Book contents
- The Cambridge Handbook of the Development of Coping
- Cambridge Handbooks in Psychology
- The Cambridge Handbook of the Development of Coping
- Copyright page
- Contents
- Contributors
- Preface
- 1 A Systems Perspective on the Development of Coping
- Part I Theoretical Perspectives on the Development of Coping
- Part II Methods for Studying the Development of Coping
- Part III Neurophysiological and Experiential Bases of the Development of Coping
- Part IV Psychological Foundations of the Development of Coping
- Part V Social Contexts and the Development of Coping
- 17 Coping Development as an Everyday Interpersonal Process
- 18 Parenting, Socialization of Emotion, and the Development of Coping
- 19 Temperament, Family Context, and the Development of Coping
- 20 Interparental Conflict, Parental Relationship Dissolution, and the Development of Children’s Coping
- 21 Autonomy, Self-Determination, and the Development of Coping in Adolescence
- 22 Peer Stressors and Peer Relationship Dynamics in the Development of Coping
- 23 Income, Income Inequality, Community, and the Development of Coping
- 24 Culture, Diversity, Context, and the Development of Coping
- Part VI Application and the Development of Coping
- Index
- References
24 - Culture, Diversity, Context, and the Development of Coping
A Phenomenological Perspective
from Part V - Social Contexts and the Development of Coping
Published online by Cambridge University Press: 22 June 2023
Book contents
- The Cambridge Handbook of the Development of Coping
- Cambridge Handbooks in Psychology
- The Cambridge Handbook of the Development of Coping
- Copyright page
- Contents
- Contributors
- Preface
- 1 A Systems Perspective on the Development of Coping
- Part I Theoretical Perspectives on the Development of Coping
- Part II Methods for Studying the Development of Coping
- Part III Neurophysiological and Experiential Bases of the Development of Coping
- Part IV Psychological Foundations of the Development of Coping
- Part V Social Contexts and the Development of Coping
- 17 Coping Development as an Everyday Interpersonal Process
- 18 Parenting, Socialization of Emotion, and the Development of Coping
- 19 Temperament, Family Context, and the Development of Coping
- 20 Interparental Conflict, Parental Relationship Dissolution, and the Development of Children’s Coping
- 21 Autonomy, Self-Determination, and the Development of Coping in Adolescence
- 22 Peer Stressors and Peer Relationship Dynamics in the Development of Coping
- 23 Income, Income Inequality, Community, and the Development of Coping
- 24 Culture, Diversity, Context, and the Development of Coping
- Part VI Application and the Development of Coping
- Index
- References
Summary
This chapter makes explicit the role of context and coping processes for identity formation among diverse youths. The study of coping is enriched by a human developmental theoretical approach that acknowledges the shared status of vulnerability for all humans given that encountered risks are mitigated (or not) by myriad protective factors and accompany all individuals’ developmental journeys. The application of Spencer’s phenomenological variant of ecological systems theory facilitates the study of coping strategies. The authors discuss the social ramifications of endemic economic inequality on developmental contexts, which frames the cultivation of coping strategies, i.e., whether adaptive or maladaptive; thus, experiences ultimately become incorporated into an individual’s identity. To highlight the multifaceted nature of risk, the chapter examines the experiences of Black youths in urban areas and the radiating effects of the exogenous shocks on youths’ domains of development. The authors call for new avenues of study and the provision of risk-mitigating supports to ensure cultivation of productive adaptive coping strategies, which enhance diverse youths’ positive identity outcomes.
