Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing

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.

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Relations between racial stress and critical consciousness for black adolescents

Journal of Applied Developmental Psychology ◽

10.1016/j.appdev.2020.101184 ◽

2020 ◽

Vol 70 ◽

pp. 101184 ◽

Cited By ~ 2

Author(s):

Elan C. Hope ◽

Chauncey D. Smith ◽

Qiana R. Cryer-Coupet ◽

Alexis S. Briggs

Keyword(s):

Critical Consciousness ◽

Black Adolescents ◽

Racial Stress

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EMBRace: Developing a Racial Socialization Intervention to Reduce Racial Stress and Enhance Racial Coping among Black Parents and Adolescents

Family Process ◽

10.1111/famp.12412 ◽

2018 ◽

Cited By ~ 9

Author(s):

Riana E. Anderson ◽

Monique C. McKenny ◽

Howard C. Stevenson

Keyword(s):

Racial Socialization ◽

Black Parents ◽

Racial Stress

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Choosing to see the racial stress that afflicts our Black students

Phi Delta Kappan ◽

10.1177/0031721719885911 ◽

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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Hands Up, Now What?: Black Families’ Reactions to Racial Socialization Interventions

Journal of Youth Development ◽

10.5195/jyd.2020.755 ◽

2020 ◽

Vol 15 (5) ◽

pp. 93-109

Author(s):

Riana Elyse Anderson ◽

Isha Metzger ◽

Kimberly Applewhite ◽

Broderick Sawyer ◽

William Jackson ◽

...

Keyword(s):

Mental Health ◽

Racial Socialization ◽

Black Americans ◽

Black Families ◽

Black Communities ◽

Family Learning ◽

Predominantly Black ◽

Protective Mechanisms ◽

Psychological Wellness ◽

Racial Stress

Given the heightened national attention to negative race-related issues and the subsequent community solution-oriented outcry (e.g., Black Lives Matter movement), it is crucial to address healing from racial discrimination for Black Americans. Clinical and community psychologists have responded by developing and implementing programs that focus on racial socialization and psychological wellness, particularly given disproportionate issues with utilization, access, and the provision of quality services within urban and predominantly Black communities. The aim of this article is to describe 2 applied programs (Engaging, Managing, and Bonding through Race and Family Learning Villages), which seek to address and heal racial stress through crucial proximal systems—families and schools—and to highlight participant reactions. These programs offer solutions through strengths-based and participatory approaches which draw from Black Americans’ own protective mechanisms related to improved mental health. We conclude with a discussion on practice, assessments, and models specific to racial stress for researchers, practitioners, and consumers of mental health services.

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