ERIC Number: ED471342
Record Type: RIE
Publication Date: 2002
Black Racial Identity Attitude Development in the Black Community: A Study of Psychological Adjustment, Coping Styles and GPA.
Steward, Robbie J.; Harvell, Kyron; Eades, Melissa; Tashima, Kimika; Smith-Jobski, Wendy; Lin, Wan-yu; Eldridge, Trisha
This study examined the degree to which grade point average (GPA), psychological adjustment, and different coping styles would predict at-risk, urban, African American high school students' attitudes about race. A group of 100 high school seniors completed the Adolescent Coping Orientation for Problem Experiences, the Affects Balance Scale, and the Black Racial Identity Attitudes Scale. The Black Racial Identity Attitudes Scale focused on progress through four stages of formation of racial identity: pre-encounter, encounter, immersion, and internalization. Cumulative GPAs were identified through school records. Results indicated that the contribution of the model studied (GPA, psychological adjustment, and coping strategies) as a predictor of students' racial identity attitudes significantly associated with attitudes related to pre-encounter and internalization statuses. The model did not significantly predict attitudes associated with the encounter or immersion/emersion stage of racial identity. Results suggest that counselors and educators might use adolescent coping strategies, academic performance, and psychological adjustment as a means to better identify struggles with identity in terms of being black in a predominantly black urban school setting. (Contains 31 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (East Lansing, MI, 2002).