Activism's Influence on the Psychological and Academic Outcomes of Race-Related Stressors among Black College Students

Autor/in	Arias, Laura Nayibi
Titel	Activism's Influence on the Psychological and Academic Outcomes of Race-Related Stressors among Black College Students
Quelle	(2023), (201 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Binghamton
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-3334-6
Schlagwörter	Hochschulschrift; Dissertation; Blacks; African American Students; Activism; Race; Stress Variables; Psychological Patterns; Academic Achievement; Student Participation; Learner Engagement; College Seniors; Burnout + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Black person; Schwarzer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Aktivismus; Politischer Protest; Rasse; Abstammung; Schulleistung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; College; Colleges; Senior; Hochschule; Fachhochschule; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom
Abstract	Background: Black students attending PWIs experience multiple forms of race-related stressors which can result in psychological distress and academic disengagement. Many Black collegians respond to these race-related stressors by participating in campus activism to bring attention to their experiences and demand justice and institutional change. Some research has linked Black student activism to psychological distress and academic disengagement. Purpose: Given the upsurge in Black student activism since 2015 and the need to expand research on its effects on students, the study aimed to discover if activism would enhance the impact race-related stressors have on psychological distress and academic disengagement. Thus, the study examined how activism moderated the relationships between race-related stressors and psychological distress (Model 1) and race-related stressors and academic disengagement (Model 2) among Black college students. Methods: UCLA's Higher Education Research Institute's Cooperative Institutional Research Program (CIRP) survey data was utilized to conduct the study. The sample consisted of college seniors who identified as Black or Black and another race or ethnicity (N = 646) from 43 four-year U.S. higher education institutions. Power analysis was conducted to ensure the study sample was sufficient. Two CIRP constructs were utilized in the study analyses. Confirmatory factor analyses informed the creation of the rest of the constructs. Pre-college psychological distress, academic disengagement, and activism were accounted for. Model assumptions and fit were met. Hierarchical regression was utilized to analyze Model 1 and Model 2 while accounting for missing data. Results: No moderation effects were observed. Results suggested that race-related stressors were significantly positively associated with psychological distress when accounting for senior-year activism and pre-college psychological distress and activism. Results also showed that activism was significantly positively associated with academic disengagement when controlling for senior-year race-related stressors and pre-college academic disengagement and activism. Conclusion: This is the first study to quantitatively examine student activist burnout outcomes among Black college students. Study findings point to the need for administrators and educators to alleviate the burden of addressing forms of racism experienced on campus from Black students so that they can dedicate their time and energy to being students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01