{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125497"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125497","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Affirmative messages to engage black LGBTQ+ students with counseling center services","abstract":"This dissertation investigates the use and potential of identity affirmation for increasing Black LGBTQ+ student engagement with University Counseling Centers. There is limited guidance about how to best engage underserved populations, like Black LGBTQ+ students, with mental health resources. Yet, researchers have posited the necessity of proactive interventions that not only improve the care provided for Black LGBTQ+ students, but also encourage mental health help-seeking before levels of distress reach alarming peaks. I conducted two interrelated studies to address gaps in extant literature. In Study 1, I conducted a content analysis of HBCU counseling center websites, revealing minimal representation and affirmation of Black LGBTQ+ students in counseling center services and resources. In Study 2, I employed an experimental design to assess the impact of identity affirmative communication on help-seeking interests. Findings highlighted the relevancy of identity affirmative mental health resources, as students’ significantly preferred offerings specific to BIPOC LGBTQ+ populations. Although no significant effects on help-seeking were observed, findings revealed missed opportunities for UCCs to use online content to pique students’ interests. Results were limited by statistical power and sampling, which should be addressed in future research to enhance validity and generalizability. Taken together, both studies unveiled rich avenues for researchers and practitioners to continue expanding our understanding of strategies to enhance Black LGBTQ+ students’ engagement with mental health resources and counseling center services.","abstract_html":"This dissertation investigates the use and potential of identity affirmation for increasing Black LGBTQ+ student engagement with University Counseling Centers. There is limited guidance about how to best engage underserved populations, like Black LGBTQ+ students, with mental health resources. Yet, researchers have posited the necessity of proactive interventions that not only improve the care provided for Black LGBTQ+ students, but also encourage mental health help-seeking before levels of distress reach alarming peaks. I conducted two interrelated studies to address gaps in extant literature. In Study 1, I conducted a content analysis of HBCU counseling center websites, revealing minimal representation and affirmation of Black LGBTQ+ students in counseling center services and resources. In Study 2, I employed an experimental design to assess the impact of identity affirmative communication on help-seeking interests. Findings highlighted the relevancy of identity affirmative mental health resources, as students’ significantly preferred offerings specific to BIPOC LGBTQ+ populations. Although no significant effects on help-seeking were observed, findings revealed missed opportunities for UCCs to use online content to pique students’ interests. Results were limited by statistical power and sampling, which should be addressed in future research to enhance validity and generalizability. Taken together, both studies unveiled rich avenues for researchers and practitioners to continue expanding our understanding of strategies to enhance Black LGBTQ+ students’ engagement with mental health resources and counseling center services.","abstract_has_math":false,"creators":["Williams, Briana"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Neville, Helen","Cromley, Jennifer","Lewis, Jarrett","Mosley, Della"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-08","date_published":"2024-08","updated_at":"2026-07-22T22:25:02Z","subjects":["LGBTQ affirmation","erasure","counseling center","HBCU","Black/African American students","Black LGBTQ+","identity affirmative services"],"languages":["en"],"rights":["Copyright 2024 Briana Williams"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125497","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Neville, Helen","Cromley, Jennifer","Lewis, Jarrett","Mosley, Della"]},{"key":"dc:creator","label":"Author","values":["Williams, Briana"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-08","2024-04-23"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LGBTQ affirmation","erasure","counseling center","HBCU","Black/African American students","Black LGBTQ+","identity affirmative services"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Briana Williams"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125497"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This dissertation investigates the use and potential of identity affirmation for increasing Black LGBTQ+ student engagement with University Counseling Centers. There is limited guidance about how to best engage underserved populations, like Black LGBTQ+ students, with mental health resources. Yet, researchers have posited the necessity of proactive interventions that not only improve the care provided for Black LGBTQ+ students, but also encourage mental health help-seeking before levels of distress reach alarming peaks. I conducted two interrelated studies to address gaps in extant literature. In Study 1, I conducted a content analysis of HBCU counseling center websites, revealing minimal representation and affirmation of Black LGBTQ+ students in counseling center services and resources. In Study 2, I employed an experimental design to assess the impact of identity affirmative communication on help-seeking interests. Findings highlighted the relevancy of identity affirmative mental health resources, as students’ significantly preferred offerings specific to BIPOC LGBTQ+ populations. Although no significant effects on help-seeking were observed, findings revealed missed opportunities for UCCs to use online content to pique students’ interests. Results were limited by statistical power and sampling, which should be addressed in future research to enhance validity and generalizability. Taken together, both studies unveiled rich avenues for researchers and practitioners to continue expanding our understanding of strategies to enhance Black LGBTQ+ students’ engagement with mental health resources and counseling center services.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-02-04 without embargo terms","The student, Briana Williams, accepted the attached license on 2024-04-16 at 19:12.","The student, Briana Williams, submitted this Dissertation for approval on 2024-04-16 at 19:20.","This Dissertation was approved for publication on 2024-04-23 at 16:15.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20449 on 2025-02-04 at 21:03:15"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Affirmative messages to engage black LGBTQ+ students with counseling center services"]}]}],"canonical_facts":{"dc:contributor":["Neville, Helen","Cromley, Jennifer","Lewis, Jarrett","Mosley, Della"],"dc:creator":["Williams, Briana"],"dc:date":["2024-08","2024-04-23"],"dc:description":["This dissertation investigates the use and potential of identity affirmation for increasing Black LGBTQ+ student engagement with University Counseling Centers. There is limited guidance about how to best engage underserved populations, like Black LGBTQ+ students, with mental health resources. Yet, researchers have posited the necessity of proactive interventions that not only improve the care provided for Black LGBTQ+ students, but also encourage mental health help-seeking before levels of distress reach alarming peaks. I conducted two interrelated studies to address gaps in extant literature. In Study 1, I conducted a content analysis of HBCU counseling center websites, revealing minimal representation and affirmation of Black LGBTQ+ students in counseling center services and resources. In Study 2, I employed an experimental design to assess the impact of identity affirmative communication on help-seeking interests. Findings highlighted the relevancy of identity affirmative mental health resources, as students’ significantly preferred offerings specific to BIPOC LGBTQ+ populations. Although no significant effects on help-seeking were observed, findings revealed missed opportunities for UCCs to use online content to pique students’ interests. Results were limited by statistical power and sampling, which should be addressed in future research to enhance validity and generalizability. Taken together, both studies unveiled rich avenues for researchers and practitioners to continue expanding our understanding of strategies to enhance Black LGBTQ+ students’ engagement with mental health resources and counseling center services.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-02-04 without embargo terms","The student, Briana Williams, accepted the attached license on 2024-04-16 at 19:12.","The student, Briana Williams, submitted this Dissertation for approval on 2024-04-16 at 19:20.","This Dissertation was approved for publication on 2024-04-23 at 16:15.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20449 on 2025-02-04 at 21:03:15"],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/125497"],"dc:language":["en"],"dc:rights":["Copyright 2024 Briana Williams"],"dc:subject":["LGBTQ affirmation","erasure","counseling center","HBCU","Black/African American students","Black LGBTQ+","identity affirmative services"],"dc:title":["Affirmative messages to engage black LGBTQ+ students with counseling center services"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}