DOI
https://doi.org/10.25772/0ASC-1G53
Defense Date
2018
Document Type
Thesis
Degree Name
Master of Science
Department
Psychology
First Advisor
Chelsea Derlan
Second Advisor
Shawn Jones
Third Advisor
Nicole Corley
Abstract
This study tested the role that dimensions of ethnic- racial identity play on academic achievement, and examined mental health, racial discrimination, and gender as moderators of this association among Black college students. A total of 321 college students who identified as a Black/African American female or male (M age= 18.4; SD = .34) completed measures of ethnic-racial identity, perceived racial discrimination, and mental health. Hypotheses were tested using path analyses to assess the associations between ethnic-racial identity (i.e., affirmation, exploration, and resolution) and GPA, and whether anxiety, depression, and racial discrimination moderated these relations similarly or differently for males and females. Results from this study indicated that ERI exploration was marginally associated with GPA for females, but not for males. Further, ERI exploration was related to GPA among males with high levels of depression, but not among males with low levels of depression. Similarly, ERI resolution was associated with GPA among males with high levels of anxiety, but not males with low levels of anxiety. Findings have implications for intervention by clarifying the nuanced ways that ethnic-racial identity, mental health, and gender impact Black college students’ academic success.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
12-12-2018