Revisiting resilience: Examining the relationships between stress, social support, and drinking behavior among black college students with parental substance use disorder histories

2019 ◽  
pp. 1-22 ◽  
Author(s):  
Delishia M. Pittman ◽  
Alicia A. Quayson ◽  
Cassandra Riedy Rush ◽  
Melanie L. Minges
Keyword(s):  
Social Support ◽  
College Students ◽  
Substance Use ◽  
Substance Use Disorder ◽  
Drinking Behavior ◽  
Black College ◽  
Black College Students ◽  
Parental Substance Use

Substance Use Problems Reported by Historically Black College Students: Combined Marijuana and Alcohol Use Versus Alcohol Alone

2008 ◽  
Vol 40 (2) ◽  
pp. 201-205 ◽  
Author(s):  
Warren A. Rhodes ◽  
Ronald J. Peters ◽  
Carrol S. Perrino ◽  
Sharronne Bryant
Keyword(s):  
College Students ◽  
Substance Use ◽  
Alcohol Use ◽  
Historically Black ◽  
Black College ◽  
Black College Students ◽  
Historically Black College ◽  
Substance Use Problems

Seeking Just Us: A Mixed Methods Investigation of Racism-Specific Support Among Black College Students

2021 ◽  
pp. 009579842110349
Author(s):  
Christopher K. Marshburn ◽  
Belinda Campos
Keyword(s):  
Social Support ◽  
College Students ◽  
Mixed Methods ◽  
Well Being ◽  
Black College ◽  
Black College Students ◽  
Negative Effects ◽  
Psychological Well Being ◽  
Emotional Closeness ◽  
Specific Support

Social support is theorized to protect health against the negative effects of stress. However, findings are mixed regarding whether social support protects Black people’s psychological well-being against racism. The current mixed methods study examined racism-specific support (RSS)—social support in response to racism—in same- (Black/Black) and cross-race (Black/non-Black) friendships. We investigated whether 31 Black college students ( M age = 19.7, SD = 1.70; 74% women) had (1) racial preferences (same-vs. cross-race) for whom they sought RSS, and (2) whether perceptions of RSS’s helpfulness differed when provided by cross-race friends. Participants completed measures of emotional closeness to same- and cross-race friends and participated in focus group interviews discussing racism and RSS. Results found participants reported more emotional closeness to Black friends and non-Black friends of color relative to White friends. As predicted, 65% of participants preferred RSS from Black (vs. non-Black) friends. Participants’ qualitative responses ( n = 21–24) revealed Black (vs. non-Black) friends were perceived to better understand racism. These findings suggest RSS from Black friends, specifically, might benefit Black college students’ psychological well-being.

Coping and Social Support as Mediators of the Relation of Optimism to Depressive Symptoms Among Black College Students

2006 ◽  
Vol 32 (1) ◽  
pp. 72-86 ◽  
Author(s):  
Catherine E. Mosher ◽  
Hazel M. Prelow ◽  
William W. Chen ◽  
Molly E. Yackel
Keyword(s):  
Social Support ◽  
College Students ◽  
Depressive Symptoms ◽  
Black College ◽  
Black College Students

African Identity, Racial Identity, and Ethnicity Among Black College Students

2006 ◽  
Author(s):  
Angela R. Bethea ◽  
Tina Q. Richardson
Keyword(s):  
College Students ◽  
Racial Identity ◽  
Black College ◽  
Black College Students ◽  
African Identity

Differential factors affecting testing and career choices of Black college students

1972 ◽  
Author(s):  
Ronald G. Taylor ◽  
Richard D. Grosz ◽  
Robert Whetstone ◽  
Catherine Joseph ◽  
Leon Willis
Keyword(s):  
College Students ◽  
Career Choices ◽  
Black College ◽  
Black College Students ◽  
Factors Affecting

Positive Psychology's Protective Role Against Suicide in Black College Students

2011 ◽  
Author(s):  
Mei-Chuan Wang ◽  
Oliver Johnson ◽  
Pius Nyutu ◽  
Elise Fleming ◽  
Gloria Wells ◽  
...  
Keyword(s):  
College Students ◽  
Protective Role ◽  
Black College ◽  
Black College Students

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

2020 ◽  
pp. 009579842097979
Author(s):  
Samuel T. Beasley ◽  
Shannon McClain
Keyword(s):  
College Students ◽  
Academic Engagement ◽  
Structural Equation ◽  
Black College ◽  
Self Concept ◽  
Equation Modeling ◽  
Black College Students ◽  
Grade Point ◽  
Racial Centrality ◽  
Positive Direct

Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students’ academic functioning. Research and practice implications of these findings are outlined.

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