Few studies have examined the role of Black racial identity as a moderator of the relation between perceived discrimination and educational attainment among Black U.S. adults. We explored this question in a sample of 370 self-identified Black adults from the Northeastern U.S. Due to the existing literature demonstrating the benefits of a positive Black racial identity, we hypothesized that centrality and private regard, components of racial identity, would moderate the relation between perceived discrimination frequency/stress and educational attainment. As expected, centrality moderated the relationship although private regard did not. Specifically, Black centrality served as a coping strategy that has a positive influence on educational attainment when individuals perceive high levels of discrimination frequency. Males reported higher levels of discrimination frequency and stress compared to females, though gender did not contribute moderation effects. The finding that younger individuals perceived higher levels of discrimination frequency and stress and lower centrality and private regard compared to their older counterparts, has important implications which are discussed.

中文翻译：

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美国黑人成年人的感知歧视和受教育程度：黑人种族身份的影响

很少有研究检验黑人种族身份作为美国黑人成年人感知到的歧视与教育程度之间关系的调节者的作用。我们在来自美国东北部的370名自我识别的黑人成年人的样本中探讨了这个问题。由于现有文献证明了积极的黑人种族身份的好处，我们假设种族身份的组成部分的中心性和私人关注将缓解这种关系。感知的歧视频率/压力与受教育程度之间的关系。不出所料，尽管私人关注并没有，但中央集权化了关系。具体来说，黑人中心化是一种应对策略，当个人感知到高水平的歧视频率时，黑人对教育水平会有积极影响。与性别相比，男性报告了更高的歧视频率和压力水平，尽管性别并未起到调节作用。与较年长的同龄人相比，较年轻的人觉察到较高的歧视频率和压力水平，较低的中心性和私人关怀，这一发现具有重要意义。