"We Really Protested": The Influence of Sociopolitical Beliefs, Political Self-Efficacy, and Campus Racial Climate on Civic Engagement among Black College Students Attending Predominantly White Institutions

Autor/inn/en	Leath, Seanna; Chavous, Tabbye
Titel	"We Really Protested": The Influence of Sociopolitical Beliefs, Political Self-Efficacy, and Campus Racial Climate on Civic Engagement among Black College Students Attending Predominantly White Institutions
Quelle	In: Journal of Negro Education, 86 (2017) 3, S.220-237 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.86.3.0220
Schlagwörter	College Students; African American Students; Political Attitudes; Beliefs; Self Efficacy; Racial Relations; Racial Bias; Citizen Participation; Activism; Social Justice; Gender Differences; World Views; Predictor Variables; Resistance (Psychology) + Suchen Sie Ihr Suchwort? Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Political attitude; Politische Einstellung; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Racial discrimination; Rassismus; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Aktivismus; Politischer Protest; Soziale Gerechtigkeit; Geschlechterkonflikt; World view; Weltanschauung; Prädiktor; Resistenz
Abstract	The current study examined sociopolitical worldviews (just world beliefs, racial stigma consciousness), political self-efficacy, and campus racial climate as influences on civic engagement behaviors among Black college students (N = 322) attending selective predominantly White institutions (PWIs). Findings highlight varied patterns across college men and women. Endorsing just world beliefs related to more civic engagement over time, and this relationship was stronger for more politically efficacious Black men. Among Black women, perceiving negative campus racial climate (racial tension and mistrust) promoted civic engagement, especially among those higher in political efficacy. Results highlight the importance of considering individual and contextual-level factors in studying Black college students' civic engagement. The authors discuss ways to provide support for students given the current sociopolitical climates on many college campuses. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01