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Abstract
This study explores the relationship between the racial identity attitudes and the interpersonal aspects of psychosocial development of African American peer mentors on a predominantly White campus. The 46 participants were college students between the ages of 18-21. The Black Racial Identity Attitude Scale (RIAS-B; Parham & Helms, 1981) and the Student Development Task and Lifestyle Inventory (SDTLI; Winston, Miller, & Prince, 1987) were used to assess racial and interpersonal aspects of psychosocial development. Immersion/Emersion racial identity attitudes were negatively correlated with Tolerance and positively correlated with Intimacy. Implications for future practice counselors and student affairs professionals are discussed.
In 2001, the National Center for Education Sta- tistics (NCES) reported that approximately 11% of all African American college students were enrolled in historically Black colleges and universities (HBCUs) while the remaining 89% were attending predominately White higher education institutions (PWIs). In the same year, African American students comprised 9% of all students receiving a baccalaureate degree. Of all African Americans who received a baccalaureate degree, 28% of those students received their degree from a HBCU and 86% received their degree from a PWI (NCES, 2001). It is a challenge to retain African American students in PWIs to graduation. These college students are faced with many stressors affecting their attitudes toward race and interpersonal development (Fleming, 1984; Sedlacek, 1987; Cheatham, Slaney, & Coleman, 1990; Cokely, 1999; Flowers, 2004; Rankin, 2005). Unfortunately, these attitudes may not be healthy for their perception of themselves as racial or social beings. Based on the theoretical frameworks of Chickering and Reisser (1993) and Cross (1971; 1991), this study explores the racial identity attitudes and the interpersonal aspects of psychosocial development.
Theoretical Foundation
Chickering and Reisser's (1993) vectors of development describe a stage theory of the psychosocial growth of college students. There are seven vectors in his theory: Developing Competence, Managing Emotions, Moving Through Autonomy Toward Independence, Developing Mature Interpersonal Relationships, Establishing Identity, Developing Purpose, and Developing Integrity. This study focuses on the fourth vector: Developing Mature Interpersonal Relationships. Chickering and Reisser (1993) define this task as moving from intolerance of difference and limiting intimate relationships to increased tolerance of difference and the capacity for enduring intimate relationships. Winston, Miller, and Prince (1979; 1987) operationalized Chickering's theory in various versions...