Pathways
to Healing and Thriving:
Culturally Responsive Mental Health Programs for Black Youth in Toronto
Marcella
Bollers, University of Toronto
Ardavan
Eizadirad, Wilfrid Laurier University
Authors’ Note
Ardavan Eizadirad
https://orcid.org/0000-0002-5821-1076
This project was funded by the Social Sciences and Humanities Research Council (SSHRC) as part of a Partnership Engagement Grant. Any future correspondence regarding the article can be made to Dr. Ardavan Eizadirad at aeizadirad@wlu.ca
Abstract
Black youth face unique challenges stemming from constant exposure to
systemic and cultural racism, discrimination, and lack of access to cul
Keywords: trauma-informed, mental health, Black youth, culturally responsive,
emotional intelligence
Introduction
In
today's multicultural society, Black youth face unique challenges stemming from
systemic racism, discrimination, and lack of access to culturally responsive
services, which significantly impact their emotional well-being, career
trajectories, and civic engagement (Alvarez, 2020; Bailey et al., 2023; Brandford, 2020; Colour of
Poverty-Colour of Change, 2019; Eizadirad, 2017; James, 2017; Hanna, 2019;
Maynard, 2022; McMurtry & Curling, 2008). Given the profound effects of
systemic inequities, this research project explored the benefits of a culturally
responsive program offered by a Black-led and Black-serving non-profit
organization called Generation Chosen, focusing on mental health,
emotional intelligence, and civic engagement. Emotional intelligence (EI) as
defined by Generation Chosen (2024) examines how individuals function and
perform under duress. It refers to “the ability to recognize, understand, and
manage one's emotions effectively, as well as empathize with others” (para. 4).
Using
Critical Race Theory (CRT) as the theoretical framework (Leonardo, 2013), this
study employed surveys and focus groups to engage predominantly Black youth
aged 15 to 20 in Toronto, Canada, who participated in programming within the
Jane and Finch community. This is a community in Toronto recognized for its
racialized and under-resourced characteristics. The data collection process,
conducted from December 2022 to April 2023, was designed to intentionally
prioritize storytelling, ensuring that participants' lived experiences were
expressed authentically and amplified. Twenty-nine surveys and two focus groups
were administered, with 55 respondents contributing to the findings. Thematic
analysis and triangulation were utilized to ensure a comprehensive
understanding of the data. The objective was to gather insights about
Generation Chosen's trauma-informed Catharsis program, designed to provide Black
youth and young adults with the soft skills necessary to navigate adverse
emotional disturbances and interpersonal relationships fraught with
psycho-social tensions (Generation Chosen, 2024, para. 1). The research
questions guiding this study include: What are the lived experiences,
particularly barriers and significant stressors, for Black youth living in an
under-resourced community in Toronto? What are the benefits of accessing
culturally responsive, trauma-informed programming? How can such programming
foster positive self-identity development and community engagement and
facilitate healing from trauma?
This
study highlights the importance of providing spaces where Black youth can
articulate their experiences, predominantly challenges in navigating systemic
racism and connecting them with mental health services for healing and thriving.
Although many studies have examined trauma-informed practices in educational
and alternative community settings (McCallops et al., 2019; Skinner-Osei et al., 2019; Zarifsanaiey et al.,
2022), few have focused on racialized trauma within programs offered by non-profit
organizations (Bailey et al.,
2023; Eizadirad et al., 2024; Williams et al., 2013). This gap is crucial
to address, given the increased systemic barriers faced by Black identities in
their interactions with institutions and exposure to inequitable policies and
practices outside of schools and in the justice system (Government of Canada, 2022).
The COVID-19 pandemic intensified these systemic disadvantages, particularly
for Black identities from under-resourced communities (Causadias et al., 2022; Eizadirad
& Sider, 2020; Eizadirad et al., 2022; Gallagher-Mackay et al., 2021;
Toronto Foundation, 2023). As Abdul‑Adil and Suárez (2021) point out,
Youth
exposed to community violence usually experience a myriad of adverse
consequences with multiple difficulties reported even among those who are
“fortunate” to survive violent exposures and incidents. Traumatic stress, one
of the most commonly reported consequences associated with youth exposed to
community violence, is particularly prevalent among urban, low-income ethnic
minority youth, many of whom are already suffering from significant
socio-economic disparities and poly-victimization vulnerabilities. (p. 334)
In response, there is a pressing
need for programming that not only addresses emotional well-being but also
acknowledges and incorporates the cultural realities and experiences of Black
youth. This research contributes to filling a significant gap in the Canadian
context by exploring the role of such programming in fostering positive
self-identity development for Black youth.
Author Positionalities
Outlining
the positionality of the authors in research exploring trauma in Black youth
from a CRT perspective is critical to transparently acknowledge the
researcher's own social location, biases, privileges, and influences. The
information also provides a contextual understanding of the study's framing for
the readers (Hanna, 2019; Lopez, 2003; Matias, 2016). This promotes reflexivity,
allowing readers to assess how the authors' perspectives and lived experiences
shape the interpretation and analysis of the data.
