The Relation of Ethnic Identity, Racial Identity, and Race-Related Stress Among African American College Students

2006 ◽  
Vol 47 (5) ◽  
pp. 495-507 ◽  
Author(s):  
Samon C Johnson ◽  
Consuelo Arbona
Keyword(s):  
College Students ◽  
African American ◽  
Ethnic Identity ◽  
Racial Identity ◽  
African American College Students ◽  
Related Stress ◽  
Race Related Stress

Racism-Related Stress and Ethnic Identity as Determinants of African American College Students' Career Aspirations

2012 ◽  
Vol 60 (3) ◽  
pp. 254-262 ◽  
Author(s):  
Darrick Tovar-Murray ◽  
Ericka S. Jenifer ◽  
Jara Andrusyk ◽  
Ryan D'Angelo ◽  
Tia King
Keyword(s):  
College Students ◽  
African American ◽  
Ethnic Identity ◽  
Career Aspirations ◽  
African American College Students ◽  
Related Stress

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

Racial Identity, Self-Esteem, and the Impostor Phenomenon Among African American College Students

2016 ◽  
Vol 43 (4) ◽  
pp. 345-357 ◽  
Author(s):  
Quiera M. Lige ◽  
Bridgette J. Peteet ◽  
Carrie M. Brown
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
African Americans ◽  
Undergraduate Students ◽  
Self Esteem ◽  
Impostor Phenomenon ◽  
African American College Students ◽  
Inverse Association ◽  
The Relationship

The Impostor Phenomenon (IP) is marked by an individual’s persistent perception of incompetency despite contrary evidence. The presence of IP has been found to negatively affect many college students, but literature on IP among African American college students, specifically, is limited. Previous literature has emphasized a positive association between racial identity and self-esteem for African Americans, and an inverse association between self-esteem and IP among non-African American samples. However, few studies have examined these variables in African American undergraduate samples. Objectives: The current study examined the relationships between racial identity, self-esteem, and IP among African American undergraduate students. It was hypothesized that self-esteem would mediate the relationship between racial identity and IP. Method: The participants were 112 (74% female) self-identified African American undergraduate students who completed an online survey. Results: Mediation testing via bootstrapping revealed support for the hypothesis—self-esteem mediated the relationship between racial identity and IP. Conclusion: University initiatives should focus on creating inclusive environments that foster racial identity development and self-esteem for African Americans to reduce experiences of IP.

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