Conference Strand

Identity Formation

Abstract

LGB POC often report various forms of psychological distress that affect them in many aspects of life including academically, socially, and throughout the lifespan. Mentorship has been found to reduce these psychological barriers and promote resiliency and identity development. This presentation examines barriers of LGB POC, evidence-based mentorship implementation, and ways academic institutions may respond to this ever-important population.

Description

As mental health clinicians have become more socially aware, we have found that the intersecting identities of LGB and POC often collide in many ways. Research shows that POC and the LGB community report psychological distress, financial instability, low school retention rates, and the opposing feelings of not fitting into one set identity or feeling forced to choose between the two, to name a few. These symptoms manifest themselves in anxiety and depression among adolescents and young adults. With such alarming statistics it becomes important for academic institutions to find ways to bolster this often unexamined population. Fortunately, studies have shown favorable support for mentorship for these intersecting identities in that it builds resiliency, reduces stress, and increases academic self-efficacy. In this session, we will discuss barriers LGB POC face within academic settings, why we believe that mentorship is the first step in addressing these barriers, and ways academic institutions may respond to this growing concern.

Evidence

  • Brittian, A. S., Sy, S. R., & Stokes, J. E. (2009). Mentoring: Implications for African American College Students. The Western Journal of Black Studies, 33(2), 87–97. Retrieved from http://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=44811204&S=R&D=a9h&EbscoContent=dGJyMNXb4kSep7c40dvuOLCmr1Cepq5Ssqq4SLaWxWXS&ContentCustomer=dGJyMPGtsUuyr7NQuePfgeyx44Dt6fIA

  • Gastic, B., Johnson, D. (2009) Teacher-Mentors and the Educational Resilence of Sexual Minority Youth. Journal of Gay and Lesbian Social Services 21, 219-231.

  • Hurd, N. M., Albright, J., Wittrup, A., Negrete, A., & Billingsley, J. (2018). Appraisal Support from Natural Mentors, Self-worth, and Psychological Distress: Examining the Experiences of Underrepresented Students Transitioning Through College. Journal of Youth and Adolescence, 47(5), 1100–1112. https://doi.org/10.1007/s10964-017-0798-x

  • Hurd, N. M., Tan, J. S., & Loeb, E. L. (2016). Natural Mentoring Relationships and the Adjustment to College among Underrepresented Students. American Journal of Community Psychology, 330–341. https://doi.org/10.1002/ajcp.12059

  • McCready, L.T. (2004). Some Challenges Facing Queer Youth Programs in Urban High Schools: Racial Segregation and De-Normalizing Whiteness. Journal of Gay and Lesbian Issues in Education, 1 (3), 37-51.

  • Misawa, M. Queer Race Pedagogy for Educators in Higer Education: Dealing with Power Dynamics and Positionality of LGBTQ Students of Color, 3(1), 26-35.

  • Shalka, T. (2017). The impact of mentorship on leadership development outcomes of internationa...: ROEHAMPTON ONLINE LIBRARY. Journal of Diversity in Higher Education, 10(2), 136–148. https://doi.org/10.1037/dhe0000016

  • Watson, W., Sealey-Ruiz, Y., Jackson, I. Reciporcal Love: Mentoring Black and Latino Males Throght the Ethos of Care. 49(4). 394-417.

Format

Individual Presentations

Biographical Sketch

Corey Martin Fitzgerald, M.Ed., was born and raised in Shreveport Louisiana. He holds a Masters of Education in Clinical Mental Health Counseling from Louisiana State University A&M and a Bachelor of Arts in Sociology from Louisiana Tech University. He joined Brown University’s Counseling & Psychological Services (CAPS) in Fall 2019 as a Psychotherapist/Brief Treatment Specialist. Corey is entering his third year of working in collegiate mental health and his clinical interests include: POC, LGBT+ issues, mindfulness, CBT/DBT approaches, among many others . His previous professional appointments include Mississippi State University and Louisiana State University A&M. Corey has experience in various facets of higher education and collegiate mental health including: career counseling, campus outreach, prevention programming, academic counseling, admission/orientation services, crisis management, group counseling, and brief treatment interventions. As a queer, Christian, first-gen graduate, and person-of-color, Corey uses his intersecting identities to inform his practice.

Simone French Hall Banks M.Ed, is a third generation educator and was born and raised in Chicago, Il. Simone has extensive experience working with students of color in Chicago, Champaign, Washington D.C., New Orleans, Newark and Baton Rouge. She holds a Masters of Education in Counselor Education from Louisiana State University A&M and a Bachelor of Arts in History with a concentration in United States History and the African Diaspora from Howard University. She is entering her third year of working in school settings as a school counselor after being a teacher for five years. Simone is the Career and College Readiness Counselor for the Class of 2022 at Sugar Creek Charter School in Charlotte, NC. Simone has experience working as a school counselor with middle and high school students in various topics such as: career and college readiness, girls’ issues, social justice, crisis management, anxiety, depression, anger management, restorative justice, first-gen populations, LGBTQIA+ issues, brief solution-focused counseling, family mediation, and motivational interviewing. As a cis-het, ally, and most importantly a Black woman, Simone uses advocacy and her exeperiences to guide her practice.

Location

Session Two Breakouts: Embassy Suites Salon A

Start Date

2-7-2020 1:00 PM

End Date

2-7-2020 2:15 PM

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Feb 7th, 1:00 PM Feb 7th, 2:15 PM

“You Good?: Promoting Resiliency through Mentorship for LGB People-of-Color”

Session Two Breakouts: Embassy Suites Salon A

LGB POC often report various forms of psychological distress that affect them in many aspects of life including academically, socially, and throughout the lifespan. Mentorship has been found to reduce these psychological barriers and promote resiliency and identity development. This presentation examines barriers of LGB POC, evidence-based mentorship implementation, and ways academic institutions may respond to this ever-important population.