HOMEBODIES MAGAZINE

HOMEBOD

L E T T E R F R O M T H E E D I T O R

Dear Readers,

The Homeplace Research Collective is a research lab at New York University and stands as a garden of hope, particularly for Black women in a predominately white institution. As a graduate student in this lab, it is a privilege to be a part of a space that challenges systems to envision and co-create a world for Black children to thrive.

I am proud to serve as the editor of the Homebodies Magazine, where we share the inspiring work produced within our team. Whether in research, work or ev wrapped up in our own experiences without taking the time to curating the research, art, and memories from Dr. Lauren Mims by the Homeplace’s abundant growth and beauty

Within our lab, a cherished tradition involves presenting verbal "flowers" to each other as tokens of love. This practice emphasizes that giving flowers need not be a grand gesture; rather, it is a means to express gratitude for the simple moments that contribute to a greater whole.

This magazine is a showcase of flowers, a display of scholarship grown from labors of love. We hope you enjoy looking through Homeplace's forever blooming garden as much as we did cultivating it If something catches your eye, please feel free to connect with us via email for more information (tjm9706@nyu.edu)

With love,

Tessa Johanna McNaboe Editor in Chief

aloveletterto Blackscholars

DearBlackscholars,

MytimeatNewYorkUniversityhasledmeonajourneythathasbeenthemost enlighteningsequenceofmylife.TheadventurethatisaPWIandthecollegiate academiclifeIhaveexperiencedhasimpactedthewayIviewpsychologyasaBlack student,howIperformwithinthefieldofpsychologyandacademiclife,andwhatI believethefielditselfowestoBlackscholarsandpsychologistsinthemaking.Of course,Icannotdemandanythingfrominstitutionsofeducationthatwereerectedon everythingtheydonotwantustobe,butbeingimmersedinspaceswheresomethingis alwaysaskedforfromme,mytime,mycolloquialisms,mystyle,mythoughts,etc.,I wouldthinkwecangetalil’ somethingback!SoIamwritingthislettertoyall,the Blackscholarswhoareinschool,outofschool,thinkingaboutschool,orjustexisting withintherealmsofacademia;aletterfilledwithlove,acceptance,andgratitudethat wecontinuetoexisteverydayinordertomakeouruniversitiesandcommunitiesa b(lack)etterplace Ourpresenceissoinfluentialthataffirmativeactionhasbeenat theforefrontofpoliticsfordecades!

IremembermyfirstyearatNYU,howironicitwastobeinaLiberalStudies class,andhaveawhitepersonactuallysaytomethataffirmativeactiongavemethe chancetoevenbeattheschool.Readers,justknowthatIdidmyduediligenceand evisceratedthatmanwithlogic,facts,ANDemotion.(BecausewhywouldInotbe angryathavingtoeducatesomeoneinsideafacilitywhereIwassupposedtobethe onebeingeducated!!)Ijustwantallofustoknowthatwedonothavetoexplain ourselvestoANYONE.Blackscholarsdonothavetostretchthemselvesthinjustto provetoeverybody(andsometimesourselvesaswell)thatwedeservetobewhere weare.Allwehavetodoiswakeupinthemorning,takeoffthat bonnet/durag/scarf/hairnet,shakeoutourcrown,andwalkoutthedoorwithitheld high.Orrun,ifyouarelikemeandhaveadebilitatingdiseasethatisknownasCP (coloredpeople)time.

Ihadtolearntolovemyselfinspaceswherepeopledidnotevenknowwhatto say,orhowtotalktopeoplewhodidn’tlooklikeme.Ihadtorealizethatwithinthese spaceswereeventinierspaceswherewedohavepeoplewholooklikeus,andutilizing theseplacesisthekeytofeelingasauthenticallyyouasyoucan.Theperformancewe asBlackscholarsputongetslessexhaustingwhenyourealizeyoudonothavetobe themostpoignant,youdonothavetobeafraidtositinthebackrow,andyoudonot havetobeearlierthanontimebecauseeverybodywouldnoticewhenthedarkest personintheroomislate.Whenwetakethemeasurestoputourselvesineducational institutionsandsustainthelevelofexcellenceandpersistenceneededtograduate, thatitselfisalovedeeperthanIcangivetoyouinthisletter.BlackScholars,love yourself,loveyoureducation,andlovethelightyoubringtoyourrespective classrooms.

Withlove, TheHomeplace’sAsaOhalete

CULTIVATING SAFE SPACES FOR BLACK STUDENTS

TOP NEWS OF THE MONTH

DR. LAUREN C. MIMS

Our very own, Dr Lauren C Mims, has been highlighted in Diverse Issues in Higher Education for her remarkable scholarly achievements at NYU! This recognition comes as no surprise, as Dr Mims consistently pushes the boundaries in the field

READ MORE

Her research is widely recognized by fellow scholars as essential Moreover, her commitment to establishing the Homeplace at NYU serves as a testament to the importance of cultivating safe spaces in higher education for Black students to be brilliant

WE NEED NEW STRUCTURES

PRINCIPAL INVESTIGATORS:

DR JAMELIA

NICOLE

HARRIS

(SENIOR DIRECTOR OF RESEARCH AND INNOVATIVE THOUGHT AT JUSTICE + JOY) & DR LAUREN MIMS (ASSISTANT PROFESSOR OF APPLIED PSYCHOLOGY)

Through 15 youth-led virtual conversations with nearly 400 participants, we found that girls and gender-expansive youth of color across the nation were tremendously impacted by the COVID-19, school closures, and ongoing civil unrest due to systemic racism and police brutality (Mims et al, 2022) In particular, the period detrimentally impacted their mental health. “We Need New Structures” builds on our work by establishing research teams of girls and gender-expansive youth of color across New Jersey and the DC area to lead online and in-person “critical conversation spaces” (CCS) focused on mental health These conversations will be co-designed by the research teams to explore the following questions: (1) How do girls and gender-expansive youth of color describe the impact of heightened visibility of systemic racism and violence on their mental health? (2) How and to what extent can their engagement in CCS provide insights to policies, practices, and structures that support their mental health? As a culmination to the conversations, youth will work collaboratively to co-create place-based advocacy initiatives that privileges their voices and provides insights into the ways in which educators, leaders, and policymakers can invest in the healing and futures of girls and gender-expansive youth of color.

