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

Bibliographic Data

ID8064096
AuthorsAisha N Griffith (0000-0002-6421-4310, University of Virginia, Charlottesville, USA), Noelle M Hurd (0000-0002-2417-5038, University of Virginia, Charlottesville, USA, corresponding author), Saida B Hussain (0000-0002-0193-0731, University of Virginia, Charlottesville, USA)
Year2017
Volume34
Issue2
Pages115-139
Publication date2017-11-21
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Adolescent Research (JOURNAL)
Journal identifiersISSN: 0743-5584 • E-ISSN: 1552-6895
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/0743558417742983
OpenAlexW2770698731
LanguageEN
Citations received59
References cited35

Exposure to race-related stressors such as discrimination may take a toll on Black undergraduates attending predominantly White institutions (PWIs) who must contend with these stressors in addition to stressors common to the developmental space of emerging adulthood and the transition to college. The aim of this study was to explore Black students’ experiences of race-related stressors, coping responses, and the role of natural mentors (i.e., nonparental adults from students’ preexisting social networks who serve a mentoring role in students’ lives) in the coping process. We conducted semi-structured interviews with Black college students ( n = 12) at a PWI and their natural mentors ( n = 10) with whom they discussed issues related to race. Thematic analysis of data indicated that Black students faced a number of race-related stressors yet employed a set of coping responses including processing the event on one’s own, talking about it with others, and engaging in behavioral strategies such as working harder in school in an effort to disprove negative stereotypes. Findings reflected intentional socialization processes in regard to coping with race-related stressors. We discuss trade-offs associated with identified coping responses and the need for institutional efforts to reduce race-related stressors and foster more inclusive campus environments

Coping (psychology · Developmental psychology · Qualitative research · Race (biology · Stressor · Thematic analysis · Higher Education Research Studies · Mentoring and Academic Development · Psychology · Racial and Ethnic Identity Research · Clinical Psychology · Gender Studies · Social Psychology

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