An Examination of Color-Blind Racism and Race-Related Stress among African American Undergraduate Students

Autor/inn/en	Coleman, M. Nicole; Chapman, Stephanie; Wang, David C.
Titel	An Examination of Color-Blind Racism and Race-Related Stress among African American Undergraduate Students
Quelle	In: Journal of Black Psychology, 39 (2013) 5, S.486-504 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-7984
DOI	10.1177/0095798412469226
Schlagwörter	African American Students; Racial Bias; Undergraduate Students; Student Attitudes; Stress Variables; Ideology; Racial Factors; Hypothesis Testing; Well Being; Affective Behavior; Racial Identification; Predictor Variables; Questionnaires; Regression (Statistics) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Schülerverhalten; Ideologie; Hypothesenprüfung; Hypothesentest; Well-being; Wellness; Wohlbefinden; Affective disturbance; Active behaviour; Affektive Störung; Prädiktor; Fragebogen; Regression; Regressionsanalyse
Abstract	This study examined the role of color-blind racial ideology among a sample of 152 African American undergraduate students in relation to race-related stress. We hypothesized that those who endorsed relatively higher color-blind racial attitudes would experience greater race-related stress because experiences with racism would be interpreted as more taxing without an operating framework of extant racism in the United States. Contrary to our hypothesis, after controlling for overall well-being, trait-level positive and negative affect, and racial identity, we found color-blind racial attitudes to be a negative predictor of race-related stress. This finding indicates that moderate levels of color-blind attitudes may act as a buffer against race-related stress among undergraduate students who possess an overall sense of well-being. A detailed discussion of the findings and implications for future research is provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10