NEW PUBS

Authors: Jamelia N. Harris, K. Shakira Washington, Lauren C. Mims, Erykah Weems

POWERINOURTRUTHS

GirlsandGender-Expansive Young Peopleof ColorEnvisioning FuturesFreefrom PoliceViolence

A team of Women of Color researchers and scholar-activists partner with the Justice + Joy National Collaborative to share the perspectives and experiences of girls and genderexpansive young people of color of police violence and the broader criminal legal system.

RESULTS

NEW PUBS

Author: Dr. Addison Duane

School-BasedTrauma:AScoping Review

School-based trauma (SBT) is not a new concept, but scholars have not yet developed a comprehensive definition of SBT! In this paper, faculty affiliate Dr. Addison Duane conducted a scoping review of scholarship across three decades to propose an updated definition for school-based trauma that encompasses existing definitions and includes a systemic lens to thinking about the concept.

In doing so, Dr. Duane invites scholars to take up the concept in a theoretically sound and comprehensive way in order to better support children and work towards creating school spaces that do not cause trauma.

NEW PUBS

Authors: Dr. Renae Mayes, Dr. Shawn Jones, Dr. Lauren Mims, Dr. Paul Harris, Dr. Donna Ford, Mandy Dhahan, and Dr. Mitchell-Dodge

BlackYouthMentalHealth:UnderstandingandBeing

CulturallyResponsivetoPromoteHomeplaceand BlackJoy

Rates of death by suicide for Black youth have risen since 2007 at a rate that is faster than any other racial/ethnic group. Black youth under the age of 13 are two times more likely to die by suicide when compared to same-race peers (CBC, 2020). As such, it is critical to create sanctuaries for Black youth. In this Op-Ed, the authors provide recommendations for incorporating Black joy and homeplace in order to support Black youth.

Dr. Renae D. Mayes

Practitioners need to recognize the agency of Black youth and embrace a nothing about us without us approach, meaning that Black youth are at the table regarding efforts to understand and address their unique needs and experiences.

“When I think of Black youth mental health, my first thought is that we don’t talk about it enough…..And when I think about what Black youth deal with, I believe that the experiences that some Black youth go through affect our mental health in ways other groups just don’t have to deal with.”

Eliot, 7th grade student

NEW PUBS

Authors: Lauren Mims, Erika Bocknek, Addison Duane, LaKenya Hill, Lucy McGoron, and Kimberly Stokes

“ComingTogetherEducationally

CreatesaBondLikeNoOther”:

Exploring How Families Engage in Black History Home Learning

We believed Black home learning environments during the COVID-19 pandemic could play a significant role in children’s learning so we developed and launched Brilliant Joy in a Box, caregiver-child Black history home learning boxes, with a sample of 100 families in partnership with Eunique Jones Gibson and Because of Them We Can. Families received boxes for six months and completed whole family activities during virtual “unboxings” on Zoom.

“My favorite part was The excitement on my kids’ faces especially for the second box ‘Historically Black Colleges and Universities’”

We found that the project positively contributed to family joy, served as a catalyst for celebrating Black history in the home, and provided an opportunity for families to highlight their impactful home-learning environments during the COVID-19 pandemic.

NEW

“FreeBlackchildren,that’s theblessingandthepromise.

Tome,that’spoetry.That’s thegoal.That’sit.Free,Black children.That’sbeauty.”

Sylvia African American mother of three)

PUBS

Authors: Seanna Leath, Yolanda Williams, Taina Quiles, Bianka-Charity Parker, Lauren Mims, Raven Ross

“FreeBlackChildren…ThatMeansEverything”: BlackMother’sVisionsofFreedomWithina RadicalHealingFramework

In this current study, researchers explore the perspectives of Black mothers on raising free, Black children in the anti-Black racial context of the United States of America. They draw insights from a psychological approach centered on radical healing in communities of color. The focus is on understanding how mothers support their children's freedom by incorporating new cultural and social norms that blend personal well-being with collective social justice practices.

The study analyzed interviews from 31 Black mothers (aged 28 to 50, average 35 years old) with children ranging from 6 months to 21 years old, using consensual qualitative research methods. Three main themes emerged from their responses: promoting pro-Black critical consciousness, encouraging genuine selfexpression through emotional support, and fostering strength and resilience through community care.

In summary, the findings indicate that mothers perceive raising liberated, Black children as a crucial act of social justice. They aim to help their children recognize oppressive forces, engage in community-level efforts for social change, and build a positive future for themselves.

Black Youth Mental Health Initative

Dr. Renae Mayes, an associate professor at the University of Arizona, and Dr. Mims we were awarded a $1,050,000 grant for a three-year project, The Black Youth Mental Health Initiative.

Nichole Gross, Toria Edmonds-Howell, James Harris, Dr. Shawn Jones, Dr. Paul Harris, Dr. Lindsey E. Jones and her daughter, Tina Bowman-Finney, and Kelli Lemon

The grant, awarded by the US Department of Health and Human Services, will support Richmond Public Schools in identifying the mental health needs of Black youth; preventing suicidal ideations, attempts and deaths; and implementing policies that create multitiered support systems for students.

MENTALHEALTHNEEDSOFBLACK YOUTH

Authors: Nina Lanzillotta, Elisha Arnold, and Tessa McNaboe

TheBlackYouthMental HealthInitiative

Eliot, a 7th grader in Richmond, Virginia, kicked off the Black Youth Mental Health Initiative's (BYMHI) Black Joy in Community professional development series with a poignant statement – She said, "calling folks out is a skill I need to develop because suffering in silence is not good for our mental health." Her statement serves as a resounding call to action, reflecting the urgent need for mental health support for Black youth. Eliot’s speech, along with the statements of others during the event, underscored the critical need for Black youth mental health.

Acknowledging the alarming disparities in mental health outcomes and the rising prevalence of suicidal ideations among Black youth, Dr. Renae Mayes (University of Arizona), Dr. Lauren Mims (NYU), and Dr. Paul Harris were awarded a $1.2 million dollar grant by the U.S. Department of Health and Human Services (HHS) Office of Minority Health (OMH). BYMHI is a collaborative community project that unites researchers, mental health experts, school districts, teachers, and community members with the aim of informing educational policies by reimagining what mental health support looks like for Black youth. BYMHI places particular emphasis on understanding the unique experiences and challenges experienced by the Richmond, Virginia community.

