Search

School psychology scholars argue that diversifying the profession will advance equity and social justice. Yet, nontraditional and racially and ethnically minoritized students are underrepresented in school psychology programs. These diverse college students bring complex identities that may complicate as well as enrich their paths to achievement. This is a challenge as higher education environments often do not optimize support for these students. To address this challenge, we investigated the influence of a school-based task on cognitive engagement, subjective task value, positive and negative emotions, identities, and context-sensitive high-effort coping called John Henryism in 294 U.S. college students. Correlation and regression analysis demonstrated a strong relationship between John Henryism and subjective task value. Latent profile analysis and follow-up logistic regression demonstrated that older and Latinx students predicted membership in the group that was high in John Henryism and subjective task value. We discuss theoretical and practical implications of this work in better understanding the mixed consequences of achievement motivation, contextualizing subjective task value using John Henryism, and recommendations for higher education institutions.

This study examined how students from historically marginalized identity groups (i.e., Black and Latinx, females, and first-generation college students) engage momentarily in a school-based task. We explored how John Henryism, defined as effortful, active coping as a response to environmental stress, and growth and fixed mindset mediate the relationship between identity groups and momentary engagement outcomes (i.e., positive/negative emotions and cognitive engagement). Findings from two structural equation models--one including John Henryism as a mediating latent construct and one without--demonstrated that only John Henryism mediated the relationship between historically underrepresented groups and positive momentary engagement (i.e., increased cognitive engagement and positive emotions, while lowering negative emotions) while growth mindset did not. These findings suggest that John Henryism and growth mindset may work together to buffer environmental stressors that affect historically underrepresented students' academic success.

The current study examined how COVID-19 impacted urban college students' engagement in their schoolwork and whether John Henryism mediated the relationship among demographic variables and engagement. Results demonstrated that John Henryism is a significant predictor of all three engagement outcomes (absorption, dedication, and vigor) and mediated the relationship between historically underrepresented students (Black and Latinx) and their vigor for engaging in schoolwork. Three themes emerged from the qualitative analysis: intrapersonal, interpersonal, and contextual challenges. This study adds another dimension to the coping strategies urban college students are using to stay engaged in their schoolwork during the pandemic.

John Henryism (JH), named after the American folk hero John Henry, is a construct characterised by a behavioural predisposition for high-effort coping with psychosocial stressors. While it has been rigorously studied in the health sciences, little empirical research has focused on how JH emerges within educational contexts, specifically during schoolwork. This exploratory study investigated factors related to JH--race/ethnicity, gender, first-generation college student status, and high-effort coping--on school-based cognitive and emotional engagement. Results revealed that high JH scores predicted positive cognitive and emotional momentary engagement, particularly for racial/ethnic minorities and first-generation college students. Furthermore, in comparing our subsample of first-generation females with our overall sample of female students, we learned that JH had a greater positive influence on first-generation females' momentary engagement than on that of the overall sample of female students. Findings suggest that historically marginalised groups may regularly rely on JH to cope with systemic inequality in school activities.

This study explored the integration of John Henryism—defined as effortful, active coping in response to environmental stress—into control-value theory. Specifically, we were interested in how this process differed among identity groups. We used measures of John Henryism (JHAC-12), control-value theory, and momentary engagement (Record of Experience) on a school-based task. Results demonstrated the following: identifying as a first-generation college student predicted John Henryism; value significantly predicted cognitive engagement and positive emotion; and perceived control lowered negative emotions. Identifying as a first-generation college student corresponded to higher levels of John Henryism and control. Identifying as female led to a decrease in positive emotions, but an increase in value. Similarly, identifying as a Black student was associated with a decrease in control, but also a decrease in negative emotions. Indirect effects showed that identifying as a first-generation college student led to an increase in John Henryism followed by (1) an increase in value, (2) an increase in perceived control, or (3) an increase in value with attendant positive emotions. Findings indicate that John Henryism integrates into control-value theory and contributes to momentary engagement on a school-based task.

