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Seanna Leath

Assistant Professor of Community Psychology, University of Virginia-Main Campus

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About Seanna

Dr. Leath uses interdisciplinary approaches in education and psychology to understand and address issues related to the holistic development of Black girls and women in the context of families, schools, and communities. Specifically, her research program focuses on addressing how race and gender identity beliefs support psychological resilience among Black girls, and exploring the influence of discrimination and stigma on a variety of outcomes among Black girls and women.


No Jargon Podcast


"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.