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Seanna Leath

Assistant Professor of Community Psychology, University of Virginia
Areas of Expertise:
  • Education
  • Race & Ethnicity
  • Gender & Sexuality

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About Seanna

Leath's research focuses on using an interdisciplinary approach to understand and address educational issues related to Black students’ learning and development in the context of schools, families, and communities. Overarching themes in Leath's writings involves the role of race and gender identity development on young adults’ academic and psychosocial development. Leath is interested in developing civic and community partnerships to support resilience among Black girls, and explore the impact of discrimination and stigma on Black girls' psychological functioning.

Contributions

Publications

"Voluntary Interdistrict Choice Program: Examining Black Girls’ Experiences at a Predominately White School" (with Charles H. Lea and Sheretta T Butler-Barnes). The Urban Review 51, no. 2 (April 2018): 1-28.

Explores the racial and gendered socio-emotional experiences of Black adolescent girls who were participants in a voluntary school choice program. Finds three themes that emerged, centered on the intersectionality of race, class, and gender in their experiences including: (1) racial and cultural stereotypes; (2) differential discipline; and (3) academic expectations.

"Black Women’s Experiences of Campus Racial Climate and Stigma at Predominantly White Institutions: Insights from a Comparative and Within-Group Approach for STEM and Non-STEM Majors" (with Tabbye Chavous). Journal of Negro Education 87, no. 2 (Spring 2018): 125-139.

Examines racial climate, racial stigmatization, and academic motivation among racially diverse women from a predominantly White university. Finds Black women experienced a more hostile racial climate and less academic satisfaction than women from other racial/ethnic groups.

"“We Really Protested”: The Influence of Sociopolitical Beliefs, Political Self-Efficacy, and Campus Racial Climate on Civic Engagement among Black College Students Attending Predominantly White Institutions" (with Tabbye Chavous). Journal of Negro Education 86, no. 3 (Summer 2017): 220-237.

ExamineS the influence of sociopolitical viewpoints, political self-efficacy, and campus racial climate on Black college students' civic engagement behaviors. Demonstrates that among Black women, negative campus racial climate promoted civic engagement participation.