Date of Submission
2025
Degree Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
Department
Psychology
Department Chair
Missy Terlecki, Ph.D.,
First Advisor
Richard Allen, PsyD, NCSP, BCBA-D
Second Advisor
Sofia Pham, PhD, NCSP
Third Advisor
Uche Ukuku, Ph.D.
Abstract
Educational institutions are not only places of learning, but they can be places of refuge and support for students. Academic engagement and performance can be negatively affected for ethnic students of color. This can lead to a disconnection between the education system of teachers, administrators, and students. Studies suggest racial stress contributes to negative environmental factors, to which African American (Black) students have been found to be especially vulnerable. Overlooked, ignored, and misunderstood environmental factors for African American students exacerbate educational obstacles, widening achievement gaps and increasing attrition rates. A lack of culturally guided knowledge among stakeholders lessens the opportunity to provide a quality education for African American students. The purpose of this study was to confirm if the learning experience of African American students was impacted when they experienced racial stress. Additionally, this study examined several challenges in racial raising awareness on such links and increasing success among African American students, as well as all ethnic minority youth. The aim was to further research on racial stress as a predictor of academic performance. Self-report measures of perceived racial discrimination experience and grade point averages were gathered from Black college students ages 18 and older and confirmed a negative relationship. Implications and risk factors are also discussed.
Recommended Citation
Felder, Jodie E., "The Relationship Between Perceived Racial Stress and Academic Achievement of African American Students" (2025). PCOM Psychology Dissertations. 665.
https://digitalcommons.pcom.edu/psychology_dissertations/665
