"They Try and Break Us but They Can't": The Cultural Ethos Youth of Color Engage and Rely on to Persevere and Navigate Racial Stressors in the U.S. Public Education System

Autor/inn/en	Henderson, Dawn X.; Irsheid, Sireen; Lee, Anna; Corneille, Maya A.; Jones, Jesha; McLeod, Kirstyn
Titel	"They Try and Break Us but They Can't": The Cultural Ethos Youth of Color Engage and Rely on to Persevere and Navigate Racial Stressors in the U.S. Public Education System
Quelle	In: Journal of Adolescent Research, 36 (2021) 1, S.68-97 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henderson, Dawn X.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558420942476
Schlagwörter	Coping; Racial Bias; Stress Variables; Public Education; Undergraduate Students; Minority Group Students; African American Students; Hispanic American Students; Adolescents; At Risk Students; Resilience (Psychology); Personality Traits; Ethnic Stereotypes; Academic Aspiration; Interpersonal Relationship; Personal Autonomy; Emotional Response + Suchen Sie Ihr Suchwort? Bewältigung; Racial discrimination; Rassismus; Öffentliche Erziehung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; National stereotype; Nationales Stereotyp; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individuelle Autonomie; Emotionales Verhalten
Abstract	This study aimed to identify factors that contributed to adaptive coping young people of color engage and rely on to navigate racial stressors in the public education system and to persist into college. The study included 20 undergraduate college students between 18 and 22 years who participated in retrospective interviews documenting critical incidents of racial stressors and coping. Participants self-identified as majority Black/African American (68%) and other nationalities including Honduran, Mexican, and Sudanese. A socioecological systems framework guided in-depth coding of interviews and identified college-going cultural ethos, relational ties, sense of agency, and emotional acuity themes. Findings suggest participants existed in an interdependent system of affirmation and validation that geared them toward college aspirations amid racial stressors encountered in the U.S. public education system. Discussion centers on the value of building the capacities of youths' social ecologies to affirm their identities and validate their presence in the U.S. education system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01