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| Autor/in | Greer, Tawanda M. |
|---|---|
| Titel | The Moderating Role of Coping Strategies in Understanding the Effects of Race-Related Stress on Academic Self-Concept for African American Students |
| Quelle | In: Journal of Negro Education, 90 (2021) 2, S.224-235 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2984 |
| Schlagwörter | African American Students; Whites; Institutional Characteristics; Disproportionate Representation; Stress Variables; Racial Factors; Self Concept; Coping; Student Attitudes; Cultural Influences; Religious Factors |
| Abstract | The purpose of the current study was to test culture-specific coping strategies as moderators of the effects of race-related stress on academic self-concept for 201 African American students attending a predominantly White institution. It was expected that participants who endorsed greater use of culture-specific coping strategies would yield high academic self-concept in relation to high levels of race-related stress. Moderated regression analyses were performed to test the study hypotheses. Regarding main effects, race-related stress was revealed to be the strongest predictor of academic self-concept beyond grade point average. This finding suggested that a hostile racial climate on campus can contribute to poor academic self-concept. Furthermore, a significant interaction was revealed between race-related stress and spirituality which indicated that students who endorsed high use of spirituality exhibited lower academic self-concept in relation to high levels of race-related stress. Implications of the findings are discussed. (As Provided). |
| Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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