The differential effects of racial identity stages on personal problem-solving strategies of African and African-American graduate students: Implications for counseling

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Bagley, Cherie Albertha

Contributors dc:contributor

• Copeland, Elaine J.

• Psychology, Social
• Education, Guidance and Counseling
• Education, Educational Psychology
• Sociology, Ethnic and Racial Studies
• Black Studies

Statement dc:rights

• Copyright 1989 Bagley, Cherie Albertha

Language dc:language

eng

Identifier

AAI9010798
(UMI)AAI9010798

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21768