Barriers to and Facilitators of Vocational Development for Black Young Adults with Serious Mental Illnesses

Objective: Black young adults with serious mental illnesses (SMI) have low rates of employment and school completion. Racial disparities exist in the delivery of vocational services, with Black people less likely to be screened in, and if screened in less likely to receive job training. This qualitative exploratory study examined how Black young adults with SMI perceive the barriers and facilitators to achieving their vocational goals. Method: Our conceptual model for this study is the Social-Ecological Model, which contains four domains of analysis (intrapersonal, interpersonal, community, and societal), informed by Critical Race Theory. We completed semi-structured, qualitative interviews with 28 Black young adults with SMI. We analyzed data using qualitative content and inductive analyses. Results: Numerous respondents were experiencing racial discrimination in their vocational pursuits and their lives overall, and had doubts about achieving vocational success in racially imbalanced environments. Facilitating their vocational growth was trusting relationships with non-judgmental and understanding vocational counselors who provided supports reflecting client preferences. As college students, respondents benefited from the presence and accessibility of Black faculty and students. As employees, they valued workplace supervisors who provided direct support and feedback. Conclusions: Black young adults with SMI face high and racialized barriers to pursing work and education at multiple socioecological levels. The field of psychiatric rehabilitation should prepare vocational counselors to understand and address the needs and expressed preferences of Black young adults with SMI. Also called for is research, centered on and directed by Black communities, on the effectiveness of race-conscious vocational practices.