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Title:The differential effects of racial identity stages on personal problem-solving strategies of African and African-American graduate students: Implications for counseling
Author(s):Bagley, Cherie Albertha
Doctoral Committee Chair(s):Copeland, Elaine J.
Department / Program:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Black Studies
Psychology, Social
Education, Guidance and Counseling
Education, Educational Psychology
Sociology, Ethnic and Racial Studies
Abstract:Racial Identity has been theorized as having an impact on the black personality and mental health. Based on Cross's (1971) model of Negro-to-Black conversion, there are four identity states: Preencounter, Encounter, Immersion and Internalization. Preencounter is the least healthy state (rejecting blackness and endorsing Euro-American values) and Internalization is the healthiest state (secure black identity and tolerance for diversity). The impact of racial identity on perceived personal problem solving skill was investigated. This investigation was based on previous research demonstrating a relationship between mental health and problem solving skill. Significant findings show that as racial identity becomes more secure (Internalized) personal problem solving skills increase. The relationship supports the view that racial identity has healthy and unhealthy stages. Significant differences in racial identity were found between Africans and African-Americans on the Preencounter and Internalization scales. Problem solving skill increases when Africans are in the Immersion stage. For African-Americans, problem solving is perceived as better in the Internalization stage. The data was analyzed using correlational and multivariate analysis.
The results support the use of some specialized approaches for Cross-Cultural counseling with foreign and black populations. Results also support similarity of perceived problem solving skills between Africans and African-Americans. Differences are found in their racial identity which have implications for culture and counseling.
Issue Date:1989
Rights Information:Copyright 1989 Bagley, Cherie Albertha
Date Available in IDEALS:2011-05-07
Identifier in Online Catalog:AAI9010798
OCLC Identifier:(UMI)AAI9010798

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