Counseling, Higher Education & Special Education Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2757
Browse
2 results
Search Results
Item AMERICA HAS A PROBLEM: THE ASSOCIATION BETWEEN RACIAL MICROAGGRESSIONS, COPING, AND HEALTH AMONG BLACK COLLEGE STUDENTS(2024) Brown, Rabia; Lewis, Jioni A.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Black college students endure racial microaggressions in higher education, and current research highlights how racial microaggressions can negatively impact the health of Black college students. The purpose of this study was to investigate the associations between racial microaggressions in higher education, coping strategies (education/advocacy, resistance, detachment, drug/alcohol use, and internalization), and health quality in Black college students. Participants included 155 Black college students that took an online survey as a part of a larger study conducted at a large Southeastern historically white university. Results from the hierarchical linear regression analyses indicated that racial microaggressions were significantly and negatively associated with mental and physical health quality in Black college students. Additionally, results from the mediation analyses found that detachment coping significantly mediated the association between racial microaggressions and mental health in Black college students. This study provides further evidence of the negative impact of racial microaggressions on the health and well-being of Black college students.Item Living in the Grey: Racial Sense-Making of Second Generation African Immigrants(2018) Belay, Kurubel; Griffin, Kimberly; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study explored messages of racial identity received by second generation African immigrants in order to better under their racial sense-making experiences. As a result of the growth in the Black immigrant population in the United States, which has grown to nearly 10% of the overall Black population (Pew Research Center, 2017), research has shown that Black immigrants experience and understand their racial identities differently than their African American counterparts (Jackson, 2010; Mwangi & Fries-Britt, 2015). Despite the scholarly attention given to Black immigrants, very little research exists on their second generation immigrant children, and how they make sense of their racial and ethnic identities in a U.S context. Given the impact of racial identity on academic experiences, social engagement, and psychological well-being (Chavous & Byrd, 2009; Cokley & Chapman, 2008; Harper, 2009), the continued growth and representation of this population in higher education warrants further inquiry. Guided by a reconceptualized model of the Learning Race in a U.S. context framework (Fries-Britt, Mwangi, Peralta, 2014), this research was guided by two research questions: (1) What messages do second generation African immigrants receive about their racial identities? (2) How do these messages inform their understandings of their own race and race generally? Employing a narrative inquiry methodology, this study examined how three, second generation African immigrants have made sense of their racial identities. Three salient themes emerged from the participant narratives that demonstrated how each of their understandings of race and racial identity were defined by environments bound by space and time. The findings of this study have implications for research and student affairs practice by providing a nuanced exploration of the racial identity constructions of this segment of the ever growing Black immigrant population.