Aisha N Griffith
Biographic Data
| ID | 939935 |
|---|---|
| NAME | Aisha N Griffith |
| GIVEN NAMES | Aisha N |
| FAMILY NAME | Griffith |
| SIGNATURE | GRIFFITH A N |
| AFFILIATIONS | University of Illinois Chicago |
| ORCID | 0000-0002-6421-4310 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Coordinating Mental Health Supports Across Out-of-School and In-School Providers: A Scoping Review
The coordination of school- and community-based mental health services is a promising strategy to respond to the rising mental health needs of youth. Out-of-school time (OST) programs are an under-utilized community-based resource that may be leveraged to help meet this need. We conducted a scoping review to (a) identify practices that facilitate the coordination of care between schools and OST programs and (b) examine whether such practices alig…
The Power is in the Process: Co-creating Participatory Action Research Spaces With Youth as True Partners
This study adds to the discussion of critical consciousness development through the processes of YPAR, not as an outcome after results are shared, but through the experience of power shifting that occurs as youth become true partners in youth-led YPAR. Combining unique and boundary-pushing elements at the nexus of action research and qualitative research, this paper illustrates particular ways in which power was intentionally directed towards you…
How about you just ask?”: Uplifting black adolescent girls’ reflections on educators’ decisions in the context of discipline disproportionality
Using interviewee‐created graphs to explore the arc of closeness and trust in adolescents' supportive relationships with nonparental adults
Adolescents' supportive relationships with nonparental adults are beneficial when they are close and have trust, but few studies explore how adolescents believe closeness and trust unfold over time. I propose a method for prompting adolescents to retrospectively describe the development of abstract components of such relationships by sharing a study that used interviewee-created graphing to prompt adolescents to move from concrete parts of the re…
An interdisciplinary framework of youth participatory action research informed by curricula, youth, adults, and researchers
Rarely are youth voices incorporated into program and policy development. Youth participatory action research (YPAR) is an opportunity for adolescents to develop research skills by completing projects relevant to their lives and allows participation and decision-making at systems and organizational levels. Attention to YPAR implementation detail, especially a curricular focus, is lacking in the literature. Specifically absent is an all-encompassi…
He Knows Me as a Person”: Navigating Cultural Dynamics in Relational Pathways Towards Positive Youth-Adult Relationships in Youth Programs
Understanding the role of cultural fit and responsiveness in youth-adult relationships is crucial for positive youth development within after-school programs. This study explored (a) youth’s conceptualization of cultural similarities/differences in relationships with adult program leaders, and (b) how processes within culturally similar/different relationships influence the formation of positive youth-adult relationships. Guided by constructivist…
“They Do Us Wrong”: Bringing Together Black Adolescent Girls’ Voices on School Staff’s Differential Treatment
During adolescence, Black girls face the developmental task of achieving a positive identity while developing skills to navigate hostile contexts, including schools. This study brings together quotes on student-staff interactions extracted during a qualitative meta-synthesis ( n = 64 quotes) to discuss how Black adolescent girls interpreted being treated differently by staff. Black adolescent girls described differential treatment occurring becau…
A Mixed Methods Study Exploring the Nature of Black Adolescents’ Unfair Treatment by School Staff: Implications for Adolescents’ Trust in Adults
How group experiences influence mentor–mentee relational development in a combined group and one-on-one mentoring program for early adolescent girls
Group mentoring programs offer multiple routes for influencing development, through both one-on-one relationships and relational processes in the group context. Less explored is how the group context impacts one-on-one relationships. This study investigated how the group influences the development of the mentor–mentee relationship in a group and one-on-one mentoring program serving early adolescent girls. Qualitative analyses of interviews with m…
Building trust: Reflections of adults working with high-school-age youth in project-based programs
How trust grows: Teenagers’ accounts of forming trust in youth program staff
I Didn’t Come to School for This: A Qualitative Examination of Experiences With Race-Related Stressors and Coping Responses Among Black Students Attending a Predominantly White Institution
Exposure to race-related stressors such as discrimination may take a toll on Black undergraduates attending predominantly White institutions (PWIs) who must contend with these stressors in addition to stressors common to the developmental space of emerging adulthood and the transition to college. The aim of this study was to explore Black students’ experiences of race-related stressors, coping responses, and the role of natural mentors (i.e., non…
Trajectories of trust within the youth program context
