Mentoring as a Mediator or Moderator of the Association between Racial Discrimination and Coping Efficacy in Urban, Low-Income Latina/o Youth

Bernadette Sánchez; Alison L. Mroczkowski; Lynn C. Liao; Adina C. Cooper; Claudio Santiago Rivera; David L. DuBois

doi:10.1002/ajcp.12114

Mentoring as a Mediator or Moderator of the Association between Racial Discrimination and Coping Efficacy in Urban, Low-Income Latina/o Youth

Bernadette Sánchez, Alison L. Mroczkowski, Lynn C. Liao, Adina C. Cooper, Claudio Santiago Rivera, David L. DuBois

Psychiatry and Behavioral Sciences

Research output: Contribution to journal › Article › peer-review

18 Scopus citations

Abstract

The aim of this study was to examine the associations among mentoring relationship quality (i.e., relational and instrumental quality), racial discrimination and coping efficacy with racial discrimination. Three social support models were tested, including the stress buffering, support mobilization, and support deterioration models. Participants were 257 urban, low-income Latina/o high school students, who completed surveys in both 9th and 10th grades. While controlling for gender and coping efficacy with discrimination in 9th grade, results supported the social support deterioration model. Specifically, there was a significant indirect effect of racial discrimination in 9th grade on coping efficacy in 10th grade through instrumental mentoring quality. As racial discrimination increased, mentoring quality decreased and then coping efficacy decreased. We also found that more racial discrimination in 9th grade was significantly associated with lower coping efficacy in 10th grade, and higher instrumental mentoring quality in 9th grade was significantly associated with higher coping efficacy in 10th grade, while controlling for gender and coping efficacy in 9th grade. Implications and recommendations for future research are discussed.

Original language	English (US)
Pages (from-to)	15-24
Number of pages	10
Journal	American Journal of Community Psychology
Volume	59
Issue number	1-2
DOIs	https://doi.org/10.1002/ajcp.12114
State	Published - Mar 1 2017

Funding

This research was supported by a grant awarded to the first author from the National Institute of Child Health and Human Development (1R03HD057343-01A2). We appreciate the feedback provided on earlier versions of this manuscript by Amy Anderson, Kitty Beuhler, Danielle Vaclavik and Dr. Kelsey Deane. We are also grateful to the public schools that allowed us to conduct this research as well as for the participation of the high school students.

Keywords

Adolescents
Coping efficacy
Mentoring
Racial discrimination
Social support

ASJC Scopus subject areas

Health(social science)
Public Health, Environmental and Occupational Health
Applied Psychology

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1002/ajcp.12114

Cite this

@article{2ba3d893438c4e07a2ee6293904962d0,

title = "Mentoring as a Mediator or Moderator of the Association between Racial Discrimination and Coping Efficacy in Urban, Low-Income Latina/o Youth",

abstract = "The aim of this study was to examine the associations among mentoring relationship quality (i.e., relational and instrumental quality), racial discrimination and coping efficacy with racial discrimination. Three social support models were tested, including the stress buffering, support mobilization, and support deterioration models. Participants were 257 urban, low-income Latina/o high school students, who completed surveys in both 9th and 10th grades. While controlling for gender and coping efficacy with discrimination in 9th grade, results supported the social support deterioration model. Specifically, there was a significant indirect effect of racial discrimination in 9th grade on coping efficacy in 10th grade through instrumental mentoring quality. As racial discrimination increased, mentoring quality decreased and then coping efficacy decreased. We also found that more racial discrimination in 9th grade was significantly associated with lower coping efficacy in 10th grade, and higher instrumental mentoring quality in 9th grade was significantly associated with higher coping efficacy in 10th grade, while controlling for gender and coping efficacy in 9th grade. Implications and recommendations for future research are discussed.",

keywords = "Adolescents, Coping efficacy, Mentoring, Racial discrimination, Social support",

author = "Bernadette S{\'a}nchez and Mroczkowski, {Alison L.} and Liao, {Lynn C.} and Cooper, {Adina C.} and Rivera, {Claudio Santiago} and DuBois, {David L.}",

note = "Publisher Copyright: {\textcopyright} Society for Community Research and Action 2017",

year = "2017",

month = mar,

day = "1",

doi = "10.1002/ajcp.12114",

language = "English (US)",

volume = "59",

pages = "15--24",

journal = "American Journal of Community Psychology",

issn = "0091-0562",

publisher = "Wiley-Blackwell",

number = "1-2",

}

TY - JOUR

T1 - Mentoring as a Mediator or Moderator of the Association between Racial Discrimination and Coping Efficacy in Urban, Low-Income Latina/o Youth

AU - Sánchez, Bernadette

AU - Mroczkowski, Alison L.

AU - Liao, Lynn C.

AU - Cooper, Adina C.

AU - Rivera, Claudio Santiago

AU - DuBois, David L.

N1 - Publisher Copyright: © Society for Community Research and Action 2017

PY - 2017/3/1

Y1 - 2017/3/1

N2 - The aim of this study was to examine the associations among mentoring relationship quality (i.e., relational and instrumental quality), racial discrimination and coping efficacy with racial discrimination. Three social support models were tested, including the stress buffering, support mobilization, and support deterioration models. Participants were 257 urban, low-income Latina/o high school students, who completed surveys in both 9th and 10th grades. While controlling for gender and coping efficacy with discrimination in 9th grade, results supported the social support deterioration model. Specifically, there was a significant indirect effect of racial discrimination in 9th grade on coping efficacy in 10th grade through instrumental mentoring quality. As racial discrimination increased, mentoring quality decreased and then coping efficacy decreased. We also found that more racial discrimination in 9th grade was significantly associated with lower coping efficacy in 10th grade, and higher instrumental mentoring quality in 9th grade was significantly associated with higher coping efficacy in 10th grade, while controlling for gender and coping efficacy in 9th grade. Implications and recommendations for future research are discussed.

AB - The aim of this study was to examine the associations among mentoring relationship quality (i.e., relational and instrumental quality), racial discrimination and coping efficacy with racial discrimination. Three social support models were tested, including the stress buffering, support mobilization, and support deterioration models. Participants were 257 urban, low-income Latina/o high school students, who completed surveys in both 9th and 10th grades. While controlling for gender and coping efficacy with discrimination in 9th grade, results supported the social support deterioration model. Specifically, there was a significant indirect effect of racial discrimination in 9th grade on coping efficacy in 10th grade through instrumental mentoring quality. As racial discrimination increased, mentoring quality decreased and then coping efficacy decreased. We also found that more racial discrimination in 9th grade was significantly associated with lower coping efficacy in 10th grade, and higher instrumental mentoring quality in 9th grade was significantly associated with higher coping efficacy in 10th grade, while controlling for gender and coping efficacy in 9th grade. Implications and recommendations for future research are discussed.

KW - Adolescents

KW - Coping efficacy

KW - Mentoring

KW - Racial discrimination

KW - Social support

UR - http://www.scopus.com/inward/record.url?scp=85011977084&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85011977084&partnerID=8YFLogxK

U2 - 10.1002/ajcp.12114

DO - 10.1002/ajcp.12114

M3 - Article

C2 - 28188650

AN - SCOPUS:85011977084

SN - 0091-0562

VL - 59

SP - 15

EP - 24

JO - American Journal of Community Psychology

JF - American Journal of Community Psychology

IS - 1-2

ER -

Mentoring as a Mediator or Moderator of the Association between Racial Discrimination and Coping Efficacy in Urban, Low-Income Latina/o Youth

Abstract

Funding

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

Other files and links

Fingerprint

Cite this