Social Support and Stress-Related Acculturative Experiences of an English-speaking Afro-Caribbean Female Student in U.S. Higher Education (original) (raw)

Stress and Coping in Higher Education: A Case Study of a Haitian American Woman Administrator

2015

The authors applied Relational-Cultural Theory (RCT) to conduct a case study of an AfroCaribbean woman administrator to explore her perceptions of stress and coping in higher education. While much has been written about the challenges facing Black faculty and students, this study focused on the experiences of a Black woman administrator in a predominantly White higher education institution. Findings suggest that resilience and coping for this Black woman administrator are reflected in her acts of resistance to combat the effects of systemic oppression.

Lift Every Voice: Exploring the Stressors and Coping Mechanisms of Black College Women Attending Predominantly White Institutions

Journal of Black Psychology

In the past 40 years, there has been a significant increase in Black students’ enrollment at predominantly White institutions (PWIs). Meanwhile, research shows that Black students often experience difficulty with transitioning and adjusting to PWIs. Previous research has effectively documented the challenges facing a significant number of Black students at PWIs; however, less is known about the experiences of Black women in particular. This study examined stress from racial tension experienced among 129 Black undergraduate women at PWIs in the Northeast region of the United States, as well as the potential moderating factors of the theorized Strong Black Woman concept and the Africultural coping theory. Hierarchical regression analyses indicated a significant positive association between racial tension experienced on campus and stress. Results also indicated that only Africultural coping was a significant moderator of this relationship, such that there was a weaker relationship betw...

The First Year Acculturation: A Longitudinal Study on Acculturative Stress and Adjustment among the First Year International College Students

Journal of International Students

We analyzed 192 first year international college students in Mid-Atlantic region to examine change of international students’ acculturative stress, adjustment, and collegiate experiences during their first year in the U.S. higher education. We found that male students, students from low socio-economic status, and students majored in humanity showed higher rate of acculturative stress and lower rate of satisfaction with college experiences compared to their counterparts. International students reported decreased acculturative stress and homesick, and increased English proficiency, social connectedness, and satisfaction with college experiences during the last week of the first year compared to the first week of their first semester. Satisfaction with college experiences, English proficiency, social connectedness, and self-esteem were significant predictors of acculturative stress. Lastly, acculturative stress in the first week of the first year and satisfaction with college experienc...

Effects of racial socialization and racial identity on acculturative stress in African American college students

Cultural Diversity & Ethnic Minority Psychology, 2000

The aim of this study was to determine if racial, identity mediates the relation between racial socialization and acculturative stress in African American university students, once demographic factors are accounted far. In a sample of 84 participants, significant relations were found between racial socialization and acculturative stress, racial socialization and racial identity, and racial, identity and acculturative stress. Partial support, for a mediational model was found, with the best predictors of acculturatwe stress being immersion attitudes and internalizfitwn attitudes. • racial socialization • racial identity • acculturative stress • African American Today, as many as 75% of Blacks attending blatant racism on and off campus, they need institutions of higher learning are attending special coping skills that are not needed by predominantly White universities and col-White students. Negative incidents and daily leges (Jones, 1991). For many African race-related hassles that African American American students, these environments can students face on campus can contribute to be unpleasant because of racism (Griffin, feelings of discomfort in their dealings with 1991; Jones, 1991). Henderson (1988) as-Whites, and this is known as acculturative sertcd that because Blacks often experience stress.

A QUALITATIVE EXAMINATION OF THE SUPPORT SYSTEMS IMPACTING THE AFRICAN AMERICAN STUDENT PERSISTENCE, RETENTION AND GRADUATION AT A PREDOMINANTLY WHITE, RESEARCH EXTENSIVE, LAND-GRANT MIDWESTERN UNIVERSITY

ABSTRACT American Student Persistence, Retention and Graduation at a Predominantly White, Research Extensive, Land-Grant Midwestern University Completion of a college degree serves as an necessity for many individuals who want to transform their lives, change their socio-economic status and have a better chance of living the "American Dream". For African Americans students, completing a college degree can be challenging due to some significant academic and institutional barriers. The current research is replete with studies highlighting why students leave higher educational institutions. However, African American students throughout this nation persist and graduate despite some seemingly insurmountable odds. Through the use of Critical Race Theory and phenomenology as the methodological framework, this study examined the lived experiences of African American students' academic and social engagement and how they have impacted the retention, persistence and graduation of participants. Purposeful sampling procedures were employed to recruit thirteen participants and the researcher adhered to Seidman's (1998) model of a three-interview sequence and arrived at five overarching themes that emerged. A) Not my first Choice, B) Fitting in and being isolated, C) Racial Aggressions, D) Resilience/Personal strength and/or "I have something to prove", and E) What's missing. A Conclusion and recommendations for research practice and policy is also discussed within the context of this study.

Coping Strategies for Students of Color in a Predominantly White College: Voices from the Alumni

2011

University students in general experience stressful situations once they leave home and begin to adjust to the new life on a college campus with its related academic and social demands. However, students of color often have the additional burden of coping with race-related stress. Data from a focus group interview with 18 alumni of color, found students being stereotyped, feeling overwhelmingly invisible, being singled out in the classroom and often witnessing racism and racially related incidents. This paper describes the coping strategies they employed and which helped them complete their program successfully. They reported using a strong net work of social support, became resilient and self-sufficient, and sometimes used detachment and self-selected isolation. While this study is limited to self-report it nevertheless provides significant information to the institution as it attempts to address race-related tension and conflict.

Academic Success and Stories of Resiliency: African American Female Students Navigating the College Terrain

2021

Many educators have become accustomed to using the deficit model of thinking to illustrate the challenges faced by African American students, frequently interpreting their academic struggles as personal failures and lack of resilience. In 2007, a public university in Southern California established the Learning Habits Project (LHP), a study designed to assess the ongoing efforts of university academic programs and to provide data on fostering student success through successful learning habits. This study documented the strategic approaches that foster academic success and resilience employed by 19 African American female college students. Viewed through the lens of Black Feminist Standpoint and Resiliency theories, the results of this study can be used to guide students and educators seeking to improve academic success and resiliency in higher education.