TY - JOUR
T1 - An investigation of coping in response to different race-related stressor experiences in school among racially diverse participants.
AU - Henderson, Dawn X.
AU - Jabar Joseph, Justin
AU - Martin, Pamela
AU - Mburi, Menna
AU - Stanley, Megan
AU - McField, Ariel
AU - Irsheid, Sireen
AU - Lee, Anna
AU - Corneille, Maya
N1 - Publisher Copyright:
© 2021 Global Alliance for Behavioral Health and Social Justice
PY - 2021
Y1 - 2021
N2 - The landmark Brown versus Board of Education decision led to the desegregation of public schools in the United States. Consequently, Black/African American, Latinx, Asian, and Native American (BALANA) students experienced multiple race-related stressors. Not surprisingly, BALANA students still report experiences with racial discrimination, exclusion, and harassment in public schools. Encounters with race-related stressors in school can lead to maladaptive outcomes; however, for some young people, such stressors may induce a more adaptive coping response. The coping response may depend on the experience in school and the degree to which young people perceive they have control over the stressor. This study focused on the transactional nature of coping concerning different race-related stressors in school. The study investigates whether emotion-focused coping use prevailed across a sample of 165 ethnically and racially diverse participants. Results suggest that emotion-focused coping use is high among participants; however, the unique race-related stressor experienced in school can also lead to social-focused and other coping strategies. Coping with race-related stressors in school allows BALANA students to survive racism; reducing the presence of race-related stressors in school allows BALANA students to thrive. (PsycInfo Database Record (c) 2021 APA, all rights reserved) Public Policy Relevance—BALANA students rely on a plethora of strategies to cope with race-related stressors in school. Findings from this study suggest that young people rely on several coping strategies. These include a high use of acceptance, discussing feelings with someone, and giving it up to God in response to race-related stressors experienced in school. Findings aim to inform interventions designed to reduce the harm enacted against BALANA students in public schools.
AB - The landmark Brown versus Board of Education decision led to the desegregation of public schools in the United States. Consequently, Black/African American, Latinx, Asian, and Native American (BALANA) students experienced multiple race-related stressors. Not surprisingly, BALANA students still report experiences with racial discrimination, exclusion, and harassment in public schools. Encounters with race-related stressors in school can lead to maladaptive outcomes; however, for some young people, such stressors may induce a more adaptive coping response. The coping response may depend on the experience in school and the degree to which young people perceive they have control over the stressor. This study focused on the transactional nature of coping concerning different race-related stressors in school. The study investigates whether emotion-focused coping use prevailed across a sample of 165 ethnically and racially diverse participants. Results suggest that emotion-focused coping use is high among participants; however, the unique race-related stressor experienced in school can also lead to social-focused and other coping strategies. Coping with race-related stressors in school allows BALANA students to survive racism; reducing the presence of race-related stressors in school allows BALANA students to thrive. (PsycInfo Database Record (c) 2021 APA, all rights reserved) Public Policy Relevance—BALANA students rely on a plethora of strategies to cope with race-related stressors in school. Findings from this study suggest that young people rely on several coping strategies. These include a high use of acceptance, discussing feelings with someone, and giving it up to God in response to race-related stressors experienced in school. Findings aim to inform interventions designed to reduce the harm enacted against BALANA students in public schools.
KW - coping
KW - public schools
KW - race-related stressors
KW - race/ethnicity
UR - http://www.scopus.com/inward/record.url?scp=85106174205&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85106174205&partnerID=8YFLogxK
U2 - 10.1037/ort0000529
DO - 10.1037/ort0000529
M3 - Article
C2 - 33983769
AN - SCOPUS:85106174205
SN - 0002-9432
VL - 91
SP - 181
EP - 192
JO - American Journal of Orthopsychiatry
JF - American Journal of Orthopsychiatry
IS - 2
ER -