Marcella
Bollers (she/they) prefers to go by the name Nawesa. She is of Afro-Guyanese
heritage and was born in downtown Toronto. They lived part of their early
childhood in Regent Park, which historically has been another racialized
under-resourced community in Toronto and recently undergone gentrification. She
later moved to the east end with her family to the Upper Beaches neighbourhood.
They graduated from the Factor-Inwentash Faculty of Social Work at the
University of Toronto, specializing in Social Justice and Diversity.
Ardavan
Eizadirad (he/him) immigrated to Canada in 1998 as an immigrant from Iran and
grew up in Toronto, Canada. His grade six teacher, Mr. Eric Tiessen, built a great
relationship with him and mentored him to overcome the challenges of being an
English as a Second Language learner. Mr. Tiessen encouraged Ardavan to play
basketball as a tool to express his anger and frustrations. Ardavan fell in
love with the sport, and the life skills and discipline he gained from playing
competitive basketball helped him drastically. Through basketball, he was
connected with numerous caring adults who supported him in navigating
challenges in life on and off the basketball court. After high school, Ardavan
attended university, where he met Dwayne and Joseph, the co-founders of
Generation Chosen. They all pursued teaching as a career and have kept in touch
through various community projects and activism initiatives. Ardavan is now an
Assistant Professor in the Faculty of Education at Wilfrid Laurier University.
The two co-authors met while Ardavan was teaching a graduate course titled ‘Social
Work with Communities and Organizations’ in the Social Work program at the
University of Toronto.
History of the Jane and Finch Community:
A Case Study of Systemic Oppression and Neglect
The Jane and Finch neighbourhood is
a well-known community in northwest Toronto that is not adequately resourced
with opportunities and infrastructure compared to predominantly white and
higher socioeconomic status neighbourhoods (Ahmadi, 2018; Eizadirad, 2017;
Narain, 2012; Richardson, 2008; Williams et al., 2013). Our analysis
prioritizes a neighbourhood-level comparison focusing on the Jane and Finch
community as a case study. Gorski (2018) outlines various “dimensions of the
educational opportunity gap” (p. 103), which are helpful in analyzing
disparities in opportunities amongst schools and communities in different
neighbourhoods. Some factors to consider include differences in school funding,
availability of resources, student-to-teacher ratios, opportunities for family
involvement, and the extent of access to various technologies. By extension, we
refer to the term “opportunity gap” (Abudiab et al., 2023), which refers to the
intersection of systemic inequities that create barriers for minoritized
identities and communities to access opportunities to achieve their full potential.
The opportunity gap can be compared in terms of individuals, schools,
neighbourhoods, regions, or countries. Whereas the achievement gap (Knoester
& Au, 2017) examines outcomes on tests as the barometer for identifying the
magnitude of inequities in education, the opportunity gap (Colour of Poverty-
Colour of Change, 2019; James, 2017) provides a more holistic community analysis
going beyond the individual realm to explore the systemic inequities that serve
as barriers impacting student achievement in schools across different social
groups (Gallagher-Mackay et al., 2021; Williams et al., 2013; Carter &
Welner, 2013).
Historically
and up until now, the Jane and Finch community’s identity has been
characterized by unemployment, single-parent households, and a high percentage
of racialized peoples, which makes it a constant target of negative media
portrayals and stereotypes (Ahmadi, 2018; Braganza, 2020; Richardson, 2008;
Williams et al., 2013). The neighbourhood attracts newcomers and immigrants due
to its lower rent and subsidized housing. Residents are predominantly from the
Caribbean, Asia, Africa, South America, and India (Richardson, 2008). Initially,
the land was taken care of by Indigenous Peoples (Downsview Weston Action
Community with assistance from York University’s Community Relations
Department, as cited in Eizadirad, 2017). In the 1400s, through colonial
tactics associated with violence, Indigenous Peoples were displaced by European
settlers. Subsequently, the land was claimed by the Government of Canada and
appropriated for different uses, including accelerated building of apartments
to meet housing demands after World War Two. As Eizadirad (2017) points out,
“This linear style of hollow urban planning, without much thought to the
internal infrastructure of the neighbourhood, led to the population of Jane and
Finch expanding from 1,301 in 1961 to 33,030 in 1971, which included the establishment
of 21 high-rise apartment buildings” (p. 29). The neighbourhood continued to
experience exponential growth into the 1970s and 1980s without adequate
resources and infrastructure, contributing to the rise in unemployment and
crime associated with a lack of opportunities for the residents (Ahmadi, 2018;
Narain, 2012; Richardson, 2008). Below are
various statistics about more recent demographics of the Humber River-Black
Creek neighbourhood, which includes the Jane and Finch community:
·
78% are visible minorities compared to 56%
city-wide.
·
Black (25%), South Asian (14%), and
Southeast Asian (10%) are the most predominant visible minorities.
·
$37,240 is the average income which is
$24,810 less than the Toronto average.
·
31.4% of housing is subsidized housing.
