Research Initiation Award: Development of a Culturally-Specific Model and Assessment Tool for School-Based Racial Stress and Trauma among Black Youth

研究启动奖为历史悠久的黑人学院和大学的初级和职业生涯中期教师提供支持，这些教师正在建立新的研究计划或重新定向和重建现有的研究计划。预计该奖项有助于进一步提高教师的研究能力和有效性，改善所在机构的研究和教学，并让本科生参与研究经验。授予温斯顿·塞勒姆州立大学的奖项将支持通过开发概念模型和评估工具来丰富对黑人青年在学校种族压力和创伤(RST)方面的经验的科学理解的努力。通过这项研究获得的知识将提供对黑人青年的RST经验的洞察，并提供与更知名的与成人经验有关的研究的比较。该项目将采用混合方法顺序探索性设计，利用定性方法来创建和验证基于所开发的概念框架的新的评估工具。采用量化方法建立新量表的因素结构，并对其心理测量学特性进行检验。该项目将包括从黑人青年(10-18岁)的角度确定和构思以学校为基础的RST的最显著特征，使用现象学方法分析从日常报道、访谈和焦点小组收集的数据。然后，它将为评估工具生成项目，并使用专家验证和认知面谈，以确保与概念模型保持一致，并提高有效性。通过问卷调查的方法，建立了测评工具的因素结构，并为测量的不变性、信度、结构效度和同时效度提供了依据。研究结果还将通过以下方式推动科学：1)关注黑人青年在学校面临的不可磨灭的种族主义，而不是体现在大多数以理论为基础的学校心理健康模型中盛行的色盲观点；2)为这一群体提供一种衡量校本RST的方法。这项工作将为更广泛的研究计划的未来阶段提供信息，其中包括了解教育工作者对管理黑人青年RST的认识和准备，以及根据RST概念框架制定和传播基于学校的干预措施。该项目还为未被充分代表的本科生提供密集的指导和培训经验，整合专注于研究方法和测试开发的教学活动，并通过研讨会和传播研究成果的外展材料向学区传达这项研究的结果。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

Research Initiation Awards provide support for junior and mid-career faculty at Historically Black Colleges and Universities who are building new research programs or redirecting and rebuilding existing research programs. It is expected that the award helps to further the faculty member's research capability and effectiveness, improves research and teaching at the home institution, and involves undergraduate students in research experiences. The award to the Winston Salem State University will support efforts to enrich scientific understanding of Black youth’s experiences with school-based racial stress and trauma (RST) by developing a conceptual model and assessment tool. Knowledge gained by this research will provide insight into Black youth’s experiences of RST and provide comparison for the more well-known studies that pertain to adult experiences.The project will employ a mixed-method sequential exploratory design whereby qualitative methods are used to create and validate a new assessment tool based on the developed conceptual framework. The quantitative methods will be used to establish the factor structure and test the psychometric properties of the new instrument. The project will include the identification and conceptualizing of the most salient features of school-based RST from the perspective of Black youth (ages 10-18) using a phenomenological approach to analyze data collected from daily reporting, interviews and focus groups. It will then generate items for the assessment tool and use expert validation and cognitive interviewing to ensure alignment with the conceptual model and enhance validity. The survey methods to establish the factor structure of the assessment tool and provide evidence for measurement invariance, reliability, construct validity, and concurrent validity. Findings will also advance science by 1) attending to the indelible racism Black youth face in school, rather than embodying a colorblind perspective that prevails in the majority of theoretically-derived school-based mental health models; and 2) producing a means for measuring school-based RST for this group. This work will inform future phases of a broader research program which include understanding educators’ awareness and preparation for management of Black youths’ RST and development and dissemination of a school-based intervention grounded in the RST conceptual framework. This project also provides intensive mentoring and training experiences for underrepresented undergraduate students, integrates instructional activities focused on research methodology and test development, and communicates the outcomes of this research to school districts through workshops and outreach materials disseminating study findings.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.