TheStateof BlackYouth

MentalHealth

During the first Black Joy in Community professional development event, attendees learned about the State of Black Youth Mental Health and specific resources in Richmond, VA l bl h ll h caring and co

MENTALHEALTHNEEDSOFBLACK YOUTH

This important discussion included insights from keynote speaker Dr. Shawn Jones and panelists Dr. Ram Bhagat, Dr. Erica Daniels, and Tiffany Goodman.

Sawubona

Dr Shawn Jones, Assistant Professor of Psychology at VCU and BYMHI Advisory Board Member, presented a keynote address that provided profound insights on the psychosocial well-being of Black youth in contemporary society. First, Dr. Jones described the paradox of hypervisibility that Black youth often experience Black youth are hypervisible in some contexts and invisible in others. For example, he highlighted an alarming statistic illustrating hyper invisibility from the Department of Education (2016): Black children are 3 6 times more likely to be suspended than white children He also described Black children’s invisibility: Black youth are less likely to have access to essential mental health supports Throughout his presentation, Dr Jones emphasized the vital importance of treating each child as a unique individual and ensuring they feel fully acknowledged, appreciated, and honored in their own identity Specifically, he drew upon the Zulu word "Sawubona," which translates to "I see you. " This term captures the essence of BYMHI, underscoring BYMHI’s commitment to recognizing and acknowledging the importance of Black youth thriving in all aspects of their lives. After, the event transitioned to a panel session with Dr. Ram Bhagat, Dr. Erica Daniels, Tiffany Goodman, and Dr. Paul Harris. Panelists shared several strategies and initiatives in Richmond, Virginia developed to support Black youth, including the creation of gun violence initiatives in schools, the establishment of spaces like wellness rooms, and opportunities to participate in restorative practices (e g, breathwork and cultural celebrations) in and outside of school Panelists also talked about the importance of designing interventions and supports for Black youth, as well as destigmatizing mental health discussions through transparent conversations.

Link to recording!

ReturningtoEliot’s OpeningAddress

However, it was Eliot, a young girl residing in Richmond, Virginia, who left the most profound impact on the webinar attendees. Her eloquent description about being a Black youth in contemporary society underscored the need for advocacy and support. In her five minute speech, Eliot highlighted the impact of race-related issues, such as learning about Breonna Taylor's death and experiencing daily racial microaggressions, on her mental health. She stated, "I think about how many things like that and worse that Black youth see on a daily basis that we just get used to seeing Even though our bodies and our minds are taking a toll " Then, Eliot passionately implored us to act She encouraged her peers to discuss their mental health experiences openly and advocated that everyone should go to therapy Most importantly, she asked every adult to involve youth in events and conversations about mental health. She shared that she thinks, " young people would be more honest about how we are feeling if there are more spaces where we can talk about it."

Eliot's call to action, along with the insights from Dr Jones and the other panelists, reminds us that we must strive to create spaces where Black children can share their experiences and be heard Policies regarding Black youth mental health have evolved over time, shaped by newer and more profound research, and we must all stand in solidarity to nurture and support Black children’s mental health and wellbeing.

Nina, Elisha & Tessa

IT TAKES A VILLAGE: PRACTICAL STEPS IN SUPPORTING BLACK YOUTH’S MENTAL HEALTH

Authors: Gabrielle Sylvester and Elisha Arnold

During the second edition of the Black Joy in Community Series on November 8th, 2023, we had the honor of hearing from the inspiring youth speaker, Nona. Courageously, she shared her personal experiences with mental health challenges, providing a narrative that resonated with the daily struggles encountered by many Black youth navigating various stressors. Nona's story deeply resonated, emphasizing the urgency for practitioners, clinicians, educators, and parents to recognize signs of mental health challenges and offer support. In response to this imperative, Dr. Paul Harris delivered a keynote address, presenting practical and actionable steps to identify mental health challenges among Black youth. Dr. Harris’ insights are especially valuable, addressing a common difficulty faced by parents and community networks in effectively supporting their children's mental health. This is particularly crucial given the disparities in mental health treatment and the externalization of mental health symptoms in different ways for Black youth. There is also the underrepresentation of Black mental health professionals, contributing to the under and misdiagnosis of Black youth. It is essential to listen to the experiences of Black youth and empower parents, caregivers, and community networks to advocate for the mental health needs of Black youth Dr Harris’ keynote

Recognizing signs and symptoms: Dr. Paul Harris begins by emphasizing the significance of identifying signs and symptoms of mental health issues in Black youth. It is crucial to acknowledge and take prompt action By observing persistent changes in behavior and mood, we can initiate the first crucial steps in identifying potential mental health challenges. Dr. Harris urges us to pinpoint specific signs, laying the groundwork for proactive support of mental health

Disparities in Mental Health for Black Youth: In discussing the mental health challenges of Black youth, Dr. Harris focused on depressive disorders, anxiety disorders, eating disorders, and psychotic disorders. He highlighted the issues of under diagnosis and misdiagnosis With regard to misdiagnosis, Black children are disproportionately diagnosed with conduct, disruptive, and impulsecontrol disorders.

Clinicianslackingtheculturalcompetenceto interpretthebehaviorsofBlackyouthwithin theirsocioculturalcontextplacestigmatized labelsonthemthatleadtodissociationwithin educationalenvironments.

IT TAKES A VILLAGE: PRACTICAL STEPS IN SUPPORTING BLACK YOUTH’S MENTAL HEALTH

Actionable Steps to Support: Finally, Dr. Paul Harris outlines practical steps for schools and families to proactively enhance the mental well-

Dr. Harris also stresses the creation of safe spaces for Black youth to openly share their struggles without judgment and highlights the value of community program involvement, such as the YMCA. Implementing these actionable tips can lead to community members actively supporting Black youth. Black youth confront heightened challenges to their mental well-being due to structural oppression.While adopting adaptive strategies in response to stressors, it is crucial for the community to commit to addressing this issue to provide the best support for our youth. beingof Black youth.Recognizingtheurgency of early interventiontopreventself-harmandharmtoothers,he underscorestheimportanceof fosteringasupportive community environment.Hisrecommendationsencompass encouragingstudentstoseekassistancefromschool counselors,advocatingforimprovedmentalhealthresources inschools,andemphasizingthesignificanceofaffordable crisisstabilizationservices,weeklycounselingsessions,and supportgroups.

