3. In the field of Psychology, most research
focuses on what predicts negative outcomes.
(e.g. depression and anxiety)
There is less focus on what factors predict
positive outcomes and how those who are
faced with obstacles function well.
4. This study focuses on resiliency, which is
thriving in the face of adversity.
It is imperative that more research is done
on resiliency related factors in stigmatized
groups such as African Americans.
5. Racism-related stress
The stress that is related to encounters with racism
and discrimination
Which can lead to:
Poor physical and mental health
Low quality of life
Rejection Sensitivity
Sensitivity to rejection based on group membership
(e.g. dominant group settings)
6. Africultural Coping
strategies that African Americans use in order to
overcome their steady contact with racism and
adversity
Examples:
- Attending church/Prayer
- Helping others with their problems
- Celebrating events
- Spending more time with family and friends
7. Flourishing
refers to a person’s “self-perceived” success in
important aspects of life which may include
relationships as well as self-esteem
Subjective Well-being
consists of three main factors:
Positive affect-Positive emotions
Negative affect-Negative emotions
Life Satisfaction-focuses on one’s judgment
of their overall quality of life
8. 1. Is racism-related stress associated with
subjective well-being/flourishing?
2. Is rejection sensitivity associated with
subjective well-being/flourishing?
3. Is racism-related stress associated with
rejection sensitivity?
4. Is Africultural coping associated with higher
levels of subjective well-being?
9. Higher levels of racism-related stressors and
rejection sensitivity will be associated with
lower levels of subjective well-
being/flourishing.
Higher levels of racism-related stressors will
be associated with higher levels of rejection
sensitivity.
More use of Africultural coping strategies will
be associated with higher levels of Subjective
well-being.
10. Participants
Data was collected from 186 college students
87.5% females, 12.5% males, 1.1% unidentified
Ethnic Groups
96.2% identified as African Americans/Blacks, .5%
African American descent not born in U.S., 2.7%
African American Descent born U.S.
The mean GPA of students was 2.99
11. Students were recruited from undergraduate
Psychology classes at FSU.
Data was gathered through an online survey.
Extra credit was offered.
Students signed consent form and there was no
penalty for discontinuing participation in the
study.
Correlational Design in which patterns of
correlations are analyzed
12.
13. Designed to measure feelings of desirable
and undesirable experience
(Well-being, ill-being)
Gives the participant different types of
emotions and asked to rate how often they
experience each emotion (e.g. Happy, Sad)
14. Designed to assess “social-psychological
prosperity” from the participants point of
view
Respondents are to indicate their agreement
with each item
(e.g “I lead a purposeful and meaningful life”)
15. Designed to measure a person’s perception of
their quality of life as a whole
Participants are to indicate whether or not
they agree with a statement
(e.g. “I am satisfied with my life”)
16. Designed to measure racism-related stress
that African Americans come in contact with
due to constant encounters with racism
Respondents also indicate what type of
impact the experience had on them
(e.g. “While shopping at a store, or when
attempting to make a purchase, you were
ignored as if you were not a serious customer or
didn’t have any money, unfairly by whites/non-
blacks due to your race”)
17. Designed to measure individuals concern or
anxiety of “race-based” rejection
Respondents are to specify their “concern”
or “anxiety” that negative events will occur
based off of their race
(e.g. “How concerned or anxious would you be
that the guard might stop you because of your
race/ethnicity?)
18. Designed to measure the “culture-specific”
coping strategies that African Americans use
during daily stressful events
Four subscales
Cognitive/Emotional Debriefing- individual evaluates
(cognitive) the level of risk and adversity in an effort to
regulate emotional response to the situation
Spiritual Coping-uses prayer and religious practices to
provide a sense of confidence.
Collective Coping- relying on family and social networks
Ritual Coping- rites and rituals are used
Respondents indicate how often they used the
listed coping strategies
(e.g. “Got a group of family and friends together to
help with the problem”)
20. Is racism-related stress associated with
subjective well-being/flourishing?
Found that racism-related stress was not
associated with flourishing, satisfaction with
life, or positive affect.
R(FS)=.044, R(SWLS)=-.068, R(PA)=-.001 p<.01
Some evidence indicated that racism-related
stress was associated with higher negative
affect.
R(NA)=.186* p<.01
21. Is rejection sensitivity associated with
subjective well-being/flourishing?
Found that rejection sensitivity was not
associated with flourishing, satisfaction with
life, or positive affect.
R(FS)=-.088, R(SWLS)=.008, R(PA)=-.116 p<.01
22. Is racism-related stress associated with
rejection sensitivity?
There was a significant positive relationship
between each variable. Higher-levels of
racism-related stress were associated with
higher levels of rejection sensitivity.
R(RSQR)= .370** p<.01
23. Is africultural coping associated with higher
levels of subjective well-being?
Significantly positively related to flourishing,
satisfaction with life, and positive affect
R(FS)=.239**, R(SWLS)=.219**, R(PA)=.164* p<.01
Spiritual coping was significantly positively associated
with flourishing, satisfaction with life, and positive
affect.
R(FS)=.336**, R(SWLS)=.221**, R(PA)=.241** p<.01
Collective coping was significantly positively associated
with flourishing and satisfaction with life.
R(FS)=.250**, R(SWLS)=.230**
Ritual coping was significantly positively associated with
negative affect.
R(NA)=.176* p<.01
24. Best coping skills appear to be spiritual and
collective coping
A lot of counselors teach cognitive/emotional
strategies for dealing with mental health
Perhaps counselors need to expand on what
they teach or accept as mentally healthy
when working with African Americans.
25. Correlational/cross-sectional design cannot
establish cause and effect
May not apply to African American non-
college students
Self report among respondents may not be
accurate for the following reasons:
Temporary mood influences
Desire to “look good”
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28. Mentor: Dr. Laura Coyle
Director of McNair Program:
Dr. McNeill-Blue
Program Coordinator of McNair Program:
Ms.Shatasha Hamilton
Program Assistant of McNair Program:
Ms. Latoya Amaya
Dr. Okunbor
Fellow McNair Scholars, Faculty & Staff
