Hassanatu Blake

H. Blake, J. Bihm, R. Nkwanyuo, & T. Oshodi-Abikan (2021). The Journal of Law Medicine and Ethics, 49(3), pgs. 410-414

Abstract: Telehealth is now a fundamental health approach to address health-related needs in a way that is consistent with the restrictions imposed by the coronavirus pandemic (COVID-19) globally.

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H. Blake, M. Njah, M. Babey, E. Asongwe, A. Junkins, J. Dionne, A. Montgomery, T. Washington, N. Ivankova, T. Smith, & P. Jolly (2024). PLOS Digital Health 3(8): e0000562

Abstract: Despite the widespread utilization of social media in HIV prevention interventions, little is known about the acceptance of social media in the dissemination of HIV prevention information among key at-risk groups like female sex workers (FSWs). This study has investigated FSWs’ acceptance of Secret Facebook Group (SFG) in learning about HIV prevention. During June 2022, a quantitative study was conducted using a 5-star point Likert scale survey among 40 FSWs aged 18 years and older who took part in a Secret Facebook Group (SFG) HIV intervention. Descriptive statistics described demographics, social media accessibility, perceived usefulness (PU), perceived ease of use (PEOU), and acceptance among survey participants using SPSS and SAS. Most study participants found SFG utilized in HIV prevention intervention acceptable. Seventy-five percent (75%) of participants selected 5 stars for the acceptance of SFG. The majority of participants used social media, spent more than 90 minutes on social media per day, and could participate in the SFG HIV prevention intervention if airtime was not provided by study investigators, despite experiencing times when the internet was interrupted. The results also showed the PU and PEOU mean scores of SFG in the HIV prevention intervention were slightly lower than the acceptance scores (4.70 and 4.50 vs. 4.74). The data suggested future research should focus on explaining FSWs acceptance of social media and identifying social media platform alternatives for HIV prevention intervention. This study provided useful insights into social media acceptance, use, and importance in HIV prevention education among FSWs. The findings also indicate the need for further research on the reasons for acceptance of social media and relevant social media platforms supporting HIV prevention education among FSWs.

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H. Blake, M. Njah, M. M. Babey, E. M. Khan, A. Junkins, J. Dionne, A. Montgomery, T. Washington, N. Ivankova, T. Smith, and P. Jolly (2026). Academia Global and Public Health

Abstract:

Introduction: Approximately 24.3% of female sex workers (FSWs) in Cameroon are living with human immunodeficiency virus (HIV). Social media platforms present new opportunities to improve HIV prevention efforts. This study examines the acceptance of Secret Facebook Groups (SFG) for HIV prevention education among FSWs in Western Cameroon and identifies barriers, facilitators, and recommendations for future interventions.

Materials and methods: We conducted a qualitative study using semi-structured phone interviews with 20 FSWs aged ≥18 years during June 2022. We used purposeful convenience sampling to recruit participants from a 2021 parent study. Interview questions addressed social media platforms used for learning, challenges, and benefits of SFG for HIV prevention education, and recommendations for future interventions. We conducted thematic analysis using NVivo software with independent dual coding.

Results: Five major themes emerged: (1) Facebook and WhatsApp were the most-used platforms; (2) FSWs acquired HIV prevention knowledge, including strategies and prevention tools; (3) challenges of using SFG to learn about HIV prevention included poor connectivity and infrastructure, limited data, educational level limitations, and financial support; (4) benefits included HIV prevention information, peer learning, privacy, and support; and (5) recommendations included WhatsApp as an alternative platform, improved communication, and technical support. Notably, participants consistently requested financial support, suggesting sustainability challenges for social media-based interventions in resource-limited settings.

Conclusions: FSWs in this sample accepted SFG-based HIV prevention education because the intervention used a familiar platform, accommodated varying literacy levels, and provided privacy. However, better connectivity, higher education levels, and financing are needed to improve the intervention. Findings describe a digitally connected subgroup and cannot be generalized to other marginalized FSWs in Cameroon without reliable technology access. Future research should explore participatory approaches, evaluate effectiveness, and examine sustainability without external financial support.

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H. Blake (February 19, 2026). The Washington Informer

This Black History Month, we celebrate 100 years of recognizing Black legacy—Black builders, leaders and innovators who imagined and crafted futures they knew were possible. Their brilliance engineered solutions, healed communities and set policies that saved lives. Today, as digital health and artificial intelligence rapidly reshape our communities, we must ask ourselves what our ancestors would do in this critical moment and answer with action. We must become architects of our digital future.

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H. Blake and R. Hampshire (January 18, 2026). Heart & Soul

Generative AI has dominated our conversations and reshaped how we work, learn, and create. In a recent article published in the Afro American Newspaper titled “Shaping the Future: Black Leadership in Tech Regulation”, Hussainatu Blake and Symone Campbell’s central argument isn’t about AI’s technical capabilities. It’s about safeguarding intellectual property and building regulatory infrastructure that protects Black technologists’ ideas, stories, and data.

Their argument reveals what truly matters: our lack of infrastructure to prepare people for tech-enabled futures. Organizations like ED2Tech, a global EdTech and workforce development firm, and platforms like Braid, an open-access vocational storytelling network, demonstrate that preparing people for tech-enabled futures requires investing in inclusive infrastructure through foundational systems, relationships, and processes.

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