Coping and competence in African-American children living in poverty: The role of cognition, locus of control, and racial socialization.
Item
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Title
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Coping and competence in African-American children living in poverty: The role of cognition, locus of control, and racial socialization.
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Identifier
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AAI9530855
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identifier
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9530855
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Creator
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Bing, Vanessa Marie.
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Contributor
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Adviser: Pamela Trotman Reid
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Date
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1995
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Clinical | Psychology, Developmental | Black Studies
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Abstract
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This study sought to ascertain the role which cognition, locus of control, and racial identity had on the use and choice of coping strategies and the resulting sense of competence in poor African-American children. Previous research on children's coping has been limited in addressing cultural variables which mediate coping responses, and a pathology-driven model has typically been used to explain African-American children's reactions to stress.;Fifty African-American school-aged children completed a variety of stress, coping and racial identity measures and participated in an in-depth interview to test the hypotheses that children with negative racial attitudes would demonstrate fewer effective coping mechanisms, competent behavior, and would be more influenced by racial context than those with a positive racial identity. Further, it was expected that children's perception of control would influence both the number and variety of coping styles utilized in stressful encounters, and that those holding an internal locus of control would exhibit an increased capacity to distinguish effective coping.;Results obtained showed that children who held an internal locus of control displayed greater variability in coping strategy use, were more effective in distinguishing effective coping in interracial situations; and were less likely to utilize the emotion-focused strategy of distancing. Research hypotheses concerning the role of racial identity and racial influences affecting coping style, competency, and effectiveness were not supported. This appeared to be related to the instrument used and the manner in which children were classified racially, as further analyses revealed a relationship between racial identity stage and ability to distinguish effective coping.;The findings suggest the need to continue to investigate and support the development of intervention strategies which increase African-American children's internalized beliefs in their abilities and capacity to effect change, a need to explore the role which ethnic identifications and racial influences have on coping behaviors, and the need to develop culturally sensitive clinical tools to assess racial identity formation in African-American school-aged children.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
