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ERIC Number: EJ1325846
Record Type: Journal
Publication Date: 2022-Feb
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0859
EISSN: N/A
Do Coping Responses and Racial Identity Promote School Adjustment among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens
Griffin, Charity Brown; Gray, DeLeon; Hope, Elan; Metzger, Isha W.; Henderson, Dawn X.
Urban Education, v57 n2 p198-223 Feb 2022
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.
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://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A