Despite the ever-growing presence of Black immigrant college students in the United States, little is known about their unique campus experiences or their mental health outcomes as it relates to psychopolitical determinants of well-being. This qualitative study aimed to explore the unique psychopolitical experiences of 14, first- and second-generation Black immigrant college students attending predominately White institutions in the United States. Using the theoretical frameworks of critical race theory, intersectionality, and psychopolitical validity to guide our study, a phenomenological approach uncovered six themes and 11 subthemes: (1) collective well-being, (2) relational well-being, (3) individual well-being (purpose; health and wellness; critical consciousness), (4) collective suffering (neocolonialism, oppressive policies, and political violence; institutional oppression; barriers to mental health care), (5) relational suffering (implicit racial bias, stereotypes, and microaggressions; violence and brutality), and (6) individual suffering (ethno-racial trauma; isolation; school-related stress). We highlight implications for practitioners working with Black immigrant college students such as providing culturally responsive mental health care and advocating for decolonized and antiracist trainings at predominately White institutions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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“我在这里。我们到了。我和我的人民存在“：探索就读于以白人为主的机构的黑人移民大学生的心理政治经历。


尽管美国的黑人移民大学生不断增长，但人们对他们独特的校园经历或心理健康结果知之甚少，因为这与幸福感的心理政治决定因素有关。这项定性研究旨在探讨 14 名第一代和第二代黑人移民大学生在美国以白人为主的机构中的独特心理政治经历。使用批判性种族理论、交叉性和心理政治有效性的理论框架来指导我们的研究，一种现象学方法揭示了六个主题和 11 个子主题：（1） 集体福祉，（2） 关系福祉，（3） 个人福祉（目的;健康和保健;批判意识），（4） 集体痛苦（新殖民主义、压迫政策和政治暴力;制度压迫;心理健康护理的障碍）， （5） 关系痛苦（隐性种族偏见、刻板印象和微侵犯;暴力和残暴），以及 （6） 个人痛苦（种族创伤、孤立、与学校相关的压力）。我们强调了对与黑人移民大学生合作的从业者的影响，例如提供文化响应性的心理健康护理，以及倡导在以白人为主的机构中进行去殖民化和反种族主义培训。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。