RESUMEN
Coping is recognized as an important life skill. In the present cross-sectional analysis, early adolescents' relationships with their caregivers (support, conflict) and exposure to stressors (uncontrollable life events, violence) were examined as contextual correlates of both positive and negative coping strategies. Coping strategies were examined as mediators of associations between adolescents' family and community contexts and adjustment outcomes (externalizing symptoms, internalizing symptoms, academic investment). Participants were recruited from an urban Pre-K-8 school and Boys and Girls Club. Adolescents who reported greater support from caregivers reported greater engagement in all forms of positive coping (behavioral/problem-focused coping, cognitive/emotion-focused coping, and coping through seeking support); they also reported less engagement in coping through anger and helplessness. Adolescents who reported greater conflict with caregivers or violence exposure reported greater engagement in coping through avoidance, anger, and helplessness. Problem-focused coping, coping through anger, and coping through helplessness mediated associations between different contextual factors and outcomes.
RESUMEN
OBJECTIVE: African American youths in the United States grow up in a society with a long, pervasive, and living history of interpersonal and institutional racism. This study examined whether race-related stressors (awareness and experiences of racism) and resources for resilience (racial-ethnic connectedness and perceptions of embedded achievement) were associated with emotional health, conduct problems, and academic investment among African American early adolescents. Embedded achievement is the belief that achievement is a part of one's racial or ethnic group identity. METHOD: Participants were recruited from an urban school and youth club (N = 75, mean age = 11.6 years, 71% male participants). Structured interviews were administered to youths. RESULTS: Adjusting for age and sex, racial-ethnic connectedness and embedded achievement were associated with fewer emotional problems and conduct problems. In addition, embedded achievement was associated with greater academic investment. Racial-ethnic connectedness modified associations between awareness and experiences of racism and emotional problems; racism was associated with more emotional problems, but only among youths with lower levels of racial-ethnic connectedness. Youths' perceptions of embedded achievement modified an association between experiences of racism and conduct problems; experiences of racism were associated with more conduct problems, but only among youths with lower perceptions of embedded achievement. CONCLUSION: Race-related resources for resilience appear to promote emotional, behavioral, and academic well-being among African American youths and to confer protection when youths are confronted with the stress and adversity of racism. Health professionals can advocate for policies and practices to combat racism and to foster racial pride and connectedness among youths of color.