Gabby and Elisha

Link to recording!

THE LITTLE MERMAID

Author: Asampete Ohalete

Four years ago, news of the new Little Mermaid adaptation hit the internet in 2019, with chatter spreading about Halle Bailey starring as the film’s Ariel, which to nobody’s

The fact that not only are these both highly anticipated, but also they both give a whole new generation of young Black girls a new character to inspire them The Homeplace supports the

emergence of stories, both old and new, that make space for the throes of Blackness to thrive and establish itself within stories that at once did not have any space for us Mainstream media is already painfully devoid of portrayals of Black women and girls that are not stereotypical jargon, or characters that have no intentionality behind them. Both The Little Mermaid and Percy Jackson have put out statements that have not only stated the castings of both Halle and Leah as intentional, but as needed due to the lack of diversity that the world of film and television has only started to attenuate. surprise, caused a frenzy of misogynistic critiques centered around the concept of “blackwashing” Another adaptation subjected to online vitriol was the TV adaptation of Rick Riordian’s book series Percy Jackson, which hits Disney+ in 2024 and casts Leah Jeffries as Annabeth, a character who is known for her blonde hair and gray eyes What do both of these works have in common?

THE LITTLE MERMAID

Another focal point that both of these movies share is the conversation surrounding the hair of both of the characters Ariel and Annabeth; Ariel

has red locs in opposition to the red flowy straight hair her animated counterpart had, and Annabeth has black braids, a deviation from the familiarity of blonde hair that book readers were used to. Negative social media discourse about all the changes these Black actresses bring to the previously White characters is so tiring. Locs and braids are a staple in our community, and there is nothing like creativity in representation. I myself have never seen a red-headed mermaid with locs and I truly relish the fact that I got to see it in real-time in the movie theater. I am excited to see Leah’s performance as Annabeth and even more excited to have a black heroine starring in an adaptation of one of my most cherished childhood book series (seriously, I have ten Rick Riordan hardcover books on my bookshelf, and two new ones on the way!) I can only imagine being eight years old and watching the story that is Percy Jackson unfold with a main character who looked like me, I think I would have absolutely lost it. Annabeth is a symbol of both beauty and strength.As I broadcasted on every online forum where hate started to accumulate for the Leah Jeffries who plays her, skin and hair color is not a determining factor for choosing the best person for Annabeth’s role.

Homeplace is a space that celebrates and acknowledges the benefit of diversity in all aspects of a character, especially ones that give a mirror of culture instead of a window that Black girls are used to engaging in contemporary media. The most impactful thing that both of these characters have in common is that they are daughters situated in powerful, fantastical families Annabeth is the daughter of Athena, a Greek goddess and Ariel is the daughter of King Triton, the fictional ruler of his oceanic kingdom and both of them derive their strength from knowing where they come from and who they are.

Iwant Black girls to know that even if they are not mermaids or extraordinarily intelligent, they can

look like characters who are and feel right at home with them. They can look at their families and feel that sense of strength and magic both Ariel and Annabeth bring to the screen My opinion on both of these adaptations is that they are HOMEPLACE

APPROVED!

Asampete Ohalete

In this day and age, almost everyone has at least one playlist. Whether it’s for big events, like a road trip with friends, or smaller moments, like walking around NYC. In lab one day, Dr. Mims asked us how we curate a playlist... so we created this article! Here are our 5 tips for making your very own playlist!

Written by: Anouar Smith

Think about the playlist purpose 1

The best way to start a playlist is to decide what the playlist is for. Is it a playlist for studying? For the gym? To brighten your mood? To feel more chill?

Once you determine the meaning, that will help you think about how you want to feel when this playlist comes on.

Start with artists you already know then branch out 2

Once you know what the playlist is for, add songs you know that evoke that mood. From there, explore the suggested artists or start a song station to find similar songs.

3

Structured or free flowing?

Some people like to have a more structured playlist like an album where it is meant to be played from the first to the last song --without shuffling the songs! Other people like playlists that are a bit more free flowing -- shuffle away!

Team structured playlist: You have to be really strategic as you curate the playlist. the song order must be right! Skip? We do not know her!

Team free flowing playlist: You just have to pick songs that match the theme. Skip? Of course!

4

Collaborate with friends!

If you need song recommendations, ask your friends! Making a collaborative playlist is a great way to learn about new songs! You and your friends can also make it an activity. Everyone can add music they like and then text each other when you use the playlist. This option is available on Spotify and Apple Music!

Homeplace BookClub

Homeplace is full of bookworms!

Here’s what we’re reading right now!

Dr. Mims is reading: LEGACY: A Black Physician

Reckons with Racism in Medicine, By: Uche Blackstone

“The rousing, captivating story of a Black physician, her career in medicine, and the deep inequities that still exist in the U S healthcare system”

Asa is reading: Their Eyes Were Watching God By: Zora Neale Hurston

“This book uncovers the realities of a Black woman who learns that her imperfections are also her strength.”

Elisha is reading: I Know Why the Caged Bird Sings By: Maya Angelou Elisha says this book changed her life, and made her feel seen as Black girl navigating the world.

Tessa is reading: The Bluest Eye, By: Toni Morrison “Toni Morrison illustrates the way children’s dreams can be determined by outside forces; and urges readers to respect the sacredness and innocence of Black childhood ”

Qunishia is reading Why Are All the Black Kids Sitting Together in the Cafeteria by Dr. Beverly Tatum

Qunishia says “it is an amazing read, it has opened my eyes a lot to why students choose to selfsegregate.”

Reviews by:

Asa Ohalete

Two must read graphic novels...according to Asa! Saga

By: Briana Vaughan and Fiona Staples

This comic has some of the best colorings that I have ever seen in a graphic novel! A long-running ten years in the making series with some of the best futuristic depictions of people of color. The comic is a story about an intergalactic war between a planet and its moon. Their fight is exported through galaxies while showing us a loving journey about a family born in two completely different worlds. My favorite character is Oswald, a darkskinned humanoid cyclops that writes cheesy romance novels and lowkey starts a revolution.

