Is Hard Work and High Effort Always Healthy for Black College Students?: John Henryism in the Face of Racial Discrimination

2018 ◽  
Vol 8 (3) ◽  
pp. 245-252 ◽  
Author(s):  
Vanessa V. Volpe ◽  
Danny Rahal ◽  
Melissa Holmes ◽  
Susana Zelaya Rivera

Differences in exposure to racial discrimination and in coping mechanisms can shape physiological health among emerging adults. This study, grounded in the Biopsychosocial Model, examines whether John Henryism active coping moderates the relation between exposure to racial discrimination and blood pressure in Black college students ( N = 128, M age = 19.33) attending a predominantly White institution. Analyses showed that John Henryism moderated the relation between racial discrimination and diastolic blood pressure but not systolic blood pressure. When participants reported using mean and high levels of John Henryism, more frequent exposure to racial discrimination was significantly associated with higher diastolic blood pressure, B mean = 1.70, t(92) = 2.11, p = .038; B high = 1.91, t(92) = 2.33, p = .022. Results suggest that more frequent exposure to racial discrimination, in the context of increased use of John Henryism, may be associated with greater cardiovascular risk for Black individuals during the transition to adulthood.

1994 ◽  
Vol 17 (1) ◽  
pp. 69-79 ◽  
Author(s):  
Linda A. Jackson ◽  
Lucile L. Adams-Campbell

2020 ◽  
Vol 46 (2-3) ◽  
pp. 195-227
Author(s):  
Donte L. Bernard ◽  
Shawn C. T. Jones ◽  
Vanessa V. Volpe

The impostor phenomenon (IP), or erroneous cognitions of intellectual incompetence, is a risk factor for poor psychological adjustment among Black emerging adults. Grounded in Lazarus and Folkman’s Stress and Coping Framework, the current study investigated John Henryism’s active coping and institutional racial composition as moderators of the association between IP and indicators of psychological well-being among 266 Black students (77% women; Mage = 19.87) attending predominately White institutions (PWIs) and historically Black colleges/universities (HBCUs). Hierarchical moderation regression analyses revealed that IP was associated with decreases in well-being indicators among students attending PWIs and HBCUs. Moreover, students who attended PWIs and reported higher levels of John Henryism (+1 SD) were most vulnerable to increases in social anxiety, particularly at higher levels of IP. Results suggest that the interaction between IP, John Henrysim, and institutional racial composition may negatively influence psychological well-being. We discuss how these findings can be used to inform clinical and educational practices to best support Black college students.


1983 ◽  
Vol 9 (2) ◽  
pp. 1-25 ◽  
Author(s):  
Hector F. Myers ◽  
Rochelle T. Bastien ◽  
Ralph E. Miles

2021 ◽  
pp. 216769682110403
Author(s):  
Alexandrea R. Golden ◽  
Riana E. Anderson ◽  
Shauna M. Cooper ◽  
Elan C. Hope ◽  
Bret Kloos

With the increased frequency of highly publicized racism in the United States, the engagement of racial socialization among Black emerging adults and their peers is critical for navigating their racial experiences and organizing for change as evident in social movements led by young adults (e.g., Black Lives Matter). However, little is known about the process of peer racial socialization and its relation to sociopolitical development. In this study, we qualitatively explored these processes with 35 Black undergraduates attending a predominantly white institution. Two peer racial socialization themes associated with sociopolitical development emerged: Political Division and Media. An additional theme, Culture as a Form of Resistance, highlighted the relationship between peer racial socialization and coping with racism. Implications for further exploration of non-traditional forms of activism and the creation of safe spaces for Black college students are discussed.


2017 ◽  
Vol 48 (8) ◽  
pp. 758-774
Author(s):  
Jamie M. Williams ◽  
Tommy M. Phillips ◽  
Laura Stockdale ◽  
Hailey G. Holmgren ◽  
Daniel W. Wong ◽  
...  

One-hundred Black college students attending a historically Black college and university (HBCU) on the east coast of the United States participated in a study intended to explore and provide baseline information on the relationship between violent media consumption and aggression in Black college students. Results suggest that, consistent with college students and emerging adults in general, Black college students are heavy users of violent media and that violent media is related to aggression. This study makes an important contribution to the research literature by illuminating violent media consumption and the relationship between violent media consumption and aggression in a population that has been overlooked or understudied by previous media violence-aggression research.


2021 ◽  
pp. 009579842110342
Author(s):  
Eryn N. DeLaney ◽  
Chelsea D. Williams ◽  
Shawn C. T. Jones ◽  
Nicole A. Corley ◽  
Fantasy T. Lozada ◽  
...  

The purpose of the current study was to test the role that components of ethnic identity (i.e., exploration and resolution) play in academic achievement, and to examine mental health, racial discrimination, and gender as moderators of these associations among Black college students. Participants included 341 college students who identified as a Black/African American female or male ( M age = 18.4; SD = .34), and completed measures of ethnic identity, perceived racial discrimination, and mental health. Results indicated that higher levels of ethnic identity exploration were associated with a lower grade point average (GPA) among males with higher levels of depressive symptoms, but not among males with lower levels of depressive symptoms. Similarly, higher levels of ethnic identity resolution were associated with a lower GPA among males with higher levels of anxiety symptoms, but not males with lower levels of anxiety symptoms. Findings may have implications for clinical and educational interventions by highlighting the nuanced ways that ethnic identity, mental health, and gender affect Black college students’ academic achievement.


1989 ◽  
Vol 8 (5) ◽  
pp. 541-556 ◽  
Author(s):  
Cheryl A. Armstead ◽  
Kathleen A. Lawler ◽  
Gloria Gorden ◽  
John Cross ◽  
Judith Gibbons

1987 ◽  
Vol 40 (2) ◽  
pp. 131-136 ◽  
Author(s):  
Lucile L. Adams ◽  
Richard A. Washburn ◽  
Gwendolyn T. Haile ◽  
Lewis H. Kuller

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