·
64% of the residents are first-generation
immigrants, significantly higher than the Toronto-wide average of 53%.
·
28% are refugees, a higher number compared
to the Toronto average of 18%.
·
41% of its residents have a post-secondary
certificate, diploma, or degree compared to the City-wide average of 62%.
·
58% labour force participation rate
compared to 64% City-wide average (City of Toronto, 2021; Statistics Canada,
2016; Statistics Canada, 2021).
The
majority of the residents of Jane and Finch continue to be visible minorities
and immigrants (Ahmadi, 2018). The neighbourhood continues to be a site of
systemic oppression and institutional abandonment when it comes to the
opportunity gap. Residents continue to experience systemic racism, state
violence, and oppression, which shows up in the forms of inadequate housing,
food insecurity, lack of resources, and inequitable social policies (Eizadirad,
2017; Richardson, 2008). The roots of the problems are in the intergenerational
impact of colonization intersecting with poverty, racism, racial/ethnic, and
gender inequalities (Braganza, 2020; Colour of Poverty-Colour of Change, 2019;
Gorski, 2018; Government of Canada, 2022). We specially name and emphasize that
the current conditions of the Jane and Finch community are largely influenced
and driven by anti-Black racism, white supremacy, deficit thinking, and the
devaluation of racialized persons (James, 2017; Maynard, 2022; McMurtry &
Curling, 2008).
Theoretical
Framework: Critical Race Theory (CRT) and Storytelling
The theoretical framework for this
research project combines CRT with storytelling (Garo & Lawson, 2019;
Solinger et al., 2008; Zarifsanaiey et al., 2022). CRT is crucial for
understanding the multifaceted experiences of Black youth in under-resourced
communities (Dixson & Rousseau, 2016; Gajaria et al., 2021; Leonardo, 2013;
Lopez, 2003). By examining how societal structures perpetuate disparities in
education, access to opportunities, and extent of social mobility (Blackburn,
2019; Carter & Welner, 2013; Gallagher-Mackay et al., 2021; Gorski, 2018;
James, 2017), CRT moves beyond individual-level analysis to spotlight the
influence of historical inequities and institutional factors contributing to
creating magnitudes of disadvantage.
A
central tenet of CRT is the privileging of stories and counter-stories,
especially those told by people of colour. Lopez (2003) highlights this
approach, explaining that CRT scholars recognize two differing accounts of
reality: the dominant reality, which appears “ordinary and natural” to most,
and a racial reality that has been “filtered out, suppressed, and censored” (p.
84). This research applies CRT to centre the lived experiences and perspectives
of Black youth as counter-narratives, captured through surveys and focus
groups. These youths’ embodied experiences at school and in their communities,
along with their emotions, are documented and interpreted as critical data
reflecting how they navigate systemic disadvantage and, more importantly, how
they cope with such challenges.
The
use of personal narratives in this context is not only methodologically
significant but also serves a healing purpose by centring the lived experiences
of the Black youth as told through their own words. Bowman (2018) argues that
storytelling is a fundamental human need, allowing individuals to express their
concerns and be heard. In alignment with CRT, our methodology triangulated data
collected through surveys, creating opportunities for youth to expand on their
stories and lived experiences further through the focus groups. The
intersection of storytelling and CRT provided a framework that acknowledges the
lived experiences and emotions of Black youth as valuable, insightful data. By
centring their expressions of racialized pain and trauma, we present
counternarratives to dominant discourses that are often proclaimed as neutral
and colour-blind but are, in fact, harmful. These dominant discourses are often
saturated with neoliberal and meritocracy ideologies that focus on
individualistic factors rather than examining systemic conditions that impact
access to opportunities (Hanna, 2019; Matias, 2016; Yancy, 2016). Therefore,
centring counter-narratives is significant and vital for disrupting deficit
thinking about Black identities and communities and amplifying their concerns
in ways that advocate for personal and systemic change. The youth narratives
help identify systemic gaps within institutions and how to address them to help
Black youth thrive despite being in vulnerable circumstances (Chioneso et al.,
2020). Overall, CRT seeks not just to analyze but to catalyze meaningful
societal transformation toward equity and justice, in the process empowering Black
voices and fostering critical thinking and activism.
Methodology,
Data Collection, and Characteristics of Research Participants
Generation Chosen (https://www.generationchosen.ca/) offers culturally responsive programs and services within the Jane and
Finch community. As an organization, they focus on four key pillars which have
trauma-informed practices embedded in their philosophical fabric. As Skinner-Osei et al. (2019)
remind us,
Developing a trauma-informed
programming involves cultivating an environment that recognizes the impact of
traumatic childhood experiences “while striving for a physically and
psychologically safe environment for both youth and staff in detention”
(Pickens, 2016, p. 226) […] trauma-informed care [TIC] is an evidence-based
practice that teaches service providers and their organizations about the
triggers and vulnerabilities of trauma survivors and employs effective
interventions to treat traumatic responses (2015). TIC “involves understanding,
anticipating, and responding to peoples’ expectations and needs, and minimizing
the chances of re-traumatizing someone who is trying to heal […]” (SAMHSA,
2015). (pp. 10-11)
The four pillars of
Generation Chosen are Mental Health,
Emotional Intelligence, Education, and Civic
Engagement. Led by Black staff and a team of professionals, Generation
Chosen is devoted to enhancing the emotional
intelligence of Black youth and young adults from underserved communities. They
focus on interrupting the intergenerational cycles of poverty,
disenfranchisement, and trauma by facilitating access to mental health providers,
educational programs, financial literacy, mentorship, and financial support for
post-secondary education and business startups.