Hot Comb (Comic)

By: Ebony Flowers

I know that I, a young Nigerian girl, had a tenuous relationship with hot combs, flat irons, blow dryers, and any heated and/or straightening product that was to come in contact with the bounty of hair I had as a child. Ebony Flowers puts this feeling into words, then into art, then onto pages and pages of art that made me so grateful the days of fighting and crying and being told “beauty is pain” were over and I have made peace with the lovely locks in my hair. The anthological storytelling makes every page a surprise and a connection that is waiting to be read.

STEPPING INTO A NEW WORLD

MY EXPERIENCE AT NYU BUENOS AIRES

I’m Sophia Herring, a senior psychology major at NYU. I decided to study abroad in my junior year at NYU. Buenos Aires seemed like a great location for me, as I had been studying Spanish for the past few years and wanted to become fluent. I had completed all the requirements for my major, so I had the opportunity to choose whichever site I wanted. I ultimately narrowed my decision down based on location and classes offered

“WHILE ABROAD, YOU MUST ... PUSH YOURSELF TO DO THINGS THAT MAKE YOU AFRAID”

It was an odd experience first seeing all the street signs and advertisements in Spanish and only being able to understand a bit of what they said I suppose I knew that nothing would be in English, but if you ’ ve never left the US, realizing that people live in different languages is more surprising when you see the words in front of you. After finally arriving at my homestay, I rang the apartment number. My host greeted me in Spanish, bringing me up to give me a tour of her apartment. She only spoke Spanish, which initially was challenging to cope with while jet-lagged. felt pretty low by the end of my first day. I called my parents on the balcony of my homestay, telling them that it was so hard and that I didn’t like it as much as I thought I would, almost in tears My inability to communicate with my host made me feel suffocated

By: Sophia Herring

I didn’t know how my experience was going to play out. My parents reassured me that it would take time to adjust and that it was completely normal to feel that way I went to bed that night and slept as deeply as a dead person, hoping that the next day, the fog of anxious worries would begin to clear up While abroad, you must actively, mentally, and physically push yourself to do things that make you afraid, manually telling your legs to move forward and your vocal cords to vibrate to form foreign words. At the student orientation, I started conversations with people, introducing myself, talking about our major, and why we chose NYU Buenos Aires Seeing the green earth below me as the plane descended into Ezeiza International Airport was surreal I felt like I was landing on a different planet Not that Argentina looked so outlandish or alien compared to the photos I had seen, but my mind was just astounded that I was about to set foot on another continent. The baggage claim, money exchange, and transportation to my homestay felt like it was all in a haze, my brain rapidly firing its neurons, trying to intake all the new visual stimuli while also trying to get to my residence

The first week was a constant state of introductions, lectures, and tours It was a bit much to handle, but I made some new friends from the tours and loved seeing what sights Buenos Aires had to offer I gradually became part of a friend group composed of students I met from my classes and the school’s tours To this day, we still debate how we all came together as a group even though we met at different times during that first week So many new things about Buenos Aires were entirely different from New York Little stores called “kioscos” sold candies, snacks, chocolate, and drinks on almost every street Although Argentinians spoke Spanish pretty fast, most public gathering spaces were quiet People were quite nice if you asked them for directions or help, and they were not bothered if you couldn’t speak Spanish well The Argentinians my friends and I met were warm and kind, always fascinated and proud to hear that we chose their city to study Huge lively parks could be found around the city and were frequent meeting spots for my friends and I Dogs had their own social world in parks, trotting around offleash, interacting and playing with the other dogs there There was a wide variety of ages in Buenos Aires You could walk past a café and see an elderly couple having lunch together or see young couples pushing their strollers throughout the parks It seemed like everyone was outside all the time, especially during the hot summer months The adjustment took time, and soon enough, I had the streets memorized and could take the subte (metro) while listening to music (even though everyone tells you not to use headphones while commuting) That’s not to say that I adjusted without making any mistakes I took the subte in the wrong direction on my first day of classes Luckily I got off only one stop out of the way, but finding the train in the other direction was a bit stressful I’ve also had some flustering moments trying to communicate with servers and cashiers At some point, a student abroad has to get comfortable with the possibility of embarrassment or making a mistake because it’s inevitable After every mistake, I became more graceful with myself, and each mistake I corrected and challenge I completed made me feel more self-assured and independent Buenos Aires became my home when I was finally able to breathe deeply and steadily as I moved forward throughout the day

During the long weekends and breaks, my friend group and I traveled to countries near Argentina, such as Uruguay, Brazil, and Chile. These trips brought my friends and I closer together, as we bonded over our mistakes, scandals, and joys found on unfamiliar streets. I had always wanted to take risks and be more adventurous, which was possible thanks to my friends. They were the ones who organized excursions like white water rafting, parasailing, hikes up enormous rocks to swim in fresh waterfalls, and trekking through sandy, rocky, and icy landscapes with beautiful views and history These excursions made me so thankful for my life and made it my goal to return to South America for more exploration

“THERE IS A GRADUAL CHANGE INSIDE THAT IS ALMOST UNDETECTABLE”

There is this gradual change on the inside that is almost undetectable It’s like when you ’ re spending a day at the beach, absorbing the sun ’ s rays and talking with your friends, when the tide begins to wet more and more of the dry sand Suddenly, you realize the waves have stretched out to touch your beach towel. You become so comfortable surviving on your own, enjoying the place you ’ ve made home, that you don’t even realize what has changed about yourself. My friends and I would always say to each other throughout our time in Buenos Aires, “I can’t believe we ’ re halfway through the semester!” and, later, “I can’t believe the semester is almost over ” I would immediately tell them not to talk about it so we could deny reality a bit longer Landing in a new country feels like starting fresh, and taking every chance to start fresh in every aspect of your life is essential. Once you start fresh there, you have more faith in yourself back home You realize there are things you shouldn’t be afraid of because you ’ ve done crazier in Buenos Aires.

Sophia Herring

Tips for Travel Abroad

What and how to pack

Pack as light as possible, but not too light - bring the essential items you know you will wear frequently There will likely be a season change during your semester, so pack for colder and warmer weather

Save a bit of space in your suitcase for souvenirs. If you ’ re running low on space, it is common for students to buy an extra suitcase at the end of the semester. Depending on your exchange rate in your country, it might even be cheaper to check another bag versus checking one overweight bag

Socializing in the program

Take every opportunity to go to events organized for students The theme of the events makes it easier to make conversation, and you can bond over your experience at the site so far It’s important to push yourself to do things you normally would hesitate to do Nightlife - stay with a group, learn from but also be wary of strangers - not everyone has good intentions.