Two topics commonly referenced within theories of Positive Youth Development (PYD) are supportive relationships with adults and the youth program context. This paper examines the trajectory of youth’s trusting relationships with adults at projectbased programs. High-school-age youth at 7 arts, leadership, and technology programs retrospectively constructed graphical representations of their trust in a youth program leader across time. When couple…
Why Trust Matters: How Confidence in Leaders Transforms What Adolescents Gain From Youth Programs
Youth's trust in program leaders is considered a key to the positive impact of youth programs. We sought to understand how trust influences youth's program experiences from their perspective. We interviewed 108 ethnically diverse youth (ages 12-19) participating in 13 arts, leadership, and technology programs. Analysis of these accounts suggested five ways in which youth's trust in leaders amplified program benefits. Trust increased youth's (1) c…
How Adolescents Develop Responsibility: What Can Be Learned From Youth Programs
This theory‐building qualitative study examined how youth develop responsibility within the context of organized youth programs. Interviews were conducted with ethnically diverse youth, parents, and adult leaders from four programs for high school–aged teens. Analysis suggested that youth develop responsibility through a four‐step cycle: (1) voluntarily taking on roles and obligations, (2) experiencing challenge and strain, (3) being motivated to…
I Didn’t Come to School for This: A Qualitative Examination of Experiences With Race-Related Stressors and Coping Responses Among Black Students Attending a Predominantly White Institution
Exposure to race-related stressors such as discrimination may take a toll on Black undergraduates attending predominantly White institutions (PWIs) who must contend with these stressors in addition to stressors common to the developmental space of emerging adulthood and the transition to college. The aim of this study was to explore Black students’ experiences of race-related stressors, coping responses, and the role of natural mentors (i.e., non…
Why Trust Matters: How Confidence in Leaders Transforms What Adolescents Gain From Youth Programs
Youth's trust in program leaders is considered a key to the positive impact of youth programs. We sought to understand how trust influences youth's program experiences from their perspective. We interviewed 108 ethnically diverse youth (ages 12-19) participating in 13 arts, leadership, and technology programs. Analysis of these accounts suggested five ways in which youth's trust in leaders amplified program benefits. Trust increased youth's (1) c…
How Adolescents Develop Responsibility: What Can Be Learned From Youth Programs
This theory‐building qualitative study examined how youth develop responsibility within the context of organized youth programs. Interviews were conducted with ethnically diverse youth, parents, and adult leaders from four programs for high school–aged teens. Analysis suggested that youth develop responsibility through a four‐step cycle: (1) voluntarily taking on roles and obligations, (2) experiencing challenge and strain, (3) being motivated to…
An interdisciplinary framework of youth participatory action research informed by curricula, youth, adults, and researchers
Rarely are youth voices incorporated into program and policy development. Youth participatory action research (YPAR) is an opportunity for adolescents to develop research skills by completing projects relevant to their lives and allows participation and decision-making at systems and organizational levels. Attention to YPAR implementation detail, especially a curricular focus, is lacking in the literature. Specifically absent is an all-encompassi…
Building trust: Reflections of adults working with high-school-age youth in project-based programs
How about you just ask?”: Uplifting black adolescent girls’ reflections on educators’ decisions in the context of discipline disproportionality
How Adolescents Develop Responsibility: What Can Be Learned From Youth Programs
This theory‐building qualitative study examined how youth develop responsibility within the context of organized youth programs. Interviews were conducted with ethnically diverse youth, parents, and adult leaders from four programs for high school–aged teens. Analysis suggested that youth develop responsibility through a four‐step cycle: (1) voluntarily taking on roles and obligations, (2) experiencing challenge and strain, (3) being motivated to…
Why Trust Matters: How Confidence in Leaders Transforms What Adolescents Gain From Youth Programs
Youth's trust in program leaders is considered a key to the positive impact of youth programs. We sought to understand how trust influences youth's program experiences from their perspective. We interviewed 108 ethnically diverse youth (ages 12-19) participating in 13 arts, leadership, and technology programs. Analysis of these accounts suggested five ways in which youth's trust in leaders amplified program benefits. Trust increased youth's (1) c…
Trajectories of trust within the youth program context
Two topics commonly referenced within theories of Positive Youth Development (PYD) are supportive relationships with adults and the youth program context. This paper examines the trajectory of youth’s trusting relationships with adults at projectbased programs. High-school-age youth at 7 arts, leadership, and technology programs retrospectively constructed graphical representations of their trust in a youth program leader across time. When couple…
