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Sensitivity to status-based rejection: implications for African American students' college experience
Rodolfo Mendoza-Denton1, Geraldine Downey, Valerie J Purdie
1Department of Psychology, Columbia University, New York, New York 10027, USA. rmd@socrates.berkeley.edu
Journal of Personality and Social Psychology
|October 11, 2002
Summary
African Americans with high race-based rejection sensitivity (RS-race) experienced more distress and lower grades at a predominantly White university. Positive race experiences improved belonging for these students.
Area of Science:
- Social Psychology
- Psychology of Race
- Sociology of Education
Background:
- Experiences of rejection based on group membership can foster anxiety about future rejection.
- Race-based rejection sensitivity (RS-race) is a key factor in the experiences of African Americans in predominantly White settings.
Purpose of the Study:
- To propose and test a model of how rejection experiences influence individuals' perceptions and reactions.
- To examine the role of RS-race in the academic and social adjustment of African American students at a predominantly White university.
Main Methods:
- Development and validation of the RS-Race Questionnaire.
- Longitudinal study of African American students' experiences, including academic performance and sense of belonging, at a predominantly White institution.
Main Results:
- Students high in RS-race reported greater transition discomfort, lower university trust, and declining grades.
- Positive race-related experiences positively influenced feelings of belonging among students high in RS-race.
Conclusions:
- RS-race significantly impacts African American students' adjustment and academic outcomes in predominantly White environments.
- Interventions aimed at fostering positive race-related experiences may mitigate the negative effects of RS-race and enhance belonging.