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Although research has shown that Black college students in emerging adulthood often encounter challenges adjusting to predominantly white institutions (Chavous,  2005 ; Guiffrida &amp; Douthit, 2010), there is still much to be learned about the transitional experiences of Black women. Using phenomenological variant of ecological systems theory(PVEST), this study explored the influence of racial socialization and ethnic identity on the coping profiles of Black college women (n = 288) who attended a predominantly white institution (PWI). Latent profile analysis (LPA) identified three coping profiles characterized by support-seeking behaviors within social networks: avoidant, intragroup, and intergroup. There were also significant associations between racial socialization, ethnic identity development, and the coping profiles engaged. Black women with higher scores in cultural pride and ethnic identity searching were more likely to be in the intragroup profile. The findings suggested that on-campus support for Black women is needed as they navigate the challenges associated with race and gender. The implications for higher education were discussed.

research in human development

NAVIGATING WHITE SPACES: RACIAL SOCIALIZATION, ETHNIC IDENTITY, AND THE EMERGENT COPING PROFILES OF BLACK WOMEN ATTENDING A PREDOMINATELY WHITE INSTITUTION