness practices can be helpful for youth from diverse backgrounds.

3. Inniss-Thompson, M., Butler-Barnes, S., Taaffe, C., & Elliott, T. (2022). “What serves you:” Charting Black girl spaces for wellness through spirituality, resistance, and homeplace. Journal of African American Women and Girls in Education, 22(2), 37–64.

This qualitative study provides important insights into Black girls’ perceptions of mental health and wellness. Using the photovoice method, Black girls reflected upon their personal experiences through photography of their daily lives. This article concludes with recommendations for educators in their work with Black girls.