“I Didn’t Come to School for This”: A Qualitative Examination of Experiences With Race-Related Stressors and Coping Responses Among Black Students Attending a Predominantly White Institution

Griffith, Aisha N.; Hurd, Noelle M.; Hussain, Saida

doi:10.1177/0743558417742983

Cited by 106 publications

(134 citation statements)

References 36 publications

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“…In contrast to other research on informal or 'natural' mentoring relationships [46,67], no evidence was found showing the programme's impact on the reduction in perceived racial discrimination. It is possible that in order for mentors to moderate the attitude of suspicion and feeling of mistrust towards others, the mentor needs to focus on responding to this specific goal-for example, through specific conversations on discriminatory experiences.…”

Section: Discussioncontrasting

confidence: 91%

“…For example, Cooper and Sánchez [44] observed how discrimination, as a subjective perception, with respect to the host society, aggravated the cultural mistrust of Latino boys, which led them to devalue the educational process and lower their academic performance. It has been shown that mentoring can help young people to establish positive intercultural relationships [3,45] and reduce the level of stress stemming from racial discrimination [46]. For this to be possible, the need for culturally aware mentors has been highlighted [47].…”

Section: Perceived Racial Discrimination and Cultural Mistrustmentioning

confidence: 99%

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Results of Mentoring in the Psychosocial Well-Being of Young Immigrants and Refugees in Spain

2020

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This study examined the change processes associated with the Nightingale project, a community-based mentoring programme whose aim is to promote the social inclusion of minors of immigrant origin. A pre-test–post-test study was conducted on a group of 158 young immigrants between the ages of 8 and 15, in which the influence of the mentoring programme on the youths’ psychosocial well-being was measured. Non-parametric tests were used to calculate the results before and after mentoring, comparing the results over a six-month period and controlling for sex and age. The analyses reflected associations between mentoring and improvements in specific aspects of the emotional well-being of young immigrants and highlighted the potential of mentorships to cushion the stressful events they are subjected to in the process of adapting to a new social reality.

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Section: Discussioncontrasting

confidence: 91%

Section: Perceived Racial Discrimination and Cultural Mistrustmentioning

confidence: 99%

Results of Mentoring in the Psychosocial Well-Being of Young Immigrants and Refugees in Spain

2020

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“…A growing body of research points to the potential of natural mentors to help vulnerable adolescents display positive adaptation in the face of risk. Specifically, natural mentoring relationships have been linked to improved psychological well‐being, more positive connections with peers and parents, academic success, and fewer problem behaviors among marginalized youth (DuBois & Silverthorn, ; Griffith, Hurd, & Hussain, ; Hurd, Sánchez, Zimmerman, & Caldwell, ; Hurd, Varner, & Rowley, ; Hurd & Zimmerman, ; Klaw, Rhodes, & Fitzgerald, ; Kogan, Brody, & Chen, ; Sánchez, Esparza, & Colón, ; Wittrup et al., ). Scholars have suggested that natural mentoring relationships are a long‐standing tradition in the African American community (Billingsley & Billingsley, ; Stack, ; Stewart, ).…”

Section: Introductionmentioning

confidence: 99%

Violence Exposure and Sexual Risk Behaviors for African American Adolescent Girls: The Protective Role of Natural Mentorship and Organizational Religious Involvement

Hope

Lee

Hsieh

et al. 2019

American J of Comm Psychol

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Highlights• Violence exposure adversely implicates sexual health behaviors among African American girls.• Religiosity and mentorship can offset the effect of violence exposure on sexual risk behaviors.• Culturally relevant contexts shape adolescent health behaviors and promote resilience.Abstract African American adolescent girls are at increased risk of being exposed to community violence and being diagnosed with a sexually transmitted infection. Fewer studies, however, have examined the protective roles of natural mentorship and organizational religious involvement as potential moderators that could lessen the effects of violence exposure on health risk behavior. Data from 273 African American ninth grade girls were used to test hypothesized independent and moderated-moderation models. Results suggest that natural mentorship and religious involvement were protective for girls who reported at least one mentor and moderate to high levels of religious involvement. Our findings may be relevant for community stakeholders and organizations that directly interact with religious institutions and community programs that focus on outreach to African American adolescent girls.

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“…Research demonstrates that black students often endure negative racialized experiences at PWIs, and encounter racial microaggressions from peers, faculty, and staff on a daily basis (Griffith, Hurd, and Hussain 2019). As college is also an important developmental time for many students, black PWI students are exploring their own racial identities at the same time as they are navigating negative experiences related to their race (Cole and Arriola 2007; Greer and Chwalisz 2007).…”

Section: Discussionmentioning

confidence: 99%

On Shaky Ground: Black Authenticity at Predominantly White Institutions

Cox

2020

Social Currents

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This study investigates the ways in which social context affects processes of black authenticity, resulting in shaky ground for authentic blackness among black college students at predominantly white institutions (PWIs). Because of normalized whiteness, black PWI students are negotiating authentic blackness in social contexts that limit black expression and identity through external pressure from nonblack students, in addition to experiencing intraracial pressures from black peers. These students must walk a thin line: they have to avoid being labeled as either “too black” or “inauthentically” black by nonblack students while simultaneously working to be seen as “black enough” by black peers, which highlights the precarity of black authenticity at PWIs. I use interviews and qualitative surveys of 44 black students at two PWIs and one historically black university (HBCU); the data from the HBCU are used to highlight contrasts between two school types. Results indicate that, as a result of tighter boundaries around blackness drawn by both black and nonblack peers, black PWI students experience behavioral constraints, limited options for ethnic identification, and believe that HBCU students see them as less authentically black. Conversely, HBCU students did not describe similar behavioral constraints or ethnic exclusion, and made no claims of inauthentic blackness for black PWI students. Overall, results suggest that the social contexts of PWIs significantly affect black students’ experiences with black authenticity.

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“I Didn’t Come to School for This”: A Qualitative Examination of Experiences With Race-Related Stressors and Coping Responses Among Black Students Attending a Predominantly White Institution

Cited by 106 publications

References 36 publications

Results of Mentoring in the Psychosocial Well-Being of Young Immigrants and Refugees in Spain

Results of Mentoring in the Psychosocial Well-Being of Young Immigrants and Refugees in Spain

Violence Exposure and Sexual Risk Behaviors for African American Adolescent Girls: The Protective Role of Natural Mentorship and Organizational Religious Involvement

On Shaky Ground: Black Authenticity at Predominantly White Institutions

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