Traveling to other nearby countries - keep a photo of your passport, stay in groups, and try new things!

Coping with the emotional aspects of studying abroad

It’s difficult to drop your whole life and routine behind and start anew in a foreign country I felt distressed about language, personal relationships, and schoolwork Not to mention finding a way to balance work and play Message, facetime, and keep in contact with people from home Hearing their voices can make you feel less alone, and they can help put things into perspective

Speak to your onsite counselor or student ambassador if you need help coping with the abroad experience

Language barrier

Racial Differences Abroad

When traveling abroad, entering a homogenous culture that may be a complete difference race can be a bit jarring Culture shock is something to consider when preparing for your entry into a new country. Unquestionably, your experience will be different from other students’ experiences based on race A few things to keep in mind when facing situations that may make you question your identity while abroad:

If you ’ re studying at an NYU site, you’ll likely take a language class if you ’ re not already fluent in the language native to the country you ’ re visiting. If your professor hasn’t done so in the first class, ask them to review some of the terms necessary for everyday life in your country. The most valuable language phrases you can learn are directions, asking for help, ordering food, and simple small talk phrases As you become accustomed to the new culture, you will begin to learn the proper etiquette in language, whether that is a specific way people greet each other, how they say goodbye, and what topics are on and off the table for discussion If you have any questions, contact your language teacher or a staff member who is local to the city

Your worth is not based on other people’s opinions or stereotypes If you ever feel a sense of being left out, understand that the person doing the ostracizing has a problem. Don’t think of it as a personal jab (though this is easier said than done), as a person who knows nothing about your personality or personal life can never fully judge your character Understand that people are raised to view other races differently, especially minority races in a near-homogenous country.

Have a safe base - talk to other students of color about your stay so far The school may organize affinity groups to vent out frustrations while abroad, but also reach out outside of these organizations and have a contact that you can talk to if you need immediate help or consolation

Just because the people of one country have biases does not mean that this applies to everyone around the world Being submerged in a new country for nearly four months can make you lose hope in the rest of the world if you feel like people are discriminating against you. Understand that there are people who love you, and keep in contact with them to vent your grievances about the negative experiences you may have If possible, take the chance to visit neighboring countries - every country has different attitudes towards different races, and frankly, some can be warmer than others

Affirm yourself. Take the time for yourself to reset. Journal, listen to music, or meditate to relieve stress that can arise during your time abroad. Vent your worries into a journal, detailing how certain situations made you feel Physically being able to see and give words to your story can make you feel at peace with it and can help problem-solve for the next time this experience may occur

Have grace with yourself Let yourself feel upset about negative experiences, and do not feel ashamed if you do not enjoy your abroad experience, it might simply not be the right fit. Congratulate yourself for taking a bold step to study in a foreign country with a distinct culture from where you ’ re accustomed to studying

If you feel unsafe, contact your student life team. They will help you navigate how to handle the situation They can provide solutions and advice, as they have heard from many students about negative experiences regarding race at the site If you don’t feel comfortable getting the staff involved, reach out to the student ambassador of the site or, again, talk to loved ones about it Sophia Herring

Projects

Area of Research: Vicarious Trauma, Black Girls, Socialization

Amina joined the lab in fall of 2022 and is currently working on examining the media based ethnic-racial socialization strategies of Black mothers during the COVID-19 pandemic. She also recently published a brief analyzing the vicarious trauma of viral videos of police brutality on girls and gender expansive youth of color.

Key words: Joyful; Attentive; Boba; Dancing;

Amina Patricia Anekwe

2ndYear

Undergraduate Student

Amina’sHomeplace

My homeplace is laughter. Experiencing from the belly joy with my family and close friends always reminds me of home and safety. It is the one time I always feel grounded in unconditional joy.

Projects

Area of Research: Vicarious Trauma, Black Girls, Socialization

Sophia joined the Homeplace Lab in the Fall of 2022, where she began by reviewing the literature on Black youth mental health, creating activities for the lab’s Joy in a Box initiative, and categorizing interview data on parenting during the COVID-19 pandemic. Currently, her research has centered on self-care for Black caregivers, mothers, and girls. Additionally, she has analyzed how Black caregivers responded to and participated in media-based racial socialization.

Sophia Herring

4thYear Undergraduate Student

Sophia’sHomeplace

Key words: Music, honesty, self-expression, dancing, bliss

I feel like my Homeplace is wherever one of my favorite musicians is playing. The chance to be in a crowd of people who all see the same beauty of music and have the same taste as me is so comforting. In those moments, it feels like nothing else matters but to just soak in the music.

Projects

Area of Research: Socialization, Black adolescents, adolescent mental health

Brianna joined the lab in the Fall of 2023. She mainly examined literature reviews on educational strategies for Black youth and researched positive achievements and accomplishments by Black people for the Homeplace social media series, “Black Joy of the Week”. She also recently worked on a research paper analyzing how college students of color experienced loneliness during and after the COVID-19 pandemic.

Brianna Braxton

4thYear Undergraduate Student

Brianna’sHomeplace

My homeplace is wherever my friends are. When I am with them I always feel supported and loved and I'm guaranteed to have a good laugh.

Key words: patience, creativity, community

Nina Lanzillotta Projects

Area of Research: Educational Strategies, Black Youth Mental Health, Home-Based Learning

Nina joined the lab in the Fall of 2023 where she dedicated time to the preliminary research needed to support a developing manuscript concerning the educational strategies employed by mothers during the COVID-19 Pandemic. She’s also been responsible for providing comprehensible information about recent publications on social media for anybody curious about our work and what it stands for.

2ndYear

Undergraduate Student

she/her

Nina’sHomeplace

To me, my Homeplace is where I am surrounded by the beauty of nature. Any forest, mountain range, or animal can bring a smile to my face and make me feel like any judgment at all, never mattered.