I Didn’t Come to School for This: A Qualitative Examination of Experiences With Race-Related Stressors and Coping Responses Among Black Students Attending a Predominantly White Institution
Exposure to race-related stressors such as discrimination may take a toll on Black undergraduates attending predominantly White institutions (PWIs) who must contend with these stressors in addition to stressors common to the developmental space of emerging adulthood and the transition to college. The aim of this study was to explore Black students’ experiences of race-related stressors, coping responses, and the role of natural mentors (i.e., non…
How trust grows: Teenagers’ accounts of forming trust in youth program staff
Building trust: Reflections of adults working with high-school-age youth in project-based programs
How group experiences influence mentor–mentee relational development in a combined group and one-on-one mentoring program for early adolescent girls
Group mentoring programs offer multiple routes for influencing development, through both one-on-one relationships and relational processes in the group context. Less explored is how the group context impacts one-on-one relationships. This study investigated how the group influences the development of the mentor–mentee relationship in a group and one-on-one mentoring program serving early adolescent girls. Qualitative analyses of interviews with m…
A Mixed Methods Study Exploring the Nature of Black Adolescents’ Unfair Treatment by School Staff: Implications for Adolescents’ Trust in Adults
“They Do Us Wrong”: Bringing Together Black Adolescent Girls’ Voices on School Staff’s Differential Treatment
During adolescence, Black girls face the developmental task of achieving a positive identity while developing skills to navigate hostile contexts, including schools. This study brings together quotes on student-staff interactions extracted during a qualitative meta-synthesis ( n = 64 quotes) to discuss how Black adolescent girls interpreted being treated differently by staff. Black adolescent girls described differential treatment occurring becau…
How about you just ask?”: Uplifting black adolescent girls’ reflections on educators’ decisions in the context of discipline disproportionality
Using interviewee‐created graphs to explore the arc of closeness and trust in adolescents' supportive relationships with nonparental adults
Adolescents' supportive relationships with nonparental adults are beneficial when they are close and have trust, but few studies explore how adolescents believe closeness and trust unfold over time. I propose a method for prompting adolescents to retrospectively describe the development of abstract components of such relationships by sharing a study that used interviewee-created graphing to prompt adolescents to move from concrete parts of the re…
An interdisciplinary framework of youth participatory action research informed by curricula, youth, adults, and researchers
Rarely are youth voices incorporated into program and policy development. Youth participatory action research (YPAR) is an opportunity for adolescents to develop research skills by completing projects relevant to their lives and allows participation and decision-making at systems and organizational levels. Attention to YPAR implementation detail, especially a curricular focus, is lacking in the literature. Specifically absent is an all-encompassi…
He Knows Me as a Person”: Navigating Cultural Dynamics in Relational Pathways Towards Positive Youth-Adult Relationships in Youth Programs
Understanding the role of cultural fit and responsiveness in youth-adult relationships is crucial for positive youth development within after-school programs. This study explored (a) youth’s conceptualization of cultural similarities/differences in relationships with adult program leaders, and (b) how processes within culturally similar/different relationships influence the formation of positive youth-adult relationships. Guided by constructivist…
Coordinating Mental Health Supports Across Out-of-School and In-School Providers: A Scoping Review
The coordination of school- and community-based mental health services is a promising strategy to respond to the rising mental health needs of youth. Out-of-school time (OST) programs are an under-utilized community-based resource that may be leveraged to help meet this need. We conducted a scoping review to (a) identify practices that facilitate the coordination of care between schools and OST programs and (b) examine whether such practices alig…
The Power is in the Process: Co-creating Participatory Action Research Spaces With Youth as True Partners
This study adds to the discussion of critical consciousness development through the processes of YPAR, not as an outcome after results are shared, but through the experience of power shifting that occurs as youth become true partners in youth-led YPAR. Combining unique and boundary-pushing elements at the nexus of action research and qualitative research, this paper illustrates particular ways in which power was intentionally directed towards you…
Psychology (14 works) · Social Psychology (10 works) · Youth Development and Social Support (10 works) · Developmental psychology (9 works) · Social Psychology (8 works) · Sociology (7 works) · Early Childhood Education and Development (6 works) · Political science (5 works) · Pedagogy (4 works) · Public relations (4 works)