The
research focused on Generation Chosen’s trauma-informed Catharsis Program. The program
participants are Black youth who live in the Jane and Finch community. Through
weekly evening programming led by Black mentors, the youth are encouraged to
share their narratives reflecting their identities and lived experiences. The
program is geared towards providing Black youth with the soft skills to
navigate adverse emotional disturbances and psycho-social tensions. For those
seeking therapeutic support, the program also offers free therapy with a wide
range of therapy streams, including art therapy and cognitive behavioural
therapy.
The
research project was funded by the Social Sciences and Humanities Research
Council (SSHRC) and approved by a university research ethics board. At the
project's outset, we established a collaborative process with the leadership
team at Generation Chosen. We held monthly meetings with co-founders Joseph and
Dwayne to co-construct survey questions and finalize the timelines for
administering the surveys and the focus groups. This collaborative approach
ensured that the questions were culturally relevant to the Black youth
participating in the study.
The
Catharsis program was offered in cycles from September 2022 to April 2023. Data
was gathered in December 2022 and April 2023, coinciding with the conclusion of
each cohort's 4-month participation in the program. Surveys were administered
anonymously to twenty-nine youth participants through Qualtrics, a secure data
collection platform with servers located in Canada. The sample size of
twenty-nine surveys was selected based on the availability of participants in
the program's cohort. While not large, it provides rich, in-depth qualitative
insights (Creswell & Clark, 2017). The focus on a smaller group allowed for
more detailed and individualized narratives. The survey took approximately twenty
minutes to complete and included a combination of open-ended and Likert scale
questions. It was designed to capture identity-based demographic information as
well as participants' experiences in the Catharsis program. To enrich our
understanding and ensure the validity of the data, we triangulated the survey
results with insights from two focus groups. The first focus group was
conducted in December 2022 with 10 participants and the second in April 2023
with 16 participants. Both focus groups were held in person at Emery
Collegiate, a high school where the program is offered on weekday evenings.
Each focus group lasted 60 minutes and was facilitated by the co-authors. In
total, we gathered data from twenty-nine survey respondents and twenty six
focus group participants, with some overlap in participation. Among the 55
respondents, 15 identified as female and 40 as male. The average age of
participants was 17 years old, with the majority coming from African Caribbean
backgrounds, including Black, Somali, and Asian (South Asian and Filipino)
communities. As a gesture of appreciation for their time and contributions,
each research participant received a $25 gift card.
Data
Analysis: Emerging Themes from Surveys and Focus Groups
Data from surveys and focus groups
were systematically examined by the authors using CRT as a guiding paradigm,
alongside thematic analysis as a methodology (Clarke & Braun, 2017; Denzin
& Lincoln, 2000; Plano Clark & Creswell, 2015). The authors read
through the focus group transcripts and survey responses and compared notes to
identify and code recurring keywords (Miles et al., 2014). These codes were not
only grounded in the participants' lived experiences but also aligned with key
trends in the literature review. For example, recurring keywords like ‘trauma,’
‘stress,’ and ‘supports’ were coded from participant narratives, and related
codes were grouped to form overarching themes such as ‘culturally responsive
programming’ and ‘supportive staff’s influence’. Through this process, the
narratives of Black youth, particularly their descriptions of what effective
programming looks like and how it aids their healing from trauma, were
instrumental in shaping the study's thematic framework. This coding process
facilitated the emergence of prominent themes, including the significance of
culturally responsive programming in boosting confidence and engagement, the
role of relatable staff in creating safer spaces, and the impact of accessing experiential
learning opportunities to strengthen cultural community connections. These
themes were then used to structure the findings, with examples from the
participants' responses illustrating how the themes manifested in their
experiences. Through this thematic analysis, the research team was able to draw
meaningful connections between the participants' experiences and broader social
and educational challenges faced by Black youth.
Theme #1: Increased Confidence and Engagement Through Access to
Culturally Responsive Programming and Access to Black Mental Health
Practitioners
Survey and focus group responses
from Generation Chosen participants reveal the significant impact that
culturally responsive programming has on their confidence and engagement. For
example, one participant shared how learning about “the economy of society and
the difference between rich and wealthy people” empowered them. They explained
that this lesson, which focused on the topic of “generational wealth,” helped
them understand systemic wealth disparities in relation to their own lived
experiences, particularly how historical and structural factors in Jane and
Finch have limited their access to economic opportunities. This understanding
made them feel more prepared to make informed financial decisions and advocate
for economic justice within their community. The participant specifically
remarked, “It made me realize how the rich get richer historically and how we
can also make smart choices for our community.” This sentiment demonstrates how
programming that integrates discussions of systemic inequities within
culturally relevant contexts helps participants see themselves as agents of
change, capable of addressing issues that directly affect them and their
communities.
