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of Victoria
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Faculty of Graduate Studies

Irene Mai

  • BA (MacEwan University, 2020)

Notice of the Final Oral Examination for the Degree of Master of Arts

Topic

IBPOC Youth Perspectives on Anti-Racist and Mental Wellness Programming in Schools

Department of Educational Psychology and Leadership Studies

Date & location

  • Thursday, September 12, 2024

  • 9:00 A.M.

  • Virtual Defence

Reviewers

Supervisory Committee

  • Dr. Fred Chou, Department of Educational Psychology and Leadership Studies, University of Victoria (Supervisor)

  • Dr. Jon Woodend, Department of Educational Psychology and Leadership Studies, UVic (Member)

     

External Examiner

  • Dr. Marvin McDonald, Department of Counselling Psychology, Trinity Western University 

Chair of Oral Examination

  • Dr. Jason Keonhag Lee, Department of Mechanical Engineering, UVic

     

Abstract

IBPOC youth in the Canadian settler colonial context face mental health concerns related to experiences with racism and discrimination. The school setting can be a space where IBPOC youth are exposed to racism and discrimination, which can be associated with mental health conditions (i.e., anxiety, depressive symptoms, etc.), feeling alienated, a lack of safety, disempowerment, low self-concept, and low collective self-esteem. Conversely, the school setting can empower IBPOC students and address mental health concerns by employing anti racist approaches. However, research focused on addressing racism and IBPOC youth mental health within the school setting are minimal in the Canadian settler colonial context.

To help address this gap, this study is situated in a Critical Race Theory approach (Crenshaw, 1995, 2011, 2019; Solórzano & Yosso, 2002; Thomas, 2009) and employs qualitative methodology to inquire about IBPOC youths’ recommendations for programming. Using a needs assessment approach and Reflexive Thematic Analysis (Braun & Clarke, 2006), I constructed seven themes from the semi-structured interviews with five individuals: (a) Recognize that Mental Wellness for IBPOC Youth is Deeply Connected to Culture and Identity, (b) Need for an Intersectional Approach, (c) Understand that Family and Cultural Community are Central, (d) Make Programming Accessible for IBPOC Youth, (e) Importance of IBPOC Representation, (f) Need for Various Hands-on and Experiential Activities Focused on Identity and Mental Wellness, and (g) Implement IBPOC Programming and Schoolwide Intervention. These findings add to the burgeoning research on anti-racism, IBPOC youth mental health, and school-based programming. Keywords: BIPOC youth mental health, BIPOC youth voices, anti-racism and youth mental health, anti-racism in schools, mental health supports for IBPOC students.

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