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Literature within social work on African-centered frameworks that can be used to inform research and social work practice has remained limited. Often discussion of African centered frameworks relies solely on broad, generalized models of the African centered worldview. Such limited discussion of African-centered approaches is problematic as it discounts both the diversity of African perspectives of human development, and limits the exploration of models from an African perspective, which may be a more appropriate and effective approach to working with Black youth populations. To assist in addressing this gap within social work literature, the current article critically compares the human developmental schemes of three indigenous African worldviews, and identifies potential implications for positive youth development. The process of assessing and comparing each respective worldview through the perspective of youth development yields insights that are important for both theory and practice. The paper also provides implications for African-centered program development, particularly in considering the need to acknowledge the intersectionality of Black youth identities.

In the USA, suicide is a leading cause of death for adolescents ages 12 to 18 (National Institute of Mental Health (NIMH), 2019). Given the urgency of this public health crisis, this paper aims to explore the impact of a sense of school belonging and teacher-based discrimination and peer-based prejudice on suicidal ideation and attempts among Black youth. This secondary analysis used a sample of Black youth ( N  = 4229; M age  = 16) from the National Longitudinal Study of Adolescents to Adult Health data. Independent variables included a sense of school belonging, school-based teacher discrimination, and school-based peer prejudice; the dependent variable was suicidal thoughts and behaviors. The results of multinomial regression analyses revealed that as Black adolescents’ sense of school belonging decreased, they were 35% more likely to be at risk for suicidal ideation and attempts. Findings from our study support the assertion that the school microsystem plays a substantial role in modifying the risk of suicidal behavior among Black youth.

Suicide rates among Black men in the United States have increased significantly in recent decades, yet limited research explores how intersecting systems of oppression contribute to this trend. This study examines how racial identity and gender norms intersect to shape suicide risk among Black men with lived experiences of suicidal thoughts and behaviors. We conducted semi-structured qualitative interviews with Black adult men (n = 15) in Maryland who had a history of suicidal ideation or behavior from February 2022 to October 2023. Using thematic analysis and an intersectional framework, we explored how racialized masculinity, public and private regard, and cultural norms around emotional expression influence mental health and help-seeking. Participants described navigating a racialized ideal of masculinity that emphasized toughness, emotional suppression, and self-reliance. These expectations, compounded by systemic racism and internalized stigma, created barriers to vulnerability and support-seeking in moments of crisis. Racial identity, particularly public regard and centrality, shaped how men internalized and performed masculine roles. Many reported gender role stress resulting from the conflict between emotional needs and societal demands, which contributed to isolation and elevated suicide risk. Our study results emphasize the importance of enacting gendered and culturally responsive approaches to suicide prevention efforts. These efforts should also acknowledge and mitigate the compounded effects of racial oppression and gender expectations.

This study explores longitudinal influences of various factors on Black parents’ involvement in their children’s education. Guided by Hoover-Dempsey & Sandler’s Model of Parent Involvement, this research examines whether parents’ school climate perceptions, attitudes about involvement, self-efficacy, and children’s academic performance predict parent involvement over time. Utilizing data from the Maryland Adolescence in Context Study with a sample of 560 Black parents, we found that positive school climate perceptions and favorable attitudes towards involvement significantly predict increased parent involvement in later years. The results underscore the importance of supportive school environments and parent attitudes in fostering their involvement.

Black youth who experience community violence occupy multiple environments with varying levels of influence on how they display resiliency to prevent adverse mental health outcomes. Considering the recent rise of mental health concerns (i.e., increase in suicidal outcomes) among Black youth, along with the abundance of research illustrating the detrimental impact of community violence, more research is needed to examine how different environmental factors (e.g., family and school) shape how youth protect their mental health while displaying resiliency navigating community violence. The purpose of this study was to examine how family and school contexts predict Black youths’ ability to display resiliency to navigate community violence and prevent adverse mental health outcomes. This study utilized a path analysis to examine the associations between parent relationships, parent bonding, school climate, resilience to adverse community experiences, community violence, and mental health among 548 Black adolescents in Chicago. Findings highlight that parent relationships, parent bonding, and school climate influence the association between resilience to community violence and mental health outcomes among Black youth. Implications for mental health practice and policy among Black youth are discussed.