Another
participant highlighted the value of learning about “Black mental health and
emotional intelligence,” a topic rarely covered in traditional education but
highly pertinent to their personal and community challenges. They underscored
the importance of such programming in providing culturally specific knowledge
which addressed the stressors faced by Black youth, including discrimination,
racial profiling, and cultural disconnection. These challenges, often
compounded by underrepresentation and exclusion in school curricula for Black
youth, have significant emotional and psychological effects contributing to
increased stress, anxiety, and depression (Gajaria et al., 2021;
Gallagher-Mackay et al., 2021; Maynard, 2002).
Beyond
creating spaces to talk about relevant topics with program participants,
Generation Chosen connects participants with Black mental health practitioners,
ensuring accessibility through no-cost services. Culturally responsive
programming helped reduce stress in program participants by creating a space
where Black youth can see themselves and their cultural realities reflected in
the content, fostering positive identity development and facilitating healing
from traumas (Azzopardi & McNeill, 2016; Braganza, 2020; Imad, 2020;
McCallops et al., 2019). This type of programming is not just about imparting
knowledge. It is about meeting the specific needs of Black youth in a way that
acknowledges their lived experiences and neighbourhood realities. One
participant expressed that through Catharsis, they “learned to love themself,”
illustrating how programming that centres on Black identities can foster
personal growth and self-acceptance. Another participant described the program
as “A safe space where you can be vulnerable. They do not judge you, and you
can talk about issues that impact you.”
Culturally
responsive programming is intentionally designed to address systemic barriers
that impact Black youth while also providing access to opportunities that might
otherwise be unavailable or unaffordable, such as learning about financial
literacy education, explanations of debt and credit scores, experiencing outdoor
excursions like camping, and support for entrepreneurial initiatives. These
culturally nuanced activities offered by Generation Chosen to participants
promoted a sense of belonging and cultural identity, contributing to improved
emotional well-being. Additionally, incorporating culturally specific mental
health practices such as meditation and traditional healing methods (e.g.,
djembe drumming, dance, healing circles, and storytelling) further enhanced
emotional regulation and stress management among the Black youth. Many
participants remarked that Generation Chosen “teaches life skills,” “talks to
you on your level,” “provides the resources we need,” and “models the
application of emotional intelligence in real-world scenarios.” These
strategies, combined with culturally responsive practices, were significant in
improving the mental health and confidence of program participants. As one
participant noted, "We are given space to be ourselves, and this makes it
feel more like a community.”
Theme #2: Relatable Staff Creating Brave and Safer Spaces by
Modeling Vulnerability and How to Manage Stressors
Participants
emphasized how transparency and relatability modelled by program staff fostered
an environment where they felt understood and supported. For example, one
participant remarked, “The staff talk to us, not at us, and that makes all the
difference.” This reflects the effort of staff to engage youth in respectful,
two-way conversations, further reinforcing a sense of empowerment among the
participants. Additionally, the focus on shared cultural backgrounds and race
between staff and youth helps solidify these connections. As one participant
expressed, “The staff know what it’s like growing up in a place like this. They
don’t judge. They get it.” Relatable staff who share similar cultural and
community backgrounds created an atmosphere where participants felt safer expressing
their emotions and being vulnerable to discuss life struggles or past traumas.
This connection is not just about understanding but also about modelling
emotional intelligence in real-time. Staff often shared stories about how they
have handled stress, trauma, or failure, and this openness served as a
real-life demonstration of coping strategies (Anucha et al., 2017; Bailey et
al., 2023; Blackburn, 2019; Day et al., 2016). For instance, one participant
highlighted that a staff member shared how they navigated feelings of anger and
frustration growing up in the neighbourhood and losing a friend to gun violence,
which helped the participant open up and share and, by extension, learn to
manage their own emotions more effectively.
Through
Catharsis, youth are encouraged to reflect on their emotions and learn how to
manage external pressures such as peer pressure, love, and body image. These
topics are central to the weekly programming, where consistency and staff
modeling of vulnerability provide participants with tools for emotional
awareness and coping. One participant shared, “At first, I didn’t want to talk
about my feelings, but seeing how open the staff are made me feel comfortable.
Now, I’m better at expressing myself.” This newfound willingness to engage in
more forthright communication reflects how the program creates an environment
of trust, enabling participants to confront their challenges in a supportive
and affirming space. CRT supports this focus on fostering trust and emotional
safety by centering the lived experiences of marginalized youth and validating
the importance of culturally relevant and affirming spaces in overcoming
systemic barriers (Lopez, 2003; Matias, 2016).
