Black adolescent males remain underrepresented in mental health research, and limited scholarship examines how predominantly White schools and communities shape their well-being. Guided by a socio-ecological model, this qualitative study explores meaning-making about racialized identity, relationships and support, and school resources. Data came from semi-structured interviews and a focus group with eight Black male students at one predominantly White high school. Audio recordings were transcribed by Ubiqus and analyzed in Delve using inductive thematic coding with iterative memoing, peer debriefing, and member-checking opportunities. Findings highlight heightened racialized visibility and stereotype-management (e.g., masking), reliance on family and a small set of trusted peers/adults for emotional safety, and limited clarity and utilization of formal school mental health supports. Implications emphasize racially affirming school climates and clearer, student-informed pathways to support.
Stephen Michael Vinson (Sun,) studied this question.