- Type
- Chapter
- Information
- The Cambridge Handbook of the Development of Coping , pp. 581 - 594Publisher: Cambridge University PressPrint publication year: 2023
References
Andrasfay, T., & Goldman, N. (2021). Reductions in 2020 US life expectancy due to COVID-19 and the disproportionate impact on the Black and Latino populations. Proceedings of the National Academy of Sciences of the United States of America, 118(5), Article e2014746118. https://doi-org.proxy.uchicago.edu/10.1073/pnas.2014746118Google Scholar
Arias, E., Tejada-Vera, B., Kochanek, K. D., & Ahmad, F. B. (2022). Provisional life expectancy estimates for 2021. Vital Statistics Rapid Release, no. 23. National Center for Health Statistics. https://doi.org/10.15620/cdc:118999Google Scholar
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480. https://doi.org/10.1037/0003-066X.55.5.469Google Scholar
Becker, G. (1964). Human capital: A theoretical and empirical analysis with special reference to education. University of Chicago Press.Google Scholar
Ben-Zur, H. (2009). Coping styles and affect. International Journal of Stress Management, 16(2), 87–101. https://doi.org/10.1037/a0015731Google Scholar
Berg, L., Rostila, M., & Hjern, A. (2016). Parental death during childhood and depression in young adults – a national cohort study. Journal of Child Psychology & Psychiatry, 57(9), 1092–1098. https://doi-org.proxy.uchicago.edu/10.1111/jcpp.12560CrossRefGoogle ScholarPubMed
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–742. https://doi.org/10.1037/0012-1649.22.6.723Google Scholar
Chetty, R., Hendren, N., Kline, P., Saez, E., & Turner, N. (2014). Is the United States still a land of opportunity? Recent trends in intergenerational mobility. American Economic Review, 104(5), 141–147. https://doi.org/10.3386/w19844Google Scholar
DeLuca, S., Clampet-Lundquist, S., & Edin, K. (2016). Coming of age in the other America. Russell Sage Foundation.Google Scholar
Folkman, S., & Moskowitz, J. T. (2004). Coping: Pitfalls and promise. Annual Review of Psychology, 55, 745–774. https://doi.org/10.1146/annurev.psych.55.090902.141456Google Scholar
Goldstein, J. (2013, August 12). Judge rejects New York stop and frisk policy. The New York Times. https://www.nytimes.com/2013/08/13/nyregion/stop-and-frisk-practice-violated-rights-judge-rules.htmlGoogle Scholar
Hall, J. (2020). Parenting with the hyperghetto carceral complex: Making meaning of youth behavior and parental identity [Unpublished doctoral dissertation]. University of Chicago.Google Scholar
Kidman, R., Margolis, R., Smith-Greenaway, E., & Verdery, A. M. (2021). Estimates and projections of COVID-19 and parental death in the US. JAMA Pediatrics, 175(7), 745–746. https://doi.org/10.1001/jamapediatrics.2021.0161Google Scholar
Lordan, R., Fitzgerald, G. A., & Grosser, T. (2020). Reopening schools during COVID-19. Science, 369(6508), Article 1146. https://doi.org/10.1126/science.abe5765Google Scholar
Matud, M. (2004). Gender differences in stress and coping. Personality and Individual Differences, 37(7), 1401–1415. https://doi.org/10.1016/j.paid.2004.01.010Google Scholar
Moreland, A. D., & Dumas, J. E. (2008). Evaluating child coping competence: Theory and measurement. Journal of Child and Family Studies, 17(3), 437–454. https://doi.org/10.1007/s10826-007-9165-yGoogle Scholar
Nabunya, P., & Ssewamala, F. M. (2014). The effects of parental loss on the psychosocial wellbeing of AIDS-orphaned children living in AIDS-impacted communities: Does gender matter? Children and Youth Services Review, 43, 131–137. https://doi.org/10.1016/j.childyouth.2014.05.011Google Scholar
Nichols Lodato, B., Hall, J. N., & Spencer, M. B. (2021). Vulnerability and resiliency implications of human capital and linked inequality presence denial perspectives: Acknowledging Zigler’s contributions to child well-being. Development and Psychopathology, 33(2), 684–699. https://doi.org/10.1017/S0954579420001893Google Scholar
Nichols Lodato, B., Harris, K., & Spencer, M. B. (2021). Human development perspectives on public urban education. In Milner IV, H. R. & Lomotey, K. (Eds.), Handbook of urban education (2nd ed., pp. 84–96). Taylor & Francis.Google Scholar
PSID. (2017, May). PSID main interview user manual: Release 2017. Institute for Social Research, University of Michigan. https://psidonline.isr.umich.edu/data/Documentation/UserGuide2015.pdfGoogle Scholar
Roberts, D. E. (1997). Unshackling Black motherhood. Michigan Law Review, 95(4), 938. https://repository.law.umich.edu/mlr/vol95/iss4/8CrossRefGoogle Scholar
Roberts, D. E. (2012). Prison, foster care, and the systemic punishment of Black mothers. UCLA Law Review, 59, 1474. U of Penn Law School, Public Law Research Paper No. 12-45. https://ssrn.com/abstract=2184329Google Scholar
