Minority-Related Stressors and Coping Processes Among African American College Students

Abstract

This study is an investigation of stress and coping among African American students at a predominantly White college/university (PWCU) and a Historically Black College/University (HBCU) and their relationship to academic performance. Participants were 203 African American students (101 from a mid-size predominantly White midwestern state university and 102 from an HBCU located on the East Coast). Perceived stress, minority status stress, and coping behaviors were measured. Multivariate comparisons revealed that African American students on the PWCU campus experienced higher levels of minority status stressors compared to their counterparts at the HBCU. Participants from both universities were generally similar in their use of coping strategies and in their levels of overall perceived stress. An exploratory model and an alternate model of stress and coping processes were tested. Both models highlight the unique contribution of minority status stressors to academic performance.

The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement

“…Several researchers suggest that the minority status of an ethnic group within the larger society has broad psychological implications (Gaines and Reed 1995;Greer and Chwalisz 2007;Saldana 1994). One obvious correlate to minority status that has long been examined in relation to academic achievement (and other constructs) is the presence of negative stereotypes.…”

Womanist Preservation: An Analysis of Black Women ’s Spiritual Coping

“…At the time of this investigation, an instrument specific to the coping styles of women of African ancestry is not readily located among available psychological assessments. Some fairly recent studies utilize the conventional Coping Orientations to Problems Experienced scale (COPE; Greer & Chwalisz, 2007;West, Donovan, & Roemer, 2010), or the Coping Strategies Inventory (Bynum & Brody, 2005). Graham However, as an alternative, the 30-item Africultural Coping Systems Inventory (Utsey, Adams, & Bolden, 2000) is a culture-specific instrument validated by and with African Americans that cites limitations with conventional measurements.…”

“…Results from the researchers' quantitative analysis demonstrated enhanced academic achievement for students of either race as greater with stronger religious or spiritual practices, yet the overall effect of stronger spirituality failed to translate into leading academic achievement for Black students in contrast to their counterparts. Conversely, in a comparison of African American students (N = 102) who attended Historically Black Colleges/University (HBCU) and African Americans (N = 101) who attended predominately White college/universities (PWCU), students at the HBCUs earned better grades, had higher matriculation rates, and overall greater access to spiritual communities (Greer & Chwalisz, 2007). Taken together, these studies suggest that Blacks students who attend predominately White institutions (PWIS) are affected by some factor-perhaps greater overwhelmno matter how dedicated they are to their spiritual or religious practice(s).…”

Relational Aggression among Female African American Undergraduates: An Intersectional Perspective

“…Black women at Predominately White Institutions experience greater minority stress than their counterparts at Historically Black Colleges (Greer & Chwalisz, 2007). They also experience pressure from family members to preserve their ethnic heritage, as well as accusations of "Acting White" from family members if they conform to the culture at their institution too well (Thompson et al, 2010).…”