{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21768"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21768","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The differential effects of racial identity stages on personal problem-solving strategies of African and African-American graduate students: Implications for counseling","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Bagley, Cherie Albertha"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Copeland, Elaine J."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:18:34Z","date_published":"2011-05-07T13:18:34Z","updated_at":"2026-07-22T22:25:18Z","subjects":["Psychology, Social","Education, Guidance and Counseling","Education, Educational Psychology","Sociology, Ethnic and Racial Studies","Black Studies"],"languages":["eng"],"rights":["Copyright 1989 Bagley, Cherie Albertha"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9010798","(UMI)AAI9010798"],"render_values":[{"text":"AAI9010798","href":null,"code":true},{"text":"(UMI)AAI9010798","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21768","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Copeland, Elaine J."]},{"key":"dc:creator","label":"Author","values":["Bagley, Cherie Albertha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:18:34Z","10000-01-01","1989"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Social","Education, Guidance and Counseling","Education, Educational Psychology","Sociology, Ethnic and Racial Studies","Black Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1989 Bagley, Cherie Albertha"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9010798","(UMI)AAI9010798","http://hdl.handle.net/2142/21768"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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.","Made available in DSpace on 2011-05-07T13:18:34Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9010798.pdf: 6902807 bytes, checksum: 42e2a8b1a377a26ae397c83dfeb4a330 (MD5) Previous issue date: 1989","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:53:04Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:24:30-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["The differential effects of racial identity stages on personal problem-solving strategies of African and African-American graduate students: Implications for counseling"]}]}],"canonical_facts":{"dc:contributor":["Copeland, Elaine J."],"dc:creator":["Bagley, Cherie Albertha"],"dc:date":["2011-05-07T13:18:34Z","10000-01-01","1989"],"dc:description":["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.","Made available in DSpace on 2011-05-07T13:18:34Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9010798.pdf: 6902807 bytes, checksum: 42e2a8b1a377a26ae397c83dfeb4a330 (MD5) Previous issue date: 1989","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:53:04Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:24:30-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9010798","(UMI)AAI9010798","http://hdl.handle.net/2142/21768"],"dc:language":["eng"],"dc:rights":["Copyright 1989 Bagley, Cherie Albertha"],"dc:subject":["Psychology, Social","Education, Guidance and Counseling","Education, Educational Psychology","Sociology, Ethnic and Racial Studies","Black Studies"],"dc:title":["The differential effects of racial identity stages on personal problem-solving strategies of African and African-American graduate students: Implications for counseling"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:18Z"}