Key words: creativity, educational strategies, research spotlight, Black Youth Mental Health

Projects

Area of Research: children’s literature, racial representation, shared book reading

Morgan Boyd

1stYearDoctoral Student

Key words: creativity; exploring; conversations; reading; dancing she/her

Morgan is currently examining caregivers’ opinions on the quality of racial representation in children’s books and hoping to diversify storylines of literature featuring protagonists of color. In her research, she hopes to utilize children’s media to facilitate Black joy and learning

Morgan’sHomeplace

My homeplace is being with people who make me feel truly happy. I find a homeplace in the presence of my friends, family, and partner.

Projects

Area of Research: Critical Early Childhoods; Learning; Radical Healing; Creativity

Tessa is currently working on exploring the race conscious educational strategies utilized by Black families during the COVID19 pandemic. She is interested in the breadth and depth of Black caregivers’ approaches and methods towards education. Tessa is also working on developing her dissertation which aims to explore how families creatively construct spaces for learning and healin.

Tessa

Johanna McNaboe

3rdYearDoctoral Student

Tessa’sHomeplace

My homeplace is when I am curled up against a tree with a book and I'm listening to my 432 HZ frequency playlist!

Key words: Curiosity; Kindness; Spirituality; Nature

Projects

Area of Research: Racial Minority, Self-Perception, Media on Young Adults

Erin joined the lab in the fall of 2023, and has worked primarily to find relevant literature reviews and summarizations, particularly in educational strategies of Black mothers. They are also currently working on a seminar research paper focusing on the media effect and how it influences the self-image of racial minorities.

Key words:

Erin Kim

4thYear Undergraduate Student

Erin’sHomeplace

My homeplace is within warmth and safety of my closest friends and family. The definitely help ground me and give me support system I can always rely on <3

Projects

Area of Research: Black girls, Radical Healing, School Contexts

Elisha is currently involved in a project on Black mothers during the Covid-19 pandemic and Black Lives Matter, focusing on exploring their ethnic-racial socialization strategies. She hopes her research aims to shed light on the educational experiences of Black girls.

1stYearDoctoral Student

Elisha’sHomeplace Elisha Arnold

My homeplace is sitting in the sun with my loved ones, laughing, reminiscing about the past, but also creating a future together.

Key words: Curation; Community; Self expression; Beginner’s mind

Projects

Area of Research: Black adolescents, Socioemotional development, Educational environments

Gabby joined the lab in the fall of 2023, during which she examined the self-care practices of Black mothers. She also co-authored an op-ed article detailing practical steps to support Black youth’s mental health through culturally relevant practices. Gabby is currently supporting the exploration of Black mothers’ parenting strategies in response to race-related stress.

Gabrielle Sylvester

3rdYear

Undergraduate Student

she/her

Gabby’sHomeplace

My homeplace is my family's house in Jamaica! When I'm there, I'm comforted by the fact that I'm surrounded by my family's history.

Key words: Theater, Reading, Exploration

Projects

Area of Research: Young Black girls, Developmental Psychology, media influence

Asa is currently working on her undergraduate honors thesis titled ‘The girls before me dreamt of the world I am creating’, which is an exploration of Afrofuturism on the imagination and identity development of Black girls using focus groups and individual follow-up interviews to garner a sense of how Black girls create their own worlds to ensure their futurity.

Key words: reading; narrative curation; community; imagination; interconnectedness she/her

Asa’sHomeplace

My Homeplace is in my home county, PG County, Maryland, where I can be my true authentic Black self without fear of peering eyes dissecting my personality and my humanity.

Projects

Area of Research: Adolescents and young adults, mental health and violence

Sofia has just joined the lab this spring 2024, in which she will be leading the creation of Homeplace Black Child Development policy briefs and social media toolkits that focuses on supporting the mental health of Black child in schools, as well as attending the monthly Black Joy in Community mental health webinars and drafting a corresponding Op-ed article about the Black youth mental health topic, and learning qualitative coding and coding data about parents experiences during the pandemic within a team.

Sofía Burstin

1styeargraduatestudent inHumanDevelopment ResearchandPolicy

Sofia’sHomeplace

My homeplace is with my mom and dad, they are the ones with whom I feel supported and even empowered.

Key words: Empowerment, Journaling, Spirituality, Self-esteem

Projects

Area of Research: culturallygrounded psychotherapy for Black women and Black mothers

Kim joined the lab in 2022 and has supported with the Joy in a Box project through data collection and writing. Additionally, Kim collaborated with Dr. Mims on award-winning research on Black mothers' reflections on radical self-care which led to her dissertation work on highlighting a group therapy intervention for Black mothers. Overall, Kim’s research focuses on developing culturally-grounded mental health interventions that promote wellness for Black women. Kimberly’s long-term goal is to create a wellness center for Black women as well as contribute to a more holistic narrative about Black women’s mental health experiences in academia and popular culture.

Key words: Wellness, radical self-care, radical healing, Black joy

Projects

Area of Research: Educational psychology, international education, global intercultural fluency

Alice joined the lab in late 2022 and has worked on the Joy in the Box project and coding for the Pandemic Parentings manuscript. With her two majors in Education and Psychology, her interest lies in the intersection of the two fields, specifically, in exploring learning & teaching strategies for SEL, and global intercultural fluency. Her long-term goal is to provide support for underprivileged children in rural areas in her home country to have access to schooling.

Alice Bui

3rdYear Undergraduate Student

she/her

Alice’sHomeplace

My homeplace is my circle of family and friends, where I truly can be myself without any fear.

Key words: Educational motivation, Equity, Advocacy, Leadership

Projects

Area of Research: Black adolescent girls, mental health, school experiences

Marline is currently working on her dissertation. Last semester, she completed her data collection and analysis. Marline is examining the lived experiences of Black girls’ mental health in school spaces. She will be graduating in May from Montclair State University.

My Homeplace is when I get to take my son on new adventures. Seeing the joy on his face makes me so happy #BlackBoyJoy she/her

Key words: Empathetic, Ambitious, and Resourceful

Projects

Area of Research: Black Youth, Crisis of Connection, Mental Health Stigma

Victoria just joined the Homeplace Lab this spring semester and will be working on ways to improve wellness in Black adolescents. She is also working in a lab called The Listening Project where she is facilitating an 8th grade classroom improving connection in schools. For fun, Victoria is also a fashion intern for LA Presse PR and is currently preparing for February’s NYFW.

