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Am Psychol. 2016 Sep;71(6):455-73. doi: 10.1037/a0040322.

Psychological and biological responses to race-based social stress as pathways to disparities in educational outcomes.

Author information

1
Department of Psychology, Northwestern University.
2
School of Education and Social Policy, Northwestern University.
3
School of Education, Northwestern University.

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. (PsycINFO Database Record.

PMID:
27571526
DOI:
10.1037/a0040322
[Indexed for MEDLINE]

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