How can incorporating self-advocacy skills improve retention rates and academic success among at-risk first-year students of color in higher education?

Despite increased enrollment of students of color in higher education within the last decade, the retention and graduation rates of this group remain minimal. Few studies have examined the relationship between explicitly teaching self-advocacy skills to at-risk first-year students of color in higher education as a means of retention. This study found implementation of a self-advocacy workshop series at the start of the school year to be effective in promoting and developing selfadvocacy skills among its participants. The findings also showed that all participants made satisfactory progress within their higher education institutions and were returning for a second year in college. Overall, promoting and developing self-advocacy skills among at-risk first-year students of color in higher education is crucial to their academic success

Black MSM and the National Strategy for HIV/AIDS: A Strengths Based Policy Analysis

The National Strategy on HIV/AIDS (NHAS) is the latest in a long line of policy measures that attempt to address the needs of domestic populations who are vulnerable to HIV/AIDS. This article utilizes a strengths framework to guide policy formulation, implementation, and analysis. It explores whether the NHAS is strengths based and how effectively it addresses the unique vulnerability of Black Men Who Have Sex with Men (BMSM) to HIV/AIDS. Recommendations for policy practitioners include embracing the diversity and strengths of BMSM and enhancing the involvement of social workers in the implementation and evaluation of NHAS programs