Coping in Context: The Role of Perpetrator Power in Black Students’ Responses to Racial Discrimination at PWIs

Abstract

Black students attending predominantly white institutions (PWIs) frequently encounter racial discrimination in academic settings, which can negatively impact their emotional well-being and academic motivation. Although prior research has examined coping strategies in response to racial stress, few studies have considered how the power of the perpetrator—specifically, whether the source is a professor or peer—shapes these decisions. This study investigated the coping strategies Black students expected to use when facing racial discrimination and whether those strategies differed based on perpetrator power. Drawing from Lazarus and Folkman’s (1984) Transactional Model of Stress and Coping, the study examined the likelihood of using engagement (e.g., confrontation) and disengagement (e.g., avoidance) strategies, as well as the perceived effectiveness of these coping types in managing emotional responses. It also explored the potential influence of gender on coping preferences. A total of 187 Black undergraduate students completed a randomized, within-subjects vignette-based survey with scenarios involving racial discrimination from either a professor or peer. Participants rated their emotional responses, likelihood of using various coping strategies, and the perceived effectiveness of each. Results showed a strong overall preference for engagement over disengagement coping, with engagement coping rated as significantly more effective. Contrary to expectations, coping responses did not significantly differ based on perpetrator power or participant gender. These findings suggest that, while coping preferences may vary by individual, Black students tend to prioritize engagement strategies regardless of power dynamics, possibly as a way to assert agency in racially charged academic environments.