University of Nevada, Las Vegas; Center for Academic Enrichment and Outreach
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.
Academic achievement--Psychological aspects; African Americans--Education (Higher); Education; Higher
Racial-Coping Among African American Students in Academia.
Available at: https://digitalscholarship.unlv.edu/mcnair_posters/79