Funder
Ronald E. McNair Scholars Summer Research Institute; Center for Academic Enrichment and Outreach
Document Type
Poster
Publication Date
2016
Publisher
University of Nevada, Las Vegas; Center for Academic Enrichment and Outreach
Publisher Location
Las Vegas (Nev.)
Abstract
African American students have generally fallen behind in their academic pursuits when compared to their non-black peers. While unacceptable, this continues to happen each year without effective intervention. Unfortunately, this issue is pervasive and complex, requiring additional research to find an effective solution. One factor that may contribute to this phenomenon is coping. Lazarus and Folkman’s Transactional Model of Stress and Coping (1984) illustrates how coping responses yield direct outcomes. In an academic setting, coping may have a significant correlation with academic achievement among African American students when faced with race-related stressors. These racial-stressors combined with a school environment may yield maladaptive coping that would have an impact on student performance. It is important that this achievement gap is addressed to promote accomplishment in all student bodies.
Keywords
Academic achievement--Psychological aspects; African Americans--Education (Higher); Education; Higher
Disciplines
Higher Education
File Format
File Size
695 KB
Language
English
Rights
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/
Repository Citation
Mims, A.,
Marchand, G.
(2016).
Racial-Coping Among African American Students in Academia.
Available at:
https://digitalscholarship.unlv.edu/mcnair_posters/79