Santiago, C. D., Etter, E. M., Wadsworth, M. E., & Raviv, T. (2012). Predictors of responses to stress among families coping with poverty-related stress. Anxiety, Stress & Coping, 25(3), 239–258. https://doi.org/10.1080/10615806.2011.583347Google Scholar
Schultz, T. W. (1961). Investment in human capital. The American Economic Review, 51(1), 1–17.Google Scholar
Seaton, G. (2007). Toward a theoretical understanding of hypermasculine coping among urban Black adolescent males. Journal of Human Behavior in the Social Environment, 15(2), 367–390. https://doi.org/10.1300/J137v15n02_21Google Scholar
Spencer, M. B. (1985). Cultural cognition and social cognition as identity factors in Black children’s persona-social growth. In Spencer, M. B, Brookins, G. K., & Allen, W. R. (Eds.), Beginnings: The social and affective development of Black children (pp. 215–230). Erlbaum.Google Scholar
Spencer, M. B. (1995). Old issues and new theorizing about African American youth: A phenomenological variant of ecological systems theory. In Taylor, R. L. (Ed.), African-American youth: Their social and economic status in the United States (pp. 37–69). Praeger.Google Scholar
Spencer, M. B. (1999). Social and cultural influences on school adjustment: The application of an identity-focused cultural ecological perspective. Educational Psychologist, 34(1), 43–57. https://doi.org/10.1207/s15326985ep3401_4Google Scholar
Spencer, M. B. (2006). Phenomenology and ecological systems theory: Development of diverse groups. In Lerner, R. M. & Damon, W. (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 829–893). Wiley.Google Scholar
Spencer, M. B. (2008). Phenomenology and ecological systems theory: Development of diverse groups. In Damon, W. & Lerner, R. M. (Eds.), Child and adolescent development: An advanced course (pp. 696–735). Wiley.Google Scholar
Spencer, M. B. (2022). What you ignore, becomes empowered: Social science traditions weaponized to resist resiliency research opportunities. In Hood, S. L., Frierson, H. T., Hopson, R. K., & Arbuthnot, K. N. (Eds.), Race and culturally responsive inquiry in education (pp. 63–80). Harvard Education Press.Google Scholar
Spencer, M. B., Cunningham, M., & Swanson, D. P. (1995). Identity as coping: Adolescent African-American males’ adaptive responses to high-risk environments. In Harris, H. W., Blue, H. C., & Griffith, E. H. (Eds.), Racial and ethnic identity (pp. 31–52). Routledge.Google Scholar
Spencer, M., Dupree, D., & Hartmann, T. (1997). A phenomenological variant of ecological systems theory (PVEST): A self-organization perspective. Development and Psychopathology, 9(4), 817–833. https://doi.org/10.1017/s0954579497001454Google Scholar
Spencer, M. B., Dupree, D., Swanson, D. P., & Cunningham, M. (1996). Parental monitoring and adolescents’ sense of responsibility for their own learning: An examination of sex differences. Journal of Negro Education, 65(1), 30–43. https://doi.org/10.2307/2967366Google Scholar
Spencer, M. B., Harpalani, V., Cassidy, E., Jacobs, C., Donde, S., Goss, T. N., Muñoz-Miller, M. M., Charles, N., & Wilson, S. (2006). Understanding vulnerability and resilience from a normative development perspective: Implications for racially and ethnically diverse youth. In Cicchetti, D. & Cohen, D. J. (Eds.), Handbook of developmental psychopathology: Vol. 1. Theory and method (2nd ed., pp. 627–672). Wiley Publishers.Google Scholar
Spencer, M. B., Harpalani, V., Fegley, S., Dell’Angelo, T., & Seaton, G. (2002). Identity, self, and peers in context: A culturally-sensitive, developmental framework for analysis. In Lerner, R. M., Jacobs, F., & Wertlieb, D. (Eds.), Handbook of applied developmental science: Promoting positive child, adolescent, and family development through research, policies, and programs (Vol. 1, pp. 123–142). Sage Publications.Google Scholar
Stevenson, H. (1997). “Missed, dissed, and pissed”: Making meaning of neighborhood risk, fear, and anger management. Cultural Diversity and Mental Health, 3(1), 37–52. https://doi.org/10.1037/1099-9809.3.1.37CrossRefGoogle ScholarPubMed
US Census Bureau. (2015). 2010–2014 American community survey 5-year estimates. https://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_16_5YR_S1501&src=ptGoogle Scholar
Verdery, A. M., Smith-Greenaway, E., Margolis, R., & Daw, J. (2020). Tracking the reach of COVID-19 kin loss with a bereavement multiplier applied to the United States. Proceedings of the National Academy of Sciences of the United States of America, 117(30), 17695–17701. https://doi.org/10.1073/pnas.2007476117Google Scholar
Yancy, C. W. (2020). COVID 19 and African Americans. Journal of the American Medical Association, 323(19), 1891–1892. https://doi:10.1001/jama.2020.6548Google Scholar