This study examined how students from historically marginalized identity groups (i.e., Black and Latinx, females, and first-generation college students) engage momentarily in a school-based task. We explored how John Henryism, defined as effortful, active coping as a response to environmental stress, and growth and fixed mindset mediate the relationship between identity groups and momentary engagement outcomes (i.e., positive/negative emotions and cognitive engagement). Findings from two structural equation models—one including John Henryism as a mediating latent construct and one without—demonstrated that only John Henryism mediated the relationship between historically underrepresented groups and positive momentary engagement (i.e., increased cognitive engagement and positive emotions, while lowering negative emotions) while growth mindset did not. These findings suggest that John Henryism and growth mindset may work together to buffer environmental stressors that affect historically underrepresented students' academic success. [ABSTRACT FROM AUTHOR]

At the intersection of race and gender, Black men encounter conflicting and often stress-inducing gender norms. Research suggests Black men may utilize John Henryism Active Coping (JHAC), a culturally-relevant strategy to manage stress. However, little is known about how incarcerated Black men cope with gender role conflict (GRC) and resulting psychological distress. To better understand stressors and coping strategies among Black male prisoners, the current study examined the relationships between GRC, anxiety, and JHAC among N = 193 incarcerated Black men nearing community reentry. Hierarchical linear regression results showed length of incarceration, GRC, and anxiety were all negatively associated with JHAC. Full-time employment prior to incarceration was positively associated with JHAC. Moderation analyses indicated anxiety increased the strength of the negative association between GRC and JHAC. Implications highlight incarcerated Black men may benefit from interventions that encourage active coping strategies to manage gender-related stress and anxiety., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Henryism as a construct draws comparisons to what is commonly referred to as respectability politics, or the active adoption of standards rooted in whiteness as a regulatory instrument of one's behavior and emotions. This manuscript will bring Henryism and respectability politics into conversation in an effort to illuminate the paradox of achievement for Black educators and professionals. By examining the experiences of Black women in higher education wrestling with racial battle fatigue, I uncover the essence and possibilities of what E. Frances White calls the 'double-edged nature of the politics of respectability', recognizable as "organized anxiety," a discourse of resistance and simultaneously an investment in stereotypes about Black people.

Objective: To examine whether John Henryism Active Coping (JHAC) is a protective risk factor for distress during the COVID‐19 pandemic and whether this association differs by race/ethnicity. Methods: Data were collected as part of the 2020 National Blair Center Poll. Higher scores on JHAC measured a greater behavioral predisposition to cope actively and persistently with difficult psychosocial stressors and barriers of everyday life. Results: High JHAC was associated with lower odds for feeling worried and for feeling afraid when thinking about COVID‐19. These associations differed across race/ethnicity such that having a greater JHAC behavioral predisposition to coping was inversely associated with feelings of distress when thinking about the COVID‐19 pandemic only among whites and Hispanics, but not among African Americans. Conclusion: Our findings have important implications as the COVID‐19 pandemic continues into 2022 and psychological distress may linger and increase due to unprecedented economic and social impacts. [ABSTRACT FROM AUTHOR]

ObjectivesThe John Henryism (JH) hypothesis suggests that, under adverse social and economic conditions, high-effort coping styles that reflect hard work and determination may contribute to elevated blood pressure. Results from tests of this hypothesis have been mixed, with variations by region, urban versus rural areas, race, gender, and age. The majority of studies reporting that socioeconomic position modifies associations between JH and blood pressure have been for non-Latino Blacks in rural communities. In contrast, most studies conducted in urban areas report little support for the JH hypothesis. Few studies have been conducted in samples that include Latinos. We extend previous research by testing the JH hypothesis in a multi-ethnic, low-to-moderate income urban community.DesignWe used multivariate linear regression to test the hypothesis that associations between JH and blood pressure were modified by income, education, or labor force status in a multi-ethnic (non-Latino Black, Latino, non-Latino White) sample (N=703) in Detroit, Michigan. The outcome measures were systolic (SBP) and diastolic blood pressure (DBP).ResultsJohn Henryism was associated with higher SBP (β=3.92, P=.05), but not DBP (β=1.85, P=.13). These associations did not differ by income, education, or labor force status. Results did not differ by race or ethnicity.ConclusionsJohn Henryism is positively associated with SBP in this multi-ethnic, low-to-moderate income sample. This association did not differ by income, education, or labor force status. Results are consistent with studies conducted in urban communities, finding limited evidence that associations between JH and blood pressure vary by socioeconomic position.

School psychology scholars argue that diversifying the profession will advance equity and social justice. Yet, nontraditional and racially and ethnically minoritized students are underrepresented in school psychology programs. These diverse college students bring complex identities that may complicate as well as enrich their paths to achievement. This is a challenge as higher education environments often do not optimize support for these students. To address this challenge, we investigated the influence of