2ndYear Undergraduate Student

Key words: Wellness, Prosperity she/her

Victoria’sHomeplace

I feel like my hometown and NYC itself is what I define my homeplace. I feel like its a place where I could fully be myself and be enriched in the culture of the city. I feel like there are endless possibilities here which is why I feel like I could do or feel however I want to.

Projects

Area of Research: Black women, Socialization experiences, Educational environments

Qunishia is currently working on her dissertation which is exploring the socialization experiences of Black women at predominantly white institutions. Through her work she hopes to emphasize the need for institutions to create safe spaces for Black women as they are working towards achieving their college degrees.

Key words: Compassion, Advocacy, Kindness, Lighthearted

Qunishia Carter

3rdyearDoctoral Student

Qunishia’sHomeplace

IMy homeplace is wherever my family is!

My sisters, myself, and our mom are very close and it can be difficult to get us all in the same place now that my sisters and I are adults and have separate lives to manage

Letter from Dr. Mims

Yay!You’rehere!

Thankyoufordownloadingthismagazine.This isthefirstHomebodiesMagazine!Idreamtup theideaformagazinebecauseIwasinspired bytheeverydaybrillianceofmyHomeplace students.Also,Iwassotired.AbiggrantthatI wasreallyreallyexcitedaboutandapaperI submittoajournalIwasreallyexcitedabout wererejected…inthesameweek.

Aftercryingandorderingicecream,I rememberedsomethingSolangetweetedin 2017:createyourowncommittees,buildyour owninstitutions,giveyourfriendsawards, awardyourself,andbethegoldyouwanna holdmyg’s*roseemoji*So,thisismy “gold.” Amagazineforustobeus.

IlovedreadingOprahMagazineasachild.While thesubscriptionwasformymom,shealways sharedhermagazineswithme.Today,Iamstill ahugemagazinefan.S/otomagazines.

Thestories!Theimages!Thereadingrecommendations! Theactivities!DidImentionthestories!?

I hope this issue makes you smile. I hope this issue makes you feel seen. If you are reading this, please knowthatIamcelebratingYOU&Iamsoproud!Thanks forjoiningus.Allwaysalways.

Withmuchlove, Dr.Mims

p.s. We would love to feature your op-eds, lists, drawings, etc in the next magazine. No gatekeeping here! You can reach out to me directly at Lauren.mims@nyu.edu

Considering GraduateSchool?

Tips for Selecting a Research Lab

Don’t hesitate to reach out to potential project PIs or current members of the lab to ask questions and gather more information before you make your decision. Make sure you understand the expectations for your role in the lab. Consider the workload, responsibilities, and any additional committees (e.g. working nights or weekends)

By: Dr. Mims & Elisha

It is also important to look at who is at the research table. Diverse teams matter. QTNA: How does the lab foster an inclusive and supportive culture that encourages authentic collaboration among members from all backgrounds?

Participating in a research lab is an exciting way to delve into the world of research, collaborate with fellow researchers, and develop your own research ideas! It is important to select a research lab that aligns with your interests.

A great way to learn more about a particular lab is to read their published articles, website, and social media pages.

It is really important to trust your instincts when interviewing for a lab. Choose a lab where you feel comfortable, inspired, and supported.

Maybe I should go to grad school

Hereare 5programstohelpyou getstarted!

Q.U.E.S.T AT NYU

Want to work at Homeplace or in other research labs at New York University (NYU)? The QUEST program at NYU is a full-time summer program that seeks to increase opportunities for historically under-resourced students who have yet to access a rigorous research environment and are committed to critically exploring topics in Communities of Color, including longstanding structural inequities and policy strategies toward positive social change, before applying to graduate degree programs in applied psychology and related fields

PREPPED

PREPPEd at Johns Hopkins University (JHU) School of Education is for scholars whose research interests fall under the umbrella of ethnic minority studies. The program offers postgraduate scholars and master's students the opportunity to examine Black mental health–related research under the mentorship of a JHU faculty member, participate in workshops to prepare them to pursue a PhD, and build a social network to support them through their PhD journeys.

OPEN DOOR

The Open Doors program at the University of Virginia School of Education is a collaboration among faculty and graduate students at UVA, Norfolk State University (NSU), and Virginia State University (VSU) to provide students from Historically Black Colleges and Universities (HBCUs) with the opportunity to learn about conducting research. The program is for undergraduate students who may be interested in pursuing graduate research degrees.

RISE

RISE at Rutgers is a nationally acclaimed summer research program for outstanding undergraduates from diverse backgrounds. Scholars participate in cutting-edge research in the biological, physical, and social/ behavioral sciences, math, engineering, and exciting interdisciplinary areas under the guidance of carefully matched faculty mentors. A robust professional development component, including optional GRE preparation, complements the research. Participants also benefit from wellness workshops, social and recreational activities, and community engagement opportunities. RISE is a 10 week in-person residential program.

PREPPED

SUMMER RESEARCH INSITUTE

The Summer Research Institute (SRI) at the University of Arizona offers an opportunity to learn how to conduct research, enjoy your summer, and prepare for graduate studies at The University of Arizona (UA), a highly-ranked Research Extensive (Research I) Land Grant institution with a large multicultural student body and over 200 graduate programs in a myriad of fields. The program, fully sponsored by the University of Arizona, has been in existence for 20 years. The purpose of SRI is: to provide you with the opportunity to work with faculty on a research project, to give you an understanding of the approaches, issues, and research methodologies in your chosen field, to encourage you to consider advanced study in the discipline of your choice at the University of Arizona, to prepare you to be competitive in the graduate application process and beyond, and to enhance leadership skills through personal development workshops and interaction with peers.

got games?

by: Elisha Arnold

Reflect on a moment recently that brought you happiness and gratitude and reflect on how you can cultivate more of these experiences Today will be a good day

LET’S GET

READING READING

POWER IN OUR TRUTHS

A Scoping

uth Mental Health:

g and Being Culturally

Promote Homeplace and Black Joy

e

Black Children…That

s Everything”: Black

s Visions of Freedom

n a Radical Healing Framework

MENTAL HEALTH RESOURCES

How NYU faculty, students, and staff have risen to the challenge to help migrants and asylum seekers in New York City Mental Health Resources

Looking for a therapist?

Here’s a list of therapists in the Association of Black Psychologists!

A directory to help Black men find therapist

Virtual and in-person therapy services, posts weekly podcasts covering topics like mental health and personal development for Black girls