Completion of high school is a critical juncture predicting future success among adolescents. However, Black youth are often subjected to structural and micromanifestations of structural barriers in schools, hindering their success. Moreover, research on resiliency factors associated with the academic success of Black adolescents facing structural barriers is woefully underdeveloped. In response, this study tested the associations between a resiliency factor (proposed by the Nguzo Saba and African-centered theory) and three predictors of school success (i.e., engagement, initiative-taking, and diligence). The study sample was derived from the Templeton Flourishing Children Project Pilot Study, which measured variables that contribute to “flourishing” and are important for improving youth outcomes. The sample of Black youth was evenly representative of both Black boys and girls. The results suggest that dimensions of school success can be bolstered by increased relational and personal concern among Black youth for their fellow peers, which supports that an Afrocentric worldview may be a relevant developmental asset for positive outcomes in Black adolescents. Finally, the implications of these findings are discussed, including opportunities and strategies for school behavioral health workers to assist Black youth who may be at risk for school failure.

This study examined whether there were statistical associations between life sentence types, race, and profiles of persistent criminality among sentenced juvenile homicide offenders (JHOs). The Miller v. Alabama (2012) decision required judges to differentiate irreparably corrupt JHOs from non-irreparably corrupt offenders in its sentencing considerations. The study analyzed a sample of 101 JHOs drawn from a population of 109 JHOs serving life sentences in Arizona prior to the Montgomery v. Louisiana (2016) decision. The study employed a two-step clustering method to identify serious infraction profiles among Arizona juvenile lifers, focusing on major infractions committed in prison. The findings did not indicate any statistical associations between serious infraction profiles and the differentially sentenced groups of JHOs. Additionally, 61% of natural lifers belonged to the low and medium criminal persistence groups rather than the high criminal persistence group, deviating from the pronouncements in the Miller v. Alabama decision of reserving natural life sentences for irreparably corrupt JHOs. Furthermore, race demonstrated no significant association with criminal infraction profiles. The implications of these findings for future research, sentencing policies, and release decision-making processes have been discussed.

This study examined whether there were statistical associations between life sentence types, race, and profiles of persistent criminality among sentenced juvenile homicide offenders (JHOs). The Miller v. Alabama (2012) decision required judges to differentiate irreparably corrupt JHOs from non-irreparably corrupt offenders in its sentencing considerations. The study analyzed a sample of 101 JHOs drawn from a population of 109 JHOs serving life sentences in Arizona prior to the Montgomery v. Louisiana (2016) decision. The study employed a two-step clustering method to identify serious infraction profiles among Arizona juvenile lifers, focusing on major infractions committed in prison. The findings did not indicate any statistical associations between serious infraction profiles and the differentially sentenced groups of JHOs. Additionally, 61% of natural lifers belonged to the low and medium criminal persistence groups rather than the high criminal persistence group, deviating from the pronouncements in the Miller v. Alabama decision of reserving natural life sentences for irreparably corrupt JHOs. Furthermore, race demonstrated no significant association with criminal infraction profiles. The implications of these findings for future research, sentencing policies, and release decision-making processes have been discussed.

Career aspirations are a crucial aspect of future adult development for individuals of all racial and ethnic backgrounds. However, Black emerging adult men may face specific challenges and obstacles that can hinder the formation of career aspirations. Social and economic disadvantages, racism, and development in low-resourced constrained environments are known variables that impede a positive perception of their future career capabilities. Afrocentric theorists have proposed that African heritage identity and African thematic cultural norms such as religiosity and collectivism may promote educational and career aspirations in young Black men, but these assumptions have not been empirically verified. This study examined the relationships between African heritage identity, African-centered cultural norms, and career aspirations in a sample of 300 young Black men. Our findings revealed that participants who had a positive perception of their African heritage and embraced African thematic cultural norms of religiosity and collectivism reported higher educational and career aspirations. Implications for practice and research are discussed.

This systematic review examined core elements within school-based interventions and supports for Black adolescent males (12 to 18 years of age) and identified themes for research in this area. Several educational, psychology, and social science databases were searched systematically. From this search, 13 published studies met the inclusion criteria and were reviewed for detailed analysis. Our analysis of the literature on published findings for effective types of school-based interventions for Black boys revealed four overarching themes: (1) partnership with local school districts and schools, (2) utilization of family and community resources, (3) provision of educational opportunities for Black boys, and (4) encouragement of active engagement among Black boys through personal and cultural relevance to the boys’ lives. We discuss implications for future interventions targeting Black adolescent males. Finally, we propose a call for additional interventions for Black adolescent males and scientifically rigorous evaluation of those interventions.