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Do Coping Responses and Racial Identity Promote School Adjustment among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens

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Title: Do Coping Responses and Racial Identity Promote School Adjustment among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens
Language: English
Authors: Griffin, Charity Brown (ORCID 0000-0002-4524-7176), Gray, DeLeon, Hope, Elan, Metzger, Isha W., Henderson, Dawn X.
Source: Urban Education. Feb 2022 57(2):198-223.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 26
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Coping, Racial Identification, Student Adjustment, African American Students, Equal Education, Social Emotional Learning, Self Management, Self Concept, Sense of Community, High School Students, Predictor Variables, Racial Discrimination, Urban Education
DOI: 10.1177/0042085920933346
ISSN: 0042-0859
Abstract: This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students (M[subscript age] = 16.42; 52% female) from the southeastern United States. Hierarchical regression analyses revealed that racial centrality moderated the relationships between active coping and school valuing and active coping and cognitive strategy use. Findings support the value of using an equity-elaborated lens to understand the role of SEL competencies for Black youth's school adjustment.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1325846
Database: ERIC
FullText Text:
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  Data: Do Coping Responses and Racial Identity Promote School Adjustment among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens
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  Data: <searchLink fieldCode="AR" term="%22Griffin%2C+Charity+Brown%22">Griffin, Charity Brown</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4524-7176">0000-0002-4524-7176</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gray%2C+DeLeon%22">Gray, DeLeon</searchLink><br /><searchLink fieldCode="AR" term="%22Hope%2C+Elan%22">Hope, Elan</searchLink><br /><searchLink fieldCode="AR" term="%22Metzger%2C+Isha+W%2E%22">Metzger, Isha W.</searchLink><br /><searchLink fieldCode="AR" term="%22Henderson%2C+Dawn+X%2E%22">Henderson, Dawn X.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Urban+Education%22"><i>Urban Education</i></searchLink>. Feb 2022 57(2):198-223.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 26
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Identification%22">Racial Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Discrimination%22">Racial Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Education%22">Urban Education</searchLink>
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  Data: 10.1177/0042085920933346
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  Data: 0042-0859
– Name: Abstract
  Label: Abstract
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  Data: This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students (M[subscript age] = 16.42; 52% female) from the southeastern United States. Hierarchical regression analyses revealed that racial centrality moderated the relationships between active coping and school valuing and active coping and cognitive strategy use. Findings support the value of using an equity-elaborated lens to understand the role of SEL competencies for Black youth's school adjustment.
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  Data: 2022
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        Value: 10.1177/0042085920933346
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 198
    Subjects:
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Racial Identification
        Type: general
      – SubjectFull: Student Adjustment
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      – SubjectFull: African American Students
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      – SubjectFull: Equal Education
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      – SubjectFull: Sense of Community
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      – SubjectFull: High School Students
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Racial Discrimination
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      – SubjectFull: Urban Education
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      – TitleFull: Do Coping Responses and Racial Identity Promote School Adjustment among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens
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