'Showing the world we're educated and Black': a qualitative study of peer racial socialization and academic resilience in Black undergraduates

被引：0

作者：

Golden, Alexandrea R. ^{[1
]}

Simon, Carlisa ^{[2
]}

Bland, Jasric J. ^{[1
]}

Knox, Jerica ^{[3
]}

Sisco, Alec ^{[1
]}

机构：

[1] Univ Memphis, Dept Psychol, Memphis, TN 38152 USA

[2] Spelman Coll, Dept Psychol, Atlanta, GA USA

[3] Univ Maryland, Dept Psychiat, Sch Med, Baltimore, MD USA

来源：

RACE ETHNICITY AND EDUCATION | 2025年

关键词：

Racial socialization; ethnic-racial socialization; college students; resilience; academic achievement; African American; COLLEGE-STUDENTS; RACE SOCIALIZATION; ADJUSTMENT; IDENTITY; PARENTS; SUPPORT; STRESS; IMPACT;

D O I：

10.1080/13613324.2025.2474927

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Black peers and cultural groups on campus have been identified as important sources of support for helping Black college students navigate the racial over- and under-tones experienced within and beyond the college environment. However, little is known about the specific messages communicated among Black peers that lead to resilience. The current study qualitatively examined the racial socialization messages communicated among Black undergraduate students and their peers that lead to academic persistence and resilience in the face of racial stressors. Four peer racial socialization messages were identified that contributed to the resilience and academic persistence of Black college students including: (a) cultivating and maintaining a professional identity (b) supporting professional goals, (c) response to racial incidents, and (d) self-development.

引用

页数：18

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