An Experimental Evaluation of a Black Encouragement and Empowerment Intervention for University Students
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| Title: | An Experimental Evaluation of a Black Encouragement and Empowerment Intervention for University Students |
|---|---|
| Language: | English |
| Authors: | Nelson O. O. Zounlomè (ORCID |
| Source: | Journal of Diversity in Higher Education. 2026 19(1):98-108. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, African American Students, Positive Reinforcement, Student Empowerment, Intervention, Self Esteem, Self Efficacy, Psychological Patterns, Gender Differences, Racial Factors, Self Concept, Gender Identity, Resilience (Psychology), Anxiety, Depression (Psychology), Well Being |
| Assessment and Survey Identifiers: | Depression Anxiety and Stress Scales |
| DOI: | 10.1037/dhe0000635 |
| ISSN: | 1938-8926 1938-8934 |
| Abstract: | Given the challenges that Black university students face, this study examined the impact of a Black Encouragement and Empowerment Intervention on Black university students' outcomes. A total of 207 Black students were randomly assigned to one of two conditions: encouragement (reading and writing race-and-gender specific encouragement letters) or a control (reading and writing tips about how to do well in school). Both conditions did not exhibit significantly different changes in outcomes, with the exception that the control condition demonstrated a slightly greater decrease in mental/emotional fatigue. Post hoc tests showed preliminary evidence of increased social self-esteem, academic self-efficacy, and decreased hopelessness about future success in the intervention condition, but no significant change in the control condition. Racial private regard moderated the relationship between condition and psychological distress such that the encouragement intervention had a larger effect on psychological distress and depression among participants with lower levels of racial private regard. Gender moderated the relationship between the condition and gender identity satisfaction, such that men benefited from the encouragement intervention, but women did not. Overall, this study provides preliminary evidence for the intervention's potential to improve certain Black students' mental health and identity-related outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506522 |
| Database: | ERIC |
| Abstract: | Given the challenges that Black university students face, this study examined the impact of a Black Encouragement and Empowerment Intervention on Black university students' outcomes. A total of 207 Black students were randomly assigned to one of two conditions: encouragement (reading and writing race-and-gender specific encouragement letters) or a control (reading and writing tips about how to do well in school). Both conditions did not exhibit significantly different changes in outcomes, with the exception that the control condition demonstrated a slightly greater decrease in mental/emotional fatigue. Post hoc tests showed preliminary evidence of increased social self-esteem, academic self-efficacy, and decreased hopelessness about future success in the intervention condition, but no significant change in the control condition. Racial private regard moderated the relationship between condition and psychological distress such that the encouragement intervention had a larger effect on psychological distress and depression among participants with lower levels of racial private regard. Gender moderated the relationship between the condition and gender identity satisfaction, such that men benefited from the encouragement intervention, but women did not. Overall, this study provides preliminary evidence for the intervention's potential to improve certain Black students' mental health and identity-related outcomes. |
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| ISSN: | 1938-8926 1938-8934 |
| DOI: | 10.1037/dhe0000635 |
