Affirmative messages to engage black LGBTQ+ students with counseling center services

Williams, Briana

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https://hdl.handle.net/2142/125497 Copy

Description

Title

Affirmative messages to engage black LGBTQ+ students with counseling center services

Author(s)

Williams, Briana

Issue Date

2024-04-23

Director of Research (if dissertation) or Advisor (if thesis)

Neville, Helen

Doctoral Committee Chair(s)

Neville, Helen

Committee Member(s)

• Cromley, Jennifer
• Lewis, Jarrett
• Mosley, Della

Department of Study

Educational Psychology

Discipline

Educational Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• LGBTQ affirmation
• erasure
• counseling center
• HBCU
• Black/African American students
• Black LGBTQ+
• identity affirmative services

Abstract

This dissertation investigates the use and potential of identity affirmation for increasing Black LGBTQ+ student engagement with University Counseling Centers. There is limited guidance about how to best engage underserved populations, like Black LGBTQ+ students, with mental health resources. Yet, researchers have posited the necessity of proactive interventions that not only improve the care provided for Black LGBTQ+ students, but also encourage mental health help-seeking before levels of distress reach alarming peaks. I conducted two interrelated studies to address gaps in extant literature. In Study 1, I conducted a content analysis of HBCU counseling center websites, revealing minimal representation and affirmation of Black LGBTQ+ students in counseling center services and resources. In Study 2, I employed an experimental design to assess the impact of identity affirmative communication on help-seeking interests. Findings highlighted the relevancy of identity affirmative mental health resources, as students’ significantly preferred offerings specific to BIPOC LGBTQ+ populations. Although no significant effects on help-seeking were observed, findings revealed missed opportunities for UCCs to use online content to pique students’ interests. Results were limited by statistical power and sampling, which should be addressed in future research to enhance validity and generalizability. Taken together, both studies unveiled rich avenues for researchers and practitioners to continue expanding our understanding of strategies to enhance Black LGBTQ+ students’ engagement with mental health resources and counseling center services.

Graduation Semester

2024-08

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/125497

Copyright and License Information

Copyright 2024 Briana Williams

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