Racial and ethnic-related stressors as predictors of perceived stress and academic performance for African American students at a historically Black college and university.

The purpose of this investigation was to determine whether racial and ethnic-related stressors were associated with overall levels of perceived stress and academic performance among African American students at a historically Black college and university (HBCU). Hierarchical regression analyses were used to test racial and ethnic-related stressors and background variables as predictors of general levels of perceived stress and academic performance (i.e., grade point average). The results of the regression analyses revealed that gender, age, and Scholastic Aptitude Test (SAT) scores were significant predictors of perceived stress. However, racial and ethnic-related stressors were the strongest predictors of perceived stress, over and above gender, age, and SAT scores. In predicting academic performance, SAT scores were the only significant predictors, while racial and ethnic-related stressors were not significant predictors of this outcome. Implications of these findings and suggestions for future research are discussed. Colleges and universities across the U.S. continue to experience increased diversity as a result of larger enrollments of racial and ethnic minority students (National Center for Education Statistics, 2003). Although the numbers of racial and ethnic minorities enrolling in college has increased over the years, considerable research attention has been given to the plight of African Americans in higher education (see Alien, 1992; D'Augelli & Hershberger, 1993; Fleming, 1984). Existing literature suggested that the attainment of a college degree for African Americans is replete with various financial, social, emotional, and psychological challenges. In particular, it has been demonstrated that the college adjustment and academic outcomes of African American students are, at least, in part, associated with whether they attend a predominantly White college and university (PWCU) or an HBCU (Alien, 1992; Fleming, 1984; Greer & Chwalisz, 2007). PSYCHOSOCIAL AND ACADEMIC OUTCOMES AT PWCUs AND HBCUs Most studies on academic and psychosocial outcomes for African American college students have been comparative in nature, in which differences in outcomes at HBCUs and PWCUs have been investigated (see Alien, 1992; Cokley, 2000; Fleming, 1984; Greer & Chwalisz, 2007). Regarding academic achievement, cognitive factors and issues associated with readiness for college have been proven to yield some influences on academic outcomes for African American students at both types of universities (Fleming & Garcia, 1998). However, non-cognitive factors such as campus racial climate, quality of student-faculty relationships, and peer relationships have been shown to disproportionately impact the college adjustment of African Americans attending PWCUs (Allen, 1992; Fleming, 1984; Greer & Chwalisz, 2007). Studies consistently showed that African American students at PWCUs report experiences of racism and discrimination in their interactions with White peers, faculty, and staff (Feagin, Vera, & Imani, 1996). Other commonly reported experiences at these institutions include feelings of isolation, lack of racial and ethnic representation among peers and faculty members, low social support, and lack of mentoring (Fries-Britt & Turner, 2001). Not surprisingly, the results of several research investigations revealed poor academic and psychosocial outcomes for many African American students attending PWCUs (Allen, 1992; Fleming, 1984; Prillerman, Myers, & Smedley, 1989; Smedley, Myers, & Harrell, 1993). In contrast, African American students at HBCUs have been found to feel more accepted and supported in their academic pursuits, and are heavily involved in campus social activities compared to their counterparts at PWCUs (Allen, 1992; Fleming, 1984). These students also displayed high levels of academic achievement (Greer & Chwalisz, 2007), with some researchers attributing these outcomes to positive student-faculty relationships and mentoring on HBCU campuses (Fleming, 1984). …