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Psychological and Biological Responses to Race-Based Social Stress as Pathways to Disparities in Educational Outcomes.

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Title: Psychological and Biological Responses to Race-Based Social Stress as Pathways to Disparities in Educational Outcomes.
Authors: Levy, Dorainne J.1 dorainnelevy2015@u.northwestern.edu, Heissel, Jennifer A.1, Richeson, Jennifer A.1, Adam, Emma K.1 ek-adam@northwestern.edu
Source: American Psychologist. Sep2016, Vol. 71 Issue 6, p455-473. 19p.
Subject Terms: *Academic achievement, *Psychological adaptation, *Black people, *Cognition, *Discrimination (Sociology), *Emotions, *Hispanic Americans, Ethnic groups, Hydrocortisone, Race, Self-management (Psychology), Sleep, Stereotypes, Psychological stress, White people, Socioeconomic factors
Abstract: We present the race-based disparities in stress and sleep in context model (RDSSC), which argues that racial/ethnic disparities in educational achievement and attainment are partially explained by the effects of race-based stressors, such as stereotype threat and perceived discrimination, on psychological and biological responses to stress, which, in turn, impact cognitive functioning and academic performance. Whereas the roles of psychological coping responses, such as devaluation and disidentification, have been theorized in previous work, the present model integrates the roles of biological stress responses, such as changes in stress hormones and sleep hours and quality, to this rich literature. We situate our model of the impact of race-based stress in the broader contexts of other stressors [e.g., stressors associated with socioeconomic status (SES)], developmental histories of stress, and individual and group differences in access to resources, opportunity and employment structures. Considering both psychological and biological responses to race-based stressors, in social contexts, will yield a more comprehensive understanding of the emergence of academic disparities between Whites and racial/ethnic minorities. [ABSTRACT FROM AUTHOR]
Copyright of American Psychologist is the property of American Psychological Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: We present the race-based disparities in stress and sleep in context model (RDSSC), which argues that racial/ethnic disparities in educational achievement and attainment are partially explained by the effects of race-based stressors, such as stereotype threat and perceived discrimination, on psychological and biological responses to stress, which, in turn, impact cognitive functioning and academic performance. Whereas the roles of psychological coping responses, such as devaluation and disidentification, have been theorized in previous work, the present model integrates the roles of biological stress responses, such as changes in stress hormones and sleep hours and quality, to this rich literature. We situate our model of the impact of race-based stress in the broader contexts of other stressors [e.g., stressors associated with socioeconomic status (SES)], developmental histories of stress, and individual and group differences in access to resources, opportunity and employment structures. Considering both psychological and biological responses to race-based stressors, in social contexts, will yield a more comprehensive understanding of the emergence of academic disparities between Whites and racial/ethnic minorities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of American Psychologist is the property of American Psychological Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1037/a0040322
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 19
        StartPage: 455
    Subjects:
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Psychological adaptation
        Type: general
      – SubjectFull: Black people
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Discrimination (Sociology)
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      – SubjectFull: Emotions
        Type: general
      – SubjectFull: Hispanic Americans
        Type: general
      – SubjectFull: Ethnic groups
        Type: general
      – SubjectFull: Hydrocortisone
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      – SubjectFull: Race
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      – SubjectFull: Self-management (Psychology)
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      – SubjectFull: Sleep
        Type: general
      – SubjectFull: Stereotypes
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      – SubjectFull: Psychological stress
        Type: general
      – SubjectFull: White people
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      – SubjectFull: Socioeconomic factors
        Type: general
    Titles:
      – TitleFull: Psychological and Biological Responses to Race-Based Social Stress as Pathways to Disparities in Educational Outcomes.
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              Text: Sep2016
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              Y: 2016
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