Generation
Chosen also ensures that youth have access to social workers and therapists,
recognizing that mental health support must be both culturally relevant and
accessible. For many participants, discussing personal topics related to
violence, trauma, and systemic inequities can be emotionally taxing and
triggering. The inclusion of culturally aligned social workers and therapists
addresses this need, creating avenues for deeper healing and growth. Social
workers, while distinct from the everyday staff, are integral to the program’s
holistic approach. As one participant described, with the guidance of a social
worker, they “learned how to talk about feelings within a year and articulate
feelings without feeling anxiety.” This demonstrates the critical role of
professional mental health support in equipping youth with emotional regulation
skills and coping mechanisms.
The
program's relationship-building efforts, such as shared meals and discussions,
further foster a sense of community. These culturally relevant practices align
with CRT’s emphasis on creating counter spaces that resist deficit thinking and
center collective well-being (Eizadirad et al., 2022). For instance, one
participant noted, “I’ve seen so many people in my community end up in jail or
worse, but the staff here get it. They’ve been through it and help us see other
ways out.” This reflects how staff leverage their lived experiences to provide
practical guidance, helping youth navigate not only emotional well-being but
also broader life decisions. Another participant remarked, “Before, I used to
overreact, and now I’m more calm,” underscoring the direct influence of staff
guidance on participants’ emotional growth. These moments of connection and
growth demonstrate how culturally relevant relationship-building promotes
emotional resilience and self-regulation among youth.
Participants
frequently highlighted the importance of having Black mentors and leaders
within the program. These mentors, through their shared cultural and lived
experiences, create a safer and trusting environment where youth feel
understood and valued. As one participant shared, “I don’t feel safe going to
my parents or even discussing certain issues with my friends, but I can talk to
staff in the program.” This sentiment illustrates the critical role of
relatable staff in providing youth with a secure space to explore sensitive
issues that they may not feel comfortable addressing elsewhere. Additionally,
participants reported significant benefits from working with Black social
workers, including learning to articulate their feelings and addressing personal
issues with greater clarity and confidence. By recognizing the effects of
trauma associated with feelings of isolation or depression and equipping
participants with tools to process and heal from it, Generation Chosen
exemplifies CRT’s principle of centering the voices and needs of marginalized
communities to disrupt systemic inequities. This program validates
participants’ cultural identities and lived experiences, helping them build
positive self-concepts and stronger connections to their community. In doing
so, it fosters a sense of belonging, enabling youth to navigate systemic
barriers and envision possibilities for their future (Alvarez, 2020; Anucha et
al., 2017; Barnes, 2019; Gajaria et al., 2021; Jones & Boufard, 2012).
Theme #3: Strengthening Cultural and Community Connections by
Creating Access to Opportunities Beyond the Neighbourhood
Responses from participants
emphasized the importance of strengthening cultural and community connections
and accessing opportunities beyond their immediate neighbourhood as essential
to their personal growth and identity development (Chioneso et al., 2020; Ticar
& Edwards, 2022; Zarifsanaiey et al., 2022). One participant reflected on
the value of these opportunities stating, “It allows us to meet a lot of new
people that come with connections and gives us the opportunity to experience
real-life scenarios and future opportunities.” This insight underscores how
experiential learning activities offered by the program, such as meeting Black
mentors, community leaders, and professionals, created pathways for personal
and professional development. These activities exposed participants to diverse
perspectives and helped them expand their understanding of social and
professional networks beyond the confines of their community.
CRT
provides a lens to understand the transformative impact of these experiences by
emphasizing the need for counter spaces where marginalized individuals can
challenge systemic barriers and connect with culturally affirming role models.
These counter spaces are vital for fostering cultural pride and empowerment
among Black youth, as demonstrated through activities like overnight camps.
While one participant described the camp as “super memorable,” the significance
extended far beyond creating lasting memories. Participants shared how the
camps fostered teamwork, facilitated meaningful personal reflection, and
cultivated cultural pride. For instance, one participant elaborated, “At camp,
we had deep conversations about our cultural backgrounds and how we can support
each other as a community. It made me feel connected to my roots in a way that
school never does.” This example illustrates how the camp served as a counter space
where Black youth could engage in meaningful cultural discussions within a
supportive environment, deepening their understanding of their heritage while
developing interpersonal and leadership skills to better their communities.
Furthermore, the camps included guided activities that emphasized cultural
traditions, such as storytelling and community-building exercises, which many
participants identified as pivotal in strengthening their cultural identity. As
one participant noted, “It made me realize the importance of knowing where I
come from and using that to motivate myself.” These sentiments illustrate how
these experiences helped participants reconnect with their heritage and develop
a renewed sense of cultural pride and belonging. Through this lens, CRT
highlights the critical role of culturally responsive programming in providing
opportunities for Black youth to engage with their identities and resist
systemic erasure in traditional educational spaces.
