i. Incorporate critical theoretical frameworks.
The study found that despite a wealth of existing critical frameworks for use in research, such as Critical Race Theory and Latina & Latino Critical Legal Theory, developmental psychology researchers often revert to dominant theories when researching racialized youth and women. One of the strengths of utilizing critical theories in research is that they affirm the importance of reflective assessment and societal critique, while also seeking to create actual change from theoretical development. The authors propose that the best framework for centering Black girls and women is Critical Race Feminism, which considers power and oppression in the context of both race and gender, and is able to highlight the resilience, power, and brilliance of Black girls and women through its analysis.

ii. Use intersectionality when examining the experiences of Black girls and women.
The research found that only a small percentage of literature defined ‘race’. Most of the studies reviewed did not centre the lived experiences of Black girls and women in their research. By applying the theory of intersectionality and understanding that neither gender nor race alone can capture the experiences of Black girls and women, researchers can begin to understand how these interlocking systems of power function and unpack the disempowerment of Black girls and women. The study found that racialized girls and young women with intersecting identities will experience maturation differently than others and find it even more trying to navigate adolescence.

iii. Use clear and precise language and centre race and gender identity.
Studies have shown that there are varied and often problematic approaches for incorporating race in research or only focusing on one aspect of a subject’s identity. For example, researchers often conflate race and ethnicity, which does not showcase how power can be weaponized and fails to centre Black experiences. By using precise language and defining race explicitly, researchers can properly contextualize the experiences of Black girls and women.

iv. Shift from an overreliance on deficit perspectives to an asset-based approach.
Much of the literature uses harmful tropes that emphasize negative behaviours and adverse outcomes. This deficit-based language does not consider adolescent strengths. Using asset-based language, on the other hand, focuses on potential and highlights competencies. There is a wealth of knowledge and lived experience that exists solely in communities of colour that can be important to include when considering adolescent development.

v. Use qualitative and mixed-method research approaches, not just quantitative designs.
The study proposes that the voices of Black girls and women can be amplified by broadening methodological approaches when conducting research to include qualitative methods – collecting data that describes qualities, characteristics, processes or experiences – and mixed-methods approaches. The current research mostly relies on quantitative methods – collecting data that can be counted or compared as numbers – which fails to capture the full intersectional experiences of subjects.

Although all studies have positionality statements (by which they locate themselves within a larger scientific context), positionality is less evident in research that prioritizes quantitative approaches. These reflexive statements not only declare what influences their research and interpretations, but what their ‘truth’ is based on, which is critical for readers to understand.