Racial Battle Fatigue: The Experiences of Black/African American, Biracial Black, and Multiracial Black Identified Graduate Students

IF 2.5 3区心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY

Journal of Black Psychology Pub Date : 2021-03-22 DOI:10.1177/00957984211002615

Catherine C. Ragland Woods, Krista M. Chronister, Aleksandria Perez Grabow, W. E. Woods, Kyndl Woodlee

{"title":"Racial Battle Fatigue: The Experiences of Black/African American, Biracial Black, and Multiracial Black Identified Graduate Students","authors":"Catherine C. Ragland Woods, Krista M. Chronister, Aleksandria Perez Grabow, W. E. Woods, Kyndl Woodlee","doi":"10.1177/00957984211002615","DOIUrl":null,"url":null,"abstract":"Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.","PeriodicalId":47588,"journal":{"name":"Journal of Black Psychology","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Black Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/00957984211002615","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}

引用次数: 5

Abstract

Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.

查看原文本刊更多论文

种族战争疲劳:黑人/非裔美国人、混血儿黑人和多种族黑人研究生的经历

黑人学生在传统的白人高等教育机构中经历种族主义、种族微侵犯、种族压力以及随之而来的种族战斗疲劳(RBF;Franklin et al.， 2014)。我们研究了黑人咨询和临床研究生(BGS)在心理、生理和行为上的RBF体验，以及他们作为课堂学生、顾问和监督者的RBF体验的性别和种族差异。参与者是57名咨询和临床研究生，他们被认定为单种族、双种族或多种族黑人。单向、重复测量的方差分析结果表明，BGS在他们的课堂学生角色中经历了最高水平的RBF，并且这些经历在女性和男性中有所不同。结果表明，RBF框架在衡量和进一步了解BGS学生角色和学习环境如何影响他们的高等教育经历以及机构如何为这一学生群体提供更好的支持方面具有实用价值。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Black Psychology PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

8.00

自引率

5.80%

发文量

期刊介绍： The Journal of Black Psychology publishes scholarly contributions within the field of psychology toward the understanding of the experience and behavior of Black populations. This includes reports of empirical research and discussions of the current literature and of original theoretical analyses of data from research studies or programs. Therefore, the Journal publishes work in any of the areas of cognition, personality, social behavior, physiological functioning, child development, education, and clinical application, in addition to empirical research and original theoretical formulations outside traditional boundaries, all integrated by a focus on the domain of Black populations and the objective of scholarly contributions.