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Perceived discrimination and educational attainment for U.S. Black adults: the influence of Black racial identity

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Abstract

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.

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Acknowledgements

This research was supported by the C. Graydon and Mary E. Rogers Faculty Fellowship.

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  1. Center for Counseling and Student Development, University of Delaware, 325 Academy St Room 261, Newark, DE, 19716, USA

    Clifton A. Berwise

  2. Department of Psychology, Bucknell University, Lewisburg, USA

    Jasmine A. Mena

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Berwise, C.A., Mena, J.A. Perceived discrimination and educational attainment for U.S. Black adults: the influence of Black racial identity. Soc Psychol Educ 23, 1385–1406 (2020). https://doi.org/10.1007/s11218-020-09587-7

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