ABSTRACT: This study explored faculty of varying racial backgrounds and their initiation of, interactions with, and stress reactions to racial conflicts within the school settings using an online survey. Several measures were developed according to the Racial/Ethnic Coping Appraisal and Socialization Theory (recast) model and administered to 339 faculty participants. Using factor analytic and correlational analyses, results from the highly reliable measures found that Black faculty show significantly less trust in schools to manage racial conflict, lower sense of school membership, greater racial stress, and more racial socialization than their White counterparts do.
Coleman, S., & Stevenson, H. C. (2013). The racial stress of membership: Development of the faculty inventory of racialized experiences in schools. Psychology in the Schools, 50(6), 548–566. https://doi.org/10.1002/pits.21693