A Theoretical and Empirical Examination of Identity as Coping: Linking Coping Resources to the Self Processes of African American Youth

Abstract

Spencer's (1995) Phenomenological Variant of Ecological Systems Theory is presented as a theoretical framework to integrate issues of context, coping, and identity in human development. The relation of coping supports (i.e., cultural socialization and spirituality) to psychological well-being was investigated for a sample of low resource African American youth. Results suggest that employment of religion and spirituality and cultural pride as a form of coping is important in the development of a healthy sense of self and a healthy sense of self in relation to others, especially among Black adolescent boys. The finding was not replicated among girls, suggesting the need to investigate other forms of support.

Exploring the Role of Culture and Race in African American Adolescents

“…For example, higher scores on racial orientation were associated with lower levels of depression and anxiety. In a previous study about coping resources, Spencer et al (2003) had a hypothesis similar to the present study, that increased cultural socialization and spirituality would contribute to greater well being for African American youth. This, in fact was true, for the males and not the females in the Spencer et al study.…”

Community Violence in Context

“…Clauss-Ehlers and Lopez Levi (2002) posit that cultural values such as familismo in the Latino community act as buffers against violence. Among African Americans, a positive ethnic identity has been found to be associated with the development of increased self-esteem (Spencer, Fegley, & Harpalani, 2003).…”

Exploring the relation between school pushout and future outlook for black youth.

“…The same finding was not significant for the impact of neighborhoods. Such studies support the notion that school pushout can impact youths' sense of self (Khalifa, Gooden, & Davis, 2016;Spencer, Fegley, & Harpalani, 2003).…”

“…The same findings were not significant for Black females (N = 562 Black adolescents; Spencer, Fegley, & Harpalani, 2003). School climate perceptions have also been associated with emotional and behavioral outcomes.…”