THE RACIAL STRESS OF MEMBERSHIP: DEVELOPMENT OF THE FACULTY INVENTORY OF RACIALIZED EXPERIENCES IN SCHOOLS

2013 ◽  
Vol 50 (6) ◽  
pp. 548-566 ◽  
Author(s):  
Sherry Coleman ◽  
Howard C. Stevenson
Keyword(s):  
Racial Stress

Black’s Coping Responses to Racial Stress

2020 ◽  
Vol 7 (4) ◽  
pp. 609-618
Author(s):  
Eugena K. Griffin ◽  
Cheryl Armstead
Keyword(s):  
Coping Responses ◽  
Racial Stress

Teaching scared: pre-service teacher appraisals of racial stress, socialization and classroom management self-efficacy

2020 ◽  
Vol 23 (5) ◽  
pp. 1233-1257
Author(s):  
Keisha L. Bentley-Edwards ◽  
Howard C. Stevenson ◽  
Duane E. Thomas ◽  
Valerie N. Adams-Bass ◽  
Chonika Coleman-King
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Racial Stress ◽  
Pre Service Teacher

Traditional Femininity Versus Strong Black Women Ideologies and Stress Among Black Women

2018 ◽  
Vol 49 (8) ◽  
pp. 820-841
Author(s):  
Ashlee W. Davis ◽  
Ronald F. Levant ◽  
Shana Pryor
Keyword(s):  
African American ◽  
Black Women ◽  
Gender Role ◽  
African American Women ◽  
Perceived Stress ◽  
Role Stress ◽  
Gender Role Stress ◽  
American Women ◽  
Racial Stress ◽  
Traditional Femininity

The construct of femininity has typically been conceptualized from a Eurocentric perspective as traditional femininity ideology (TFI). This hegemonic femininity construction might not be fully applicable to African American women given their unique history and experiences. Moreover, the strong Black woman ideology (SBWI) which, although formulated during slavery, has become an adaptive and idealized cultural idealization. Both constructs have been associated with stress. The current study sought to investigate the relative strength of the links between TFI versus SBWI and perceived stress among a sample of African American women, and whether these relationships were moderated by feminine gender role stress and racial stress. Participants were 292 African American women recruited via social media and students from a Midwestern university for a web-based survey. As hypothesized, SBWI accounted for unique variance in perceived stress; however, TFI did not explain any of the variance. Results also indicated that gender role stress approached significance in its moderation of the link between TFI and perceived stress, although racial stress did significantly moderate the relationship between SBWI and perceived stress.

Relations between racial stress and critical consciousness for black adolescents

2020 ◽  
Vol 70 ◽  
pp. 101184 ◽  
Author(s):  
Elan C. Hope ◽  
Chauncey D. Smith ◽  
Qiana R. Cryer-Coupet ◽  
Alexis S. Briggs
Keyword(s):  
Critical Consciousness ◽  
Black Adolescents ◽  
Racial Stress

scholarly journals A Neurosociological Theory of Culturally and Structurally Situated Cognition and Ethno-Racial Stress

2021 ◽  
Vol 6 ◽  
Author(s):  
Rengin B. Firat
Keyword(s):  
Prefrontal Cortex ◽  
Stress Responses ◽  
Process Model ◽  
Functional Neuroimaging ◽  
Physiological Stress ◽  
The Body ◽  
Dual Process ◽  
Applied Theory ◽  
Racial Stress ◽  
Conscious Processes

A longstanding body of literature reveals that experiences of discrimination and exclusion lead to health disadvantages by increasing physiological stress responses both in the body and the brain. However, a sociological view that takes into account structurally and culturally shaped biological processes is missing from the literature. Building on recent literature from the sociology of morality and values and the dual process model of culture, this paper proposes and provides preliminary evidence for an applied theory of culturally situated moral cognition as a coping mechanism with ethno-racial stress. I focus on values as they help cope with ethnicity and race related stress such as discrimination. Using functional neuroimaging data, I offer evidence that values operate through both explicit (controlled and conscious) processes recruiting brain regions like the dorsal prefrontal cortex, and implicit (automatic and non-conscious) processes recruiting regions like the ventromedial prefrontal cortex, to help cope with exclusion and discrimination.

scholarly journals Choosing to see the racial stress that afflicts our Black students

2019 ◽  
Vol 101 (3) ◽  
pp. 20-25
Author(s):  
Riana Elyse Anderson ◽  
Farzana T. Saleem ◽  
James P. Huguley
Keyword(s):  
Racial Identity ◽  
Teacher Training ◽  
Black Students ◽  
Academic Outcomes ◽  
Classroom Practices ◽  
Racial Climate ◽  
Race And Racism ◽  
Racial Experiences ◽  
Racial Stress ◽  
And Coping

Racial stress and trauma negatively impact the psychological and academic outcomes of Black youth. Riana Elyse Anderson, Farzana Saleem, and James Huguley encourage parents and teachers to explore racial experiences and resulting stress and trauma through racial socialization, or competent conversations and behaviors regarding race and racism, to reduce problematic outcomes. They highlight opportunities for schools, teachers, and families to: 1) create a racial climate at school that affirms discussions about race, racial identity, racism, and coping options; 2) increase teacher training to foster competent classroom practices; and 3) foster safe and supported opportunities for growth for all, including teachers, parents, and students.

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