Racial Stress
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2021 ◽  
Vol 6 ◽  
Rengin B. Firat

A longstanding body of literature reveals that experiences of discrimination and exclusion lead to health disadvantages by increasing physiological stress responses both in the body and the brain. However, a sociological view that takes into account structurally and culturally shaped biological processes is missing from the literature. Building on recent literature from the sociology of morality and values and the dual process model of culture, this paper proposes and provides preliminary evidence for an applied theory of culturally situated moral cognition as a coping mechanism with ethno-racial stress. I focus on values as they help cope with ethnicity and race related stress such as discrimination. Using functional neuroimaging data, I offer evidence that values operate through both explicit (controlled and conscious) processes recruiting brain regions like the dorsal prefrontal cortex, and implicit (automatic and non-conscious) processes recruiting regions like the ventromedial prefrontal cortex, to help cope with exclusion and discrimination.

2020 ◽  
Teah Monique Hairston

Systemic racism has resulted in the disproportionate imprisonment of Black people. With Black men constituting a large percentage of incarcerated bodies, many Black women (44 [percent])--mothers, wives, sisters, etc.--will experience vicarious incarceration. This research examines the ways this population, as caretakers and supporters of their incarcerated loved, ones manage resilience in their daily lives as they navigate a racist, sexist society. Ten women were interviewed about their experiences with vicarious incarceration and reentry. I conclude that the women manage resiliency largely through the support of other Black women and community-family, who--in many instances--are also experiencing vicarious incarceration and/or other racial stress and trauma. Findings provide implications for the need for effective resources, more specifically, culturally-informed, culturally-relevant resources--to assist Black communities with healing from the effects of incarceration, and to prevent and intervene in the intergenerational cycles of criminal justice entanglement.

2020 ◽  
Vol 15 (5) ◽  
pp. 93-109
Riana Elyse Anderson ◽  
Isha Metzger ◽  
Kimberly Applewhite ◽  
Broderick Sawyer ◽  
William Jackson ◽  

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.

2020 ◽  
Vol 23 (5) ◽  
pp. 1233-1257
Keisha L. Bentley-Edwards ◽  
Howard C. Stevenson ◽  
Duane E. Thomas ◽  
Valerie N. Adams-Bass ◽  
Chonika Coleman-King

2020 ◽  
Vol 70 ◽  
pp. 101184 ◽  
Elan C. Hope ◽  
Chauncey D. Smith ◽  
Qiana R. Cryer-Coupet ◽  
Alexis S. Briggs

2020 ◽  
Vol 7 (4) ◽  
pp. 609-618
Eugena K. Griffin ◽  
Cheryl Armstead

2019 ◽  
Vol 101 (3) ◽  
pp. 20-25
Riana Elyse Anderson ◽  
Farzana T. Saleem ◽  
James P. Huguley

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.

2018 ◽  
Vol 49 (8) ◽  
pp. 820-841
Ashlee W. Davis ◽  
Ronald F. Levant ◽  
Shana Pryor

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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