Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens

被引：13

作者：

Griffin, Charity Brown ^{[1
]}

Gray, DeLeon ^{[2
]}

Hope, Elan ^{[3
]}

Metzger, Isha W. ^{[4
]}

Henderson, Dawn X. ^{[5
]}

机构：

[1] Winston Salem State Univ, Dept Psychol Sci, 601 S Martin Luther King Jr Dr, Winston Salem, NC 27110 USA

[2] North Carolina State Univ, Raleigh, NC USA

[3] North Carolina State Univ, Dept Psychol, Raleigh, NC USA

[4] Univ Georgia, Psychol, Athens, GA USA

[5] Univ N Carolina, Chapel Hill, NC 27515 USA

来源：

URBAN EDUCATION | 2022年 / 57卷 / 02期

关键词：

social and emotional learning; coping; racial identity; academic adjustment; Black adolescents; AFRICAN-AMERICAN ADOLESCENTS; ACADEMIC-ACHIEVEMENT; ETHNIC DISCRIMINATION; PERCEIVED RACISM; URBAN YOUTH; ENGAGEMENT; STUDENTS; SOCIALIZATION; OUTCOMES; STRESS;

D O I：

10.1177/0042085920933346

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students (M-age= 16.42; 52% female) from the southeastern United States. Hierarchical regression analyses revealed that racial centrality moderated the relationships between active coping and school valuing and active coping and cognitive strategy use. Findings support the value of using an equity-elaborated lens to understand the role of SEL competencies for Black youth's school adjustment.

引用

页码：198 / 223

页数：26