Selected Publications

Abstract: In this study, we aimed to develop and validate the Identity Shifting for Black Women Scale (ISBWS), which assesses the process of altering one’s speech, perceptions, behaviors, and appearance to navigate experiences of discrimination and to enhance intraracial relationships. In Study 1, data from 356 Black women in the United States were used for exploratory factor analysis. Exploratory factor analysis results supported a 15-item, two-factor solution that captured the following domains: (a) Navigating Gendered Racial Oppressive Contexts and (b) Enhancing Intraracial Relationships. In Study 2, confirmatory factor analyses were performed with data from 289 United States Black women. Confirmatory factor analyses tested a unidimensional correlated traits model, a two-factor correlated traits model, and a bifactor model. The bifactor model provided optimal fit, and internal consistency estimates for scores on the ISBWS subscales were good. The ISBWS’ construct validity was supported given its association with related measures of shifting and gendered racial microaggressions. The ISBWS also accounted for additional variance in Black women’s anxiety symptoms over and above an existing shifting measure. Our findings support the added value of the ISBWS in understanding Black women’s multifaceted experiences and can be used to inform interventions aimed to maximize the benefits and reduce the costs of shifting among Black women.

Abstract: The use of student-generated podcasts in undergraduate education is a way to promote engagement, cognition, learning, and creativity in experiential learning opportunities. Studies often focus on students using podcasts created by others as learning tools to augment textbook information. However, this study focuses on student-generated podcasts as a tool to create and disseminate culturally responsive health content to other students. Forty-five students enrolled in a Health Psychology course created 12 podcasts on health issues of interest to traditionally aged (18–24 years) college students. This exploratory case study describes the students’ process and identifies themes within their reflections on benefits, challenges, and experiences with the project. Three major themes emerged: 1) challenges of learning new digital tools in a digital environment; 2) the technicalities of technology; and3) active learning in the moment. The discussion includes recommendations for future studies with student-generated podcasts and the importance of culturally responsive pedagogy.

First paragraph: In the wake of the historical and recent murders of Black people in the U.S., #Shutdownstem was a hashtag that was established in 2020, publicly ac-knowledging how Black academics and science, technology, engineering and mathematics (STEM) professionals continue to be impacted by institution-al and systematic racism (Chen, 2020). Additionally, trending hashtags, #BlackintheIvory and #Blackin-STEM, provide personal accounts of lived experiences of Black academics and STEM professionals. Both Black men and women are using social media to elu-cidate their challenges, as such, due to the double mar-ginalization of one’s race and gender, women of color in science have shared how they are often receiving messages that they “do not belong.” Due to the lack of culturally diverse faculty in physics, isolation in the academy emerged as a common theme in a qualitative study on the experience of Black women physicists, in particular (Rosa & Mensah, 2016). Changing the cul-tural landscape that has been established, supported, and transmitted throughout much of the academy, will take intentional, action-oriented strategies by those in positions of power and influence. To simply acknowl-edge and/or understand the barriers that Black women encounter in universities is not sufficient. There must be personal, institutional, and systemic commitment to recruitment, retention, and supporting Black women to thrive in physics.

Abstract: This study examined the relationship between gender roles and sociosexuality (an individual difference variable describing attitudes about sexual permissiveness and promiscuity), and their predictive pattern of HIV-related sexual risk behaviors. A geographically diverse sample of 275 adult, heterosexual Black women (mean age = 33.60 years), participated in a self-administered survey. Significant relationships were found between feminine traits and sociosexuality, and between sociosexuality and four of the five risky sexual behavior variables. Neither masculine nor feminine gender roles were related to any risky sexual behavior variables. Sociosexuality emerged as an important correlate that requires further exploration of its relationship to the attitudes and behaviors of Black women, and its potential relationship to HIV risk-related sexual behavior. The need for more attention to psychosocial variables, and consideration of context, cultural norms, and values is discussed as an important undertaking in order to garner an accurate picture of sexual risk behavior.

Abstract: This study examined sociocultural factors that impact dating and sexual experiences of heterosexual African American undergraduate college students attending a historically Black institution in the Southeastern United States. Specifically, mate availability and relationship involvement were analyzed to document students’ experiences, and how these influences may be associated with sexual decision making and behavior. Data from nine focus groups (N = 57) were aggregated and four subthemes were identified: competition among women, acceptability of mates, high prevalence of casual relationships, and lowered expectations for commitment. Power dynamics emerged as a contributing factor to the types of relationship involvement, sexual decision-making, and behavior among participants. The importance of prevention programs focusing on situational and cultural variables is highlighted. Additionally, implications for professionals working with emerging adults to consider the impact of the gender ratio imbalance, and perceived power distributions on perceptions of dating relationships, and sexual decision making and behavior are addressed.

Abstract: Sexual schemas are cognitive representations of oneself as a sexual being and aid in the processing of sexually relevant information. We examined the relationship between sociosexuality (attitudes about casual sex), masculine ideology (attitudes toward traditional men and male roles), and cultural centrality (strength of identity with racial group) as significant psychosocial and sociocultural predictors in shaping young, heterosexual African American men's sexual schemas. A community sample (n = 133) of men in a southeastern city of the United States completed quantitative self-report measures examining their attitudes and behavior related to casual sex, beliefs about masculinity, racial and cultural identity, and self-views of various sexual aspects of themselves. Results indicated that masculine ideology and cultural centrality were both positively related to men's sexual schemas. Cultural centrality explained 12 % of the variance in level of sexual schema, and had the strongest correlation of the predictor variables with sexual schema (r = .36). The need for more attention to the bidirectional relationships between masculinity, racial/cultural identity, and sexual schemas in prevention, intervention, and public health efforts for African American men is discussed.

Abstract: This study examines the relationship between masculine ideology, adherence to norms, and HIV prevention among young Black heterosexual and gay men on the campus of a historically Black college/university. The data from four focus groups and nine individual interviews (N = 35) were aggregated and two recurring themes emerged: sexual communication, and mate availability. Additional themes related to HIV prevention were stigma, protection, and testing. The importance of investigating masculinity with young men is highlighted and implications for professionals working with college students to prevent the transmission of HIV are included.

Abstract: Due to their enhanced risk for STIs, including HIV, the need for research to target young Black college students is substantial and there is a significant contribution to be made in understanding factors related to risk in an effort to design prevention interventions are specific to this group. The study included 351 Black students (M = 20.42, SD = 1.71, range 18– 24 years) attending a Historically Black College/University (HBCU). Results reveal alcohol use and condom attitudes were the most significant predictors of sexual decision-making and behavior. The findings, along with implications, signal the need for more research with this population in order to increase prevention efforts.

Abstract: Psychosocial correlation of risky sexual behavior is important for the design and implementation of human immunodeficiency virus (HIV)-related prevention and intervention studies. Sociosexuality (individual differences in endorsement of casual sexual behavior) and perceived susceptibility to HIV were examined for their relationship to each other, and in predicting risky sexual behavior among adult, heterosexual African American women using web-based and in-person surveys. This study included 275 geographically diverse women (mean age = 33.60 years), with 81% reported having at least a college degree, and over 50% reported incomes over $45,000. Results indicate that sociosexuality was significantly associated with perceived susceptibility, and both higher levels of sociosexuality and perceived susceptibility were significantly related to engagement in riskier sexual behavior. Age at first voluntary intercourse emerged as an important covariate in predicting risky sexual behavior among the participants. The need to include psychosocial variables associated with risky sexual behavior in sexually transmitted infection (STI) and HIV-related health promotion and intervention studies was discussed.

Abstract: Young African Americans are disproportionately affected by sexually transmitted infections, including HIV. The purpose was to identify reasons that African American college students at a historically Black college/university (HBCU) identified as barriers to HIV testing, and how these barriers can be removed. Fifty-seven heterosexual-identified undergraduate students (ages 18–25) attending an HBCU in the southeastern US participated in a mixed method study. Latent content analytic techniques were used to code the transcripts for themes and categories, and representative quotations were used in the findings. Quantitative data indicates high levels of perceived knowledge about HIV transmission, low perception of risk and concern of contracting HIV, yet continued sexual risk behavior. Qualitative data indicates three main themes used to avoid testing and three themes to encourage testing. Students were forthcoming in discussing the themes around avoidance of HIV testing (being scared to know, preferring not to know, and lack of discussion about HIV) and encouraging testing (group testing, increasing basic knowledge, and showing the reality of HIV). It is important for college healthcare professionals, researchers, and officials to identify appropriate ways to encourage HIV testing, and promote testing as part of overall health.