The
value of these experiences involving taking youth outside of their community
lies in providing them with enriching opportunities that are culturally
relevant and identity-affirming. Programs like Catharsis offer avenues to
explore identity, culture, and personal growth through a variety of activities
such as sports, entrepreneurship, and financial literacy workshops. One
participant shared that “learning about financial literacy and how to manage
money was empowering because we don’t get taught that in school. It made me
feel like I could really plan for my future.” This comment underscores how
these programs provide practical skills that are directly relevant to the
participants’ lives and the challenges they face in their neighbourhood,
helping them feel better equipped to navigate personal and community
challenges. The transformative impact of the program was evident in how it
fostered essential life skills. For example, sports activities were highlighted
as important for developing communication skills and accountability. One
participant explained, “Engaging in sports taught me how to communicate better
with my peers and take responsibility for my actions. That’s something I now
apply outside of the program, whether at school or home.” This quote reinforced
the idea that these activities are not only recreational but also formative, in
the process teaching critical social skills that youth apply in various aspects
of their lives. Additionally, the program’s focus on scholarships and
entrepreneurial opportunities was empowering for participants. As one
participant explained, “The business plan competition helped me develop an
idea, pitch it, and think about how to turn it into a real business. Winning
the competition showed me that I could really succeed in something I’m
passionate about.”
Culturally
responsive programming empowers youth by giving them the tools and
opportunities to pursue their ambitions, whether through post-secondary
education or entrepreneurial ventures. The Catharsis program emphasized how
students can experience multiple pathways to success and that the process is
not always linear. The importance of these experiences goes beyond the
individual; they contribute to strengthening cultural connections within the
community. Through culturally relevant activities, youth were encouraged to
explore their identities, fostering a sense of pride and belonging that
supports their overall well-being. For instance, in one weekly activity,
participants wrote letters to their future selves and read them a year later,
which one participant described as “a powerful way to reflect on how far we’ve
come.” This activity helped youth reconnect with their personal and cultural
identities, reinforcing the value of self-reflection and cultural pride as part
of their growth journey.
Overall,
the opportunities provided by Generation Chosen to program participants allowed
the youth to celebrate their heritage, fostering a sense of pride and belonging
that directly influenced their ability to succeed in a variety of contexts. The
transformative experiences provided through culturally responsive programming
serve as bridges connecting youth to broader networks, resources, and
opportunities. Access to leadership training, financial literacy education, and
outdoor camps empowered youth to transcend the limitations imposed by living in
low-income and under-resourced communities. These experiences are not just
educational but also deeply tied to the participants’ cultural identity. By
offering culturally relevant experiences, Black youth were able to strengthen
their cultural connections and recognize their cultural capital, while
simultaneously building life skills necessary for their personal and
professional development.
Recommendations
and Next Steps
The themes discussed converge through
the idea that culturally responsive, trauma-informed programming is a catalyst
for holistic growth. Catharsis programming empowers youth by providing them
with a strong cultural foundation through culturally responsive curriculum
content, staff modeling vulnerability and resilience, access to Black mental
health practitioners free of cost, and offering transformative experiential opportunities
that extend beyond the neighbourhood where the program participants live. These
interconnected elements create a comprehensive support system for Black youth
that fosters emotional well-being, cultural pride, and the skills needed to
navigate and overcome systemic barriers. The recommendations from the youth,
shared via surveys and focus groups, are grounded in these interconnected
themes. They call for a more comprehensive, empathetic, and long-term
community-oriented approach that addresses the systemic barriers and inequities
impacting their community. Below are their recommendations:
1)
Strengthen
Cultural Identity through Relevant Curriculum Content:
Implement programs that celebrate and affirm Black cultural identities,
providing a foundation for youth to develop a strong sense of pride in their
heritage. The youth emphasized how this was lacking as part of their schooling
experiences.
2)
Invest
in Creating Brave and Safer Spaces: Ensure that staff are relatable and
culturally responsive, both in schools and in after-school and evening
programs, modelling vulnerability and resilience to create environments where Black
youth feel brave and safer to express themselves, their identities, and the
challenges they are experiencing.
3)
Provide
Access to Diverse Opportunities: Provide transformative experiences
and experiential opportunities that extend beyond the neighbourhood such as
field trips, camps, leadership capacity-building, and financial literacy
training which are crucial for personal and professional development. Costs
should be subsidized so the opportunities remain accessible, particularly for
youth from single-parent households and lower socio-economic status
backgrounds.
4)
Long-Term
and Sustainable Government Support and Investment: Greater
government and institutional support are required to fund and sustain
culturally responsive initiatives and programs, ensuring they are accessible to
all youth, especially those from underserved communities.
These recommendations offered by the
Black youth attending Generation Chosen’s Catharsis program highlight the need
for a holistic approach that integrates cultural identity, emotional support,
and access to opportunities, all of which are crucial for empowering Black youth
to thrive in the face of systemic challenges. It was clear that the
recommendations aimed to break the cycle of blame and deficit thinking
projected onto the community and instead championed solutions that aligned with
the lived experiences and needs of the youth themselves.
The
findings from this study have significant implications for the field of education
and schooling, particularly in the context of in-service and pre-service
teacher training. The participants' recommendations underscore the need for a
more culturally responsive curriculum that goes beyond superficial
acknowledgments of Black history. This suggests a broader imperative for
educators to integrate diverse cultural narratives and lived experiences into
their teaching practices, ensuring that all students see themselves reflected
in the curriculum. For in-service and pre-service teachers, this means engaging
in ongoing professional development focused on cultural competency, anti-racist
pedagogy, restorative practices, and trauma-informed and healing approaches.
Such training could help educators and other practitioners more effectively understand
the unique challenges faced by Black youth and communities and equip them with the
tools to create more inclusive and supportive learning environments.
From
the researchers' perspectives, the study highlights the importance of not only
addressing the content in the curriculum, but also rethinking the delivery and
structure of educational programs pedagogically to accommodate the diverse
needs of students and their families, especially those in vulnerable
circumstances (e.g., parents who are incarcerated or those who are constantly
exposed to gun violence in their neighbourhood). This includes race and gendered
dynamics that may influence participation, as well as the time constraints and
family responsibilities that can limit access to educational opportunities. The
insights gained from this research suggest that schools and education programs
could benefit from offering more flexible and accessible programming, such as
evening or weekend classes, childcare services, and transportation assistance,
to remove barriers to participation for residents in marginalized communities.
While
the findings of this study are specific to a particular low-income community in
Toronto, the implications go beyond this context. The challenges and needs
identified by the Black youth, such as the importance of culturally responsive
education, the need for systemic support to address poverty and violence, and
the benefits of experiential learning opportunities, are relevant to other
regions and organizations offering youth programming. These findings could
inform the design and implementation of similar programs in different contexts,
encouraging synergetic partnerships where educators and program developers
(e.g., schools and non-profits working together) prioritize cultural relevance,
accessibility, and community engagement.
Conclusion
and Further Areas for Exploration
Many Black youth continue to face
systemic challenges stemming from intergenerational trauma, discrimination, and
systemic racism, which profoundly impact their mental health and identity
development. This study contributes to CRT in a Canadian context by
illustrating how culturally responsive programming can serve as a counter space
that centers the voices and lived experiences of Black youth, enabling them to
navigate these challenges with greater agency and empowerment. CRT’s focus on
counter-storytelling and its critique of systemic inequities provides a
valuable lens for understanding the transformative role of initiatives like
Generation Chosen’s Catharsis program. By integrating culturally meaningful
healing practices such as storytelling, art therapy, and community engagement,
the program facilitates emotional healing and promotes positive self-identity
development and community engagement (Sangalang et al., 2020). Additionally,
such initiatives foster leadership skills, critical thinking, and social skills,
empowering youth to be advocates and activists in mitigating systemic issues in
their communities.
The
findings extend CRT by showing how culturally responsive programming empowers
Black youth to disrupt deficit narratives and affirm their cultural identities.
The program’s focus on building emotional intelligence, fostering leadership
skills, and enhancing critical thinking exemplifies CRT’s emphasis on creating
opportunities for marginalized communities to resist systemic oppression and
advocate for systemic change. Participants’ experiences demonstrated how these
spaces foster resilience and agency, equipping them to challenge inequities in
their communities and beyond. This study aligns with and builds on existing CRT
research emphasizing the centrality and impact of race in shaping lived
experiences and accessing opportunities, by providing concrete examples of how
race-conscious, trauma-informed programming can disrupt cycles of systemic
marginalization and intergenerational trauma.
While
the Catharsis program demonstrated significant positive impacts, several
challenges and limitations must be addressed to ensure broader and more
equitable participation. Notably, gender disparities in participation suggest a
need to reassess program structure and outreach efforts to engage more young
women effectively. Additionally, barriers such as time constraints,
transportation challenges, and safety concerns related to neighbourhood
politics and polarization highlight the importance of flexible programming and
targeted support services. These challenges underscore the need for future
iterations of culturally responsive programs to be more adaptable to the
complex realities of participants' lives.
Future
studies should consider more extensive approaches to address multifaceted
challenges faced by Black youth. These studies should aim for larger sample
sizes and longitudinal research to track student progress and wellbeing over
extended periods, enabling a more comprehensive understanding of their
experiences. It is also critical to explore school-community partnerships and
synergies that better support Black youth and their families. Additionally, a
comparative lens should be applied by conducting studies across various
neighbourhoods to identify region-specific dynamics to more intentionally
identify disparities in accessing opportunities (e.g., amongst race,
socio-economic status, gender, etc.).
Looking
ahead, it is crucial to continue developing and advocating for the implementation
of more culturally responsive, trauma-informed programming to empower Black
youth and promote their emotional well-being, especially within the context of
low-income communities similar to the Jane and Finch community. Culturally responsive
programming that promotes emotional intelligence, affirms Back youth identities
and their culture, and facilitates healing is an integral approach to
empowering these young individuals and meeting their needs, personally and as a
community. As a collective, these considerations are vital not only at the
local level but also on a national and international scale to develop holistic
strategies, programs, and partnerships that authentically support the emotional
well-being of Black youth to create, cultivate, and maintain the conditions for
them to thrive and achieve to their full potential.
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