Racial and Ethnic-Related Stressors as Predictors of Perceived Stress and Academic Performance for African American Students at a Historically Black College and University

Autor/in	Greer, Tawanda M.
Titel	Racial and Ethnic-Related Stressors as Predictors of Perceived Stress and Academic Performance for African American Students at a Historically Black College and University
Quelle	In: Journal of Negro Education, 77 (2008) 1, S.60-71 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Students; Grade Point Average; Black Colleges; Academic Achievement; Aptitude Tests; Academic Aptitude; Stress Variables; Ethnicity; Regression (Statistics); Gender Differences; Age Differences; Predictor Variables; Scores; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Aptitude test; Eignungsprüfung; Eignungstest; Ethnizität; Regression; Regressionsanalyse; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Prädiktor
Abstract	The purpose of this investigation was to determine whether racial and ethnic-related stressors were associated with overall levels of perceived stress and academic performance among African American students at a historically Black college and university (HBCU). Hierarchical regression analyses were used to test racial and ethnic-related stressors and background variables as predictors of general levels of perceived stress and academic performance (i.e., grade point average). The results of the regression analyses revealed that gender, age, and Scholastic Aptitude Test (SAT) scores were significant predictors of perceived stress. However, racial and ethnic-related stressors were the strongest predictors of perceived stress, over and above gender, age, and SAT scores. In predicting academic performance, SAT scores were the only significant predictors, while racial and ethnic-related stressors were not significant predictors of this outcome. Implications of these findings and suggestions for future research are discussed. (Contains 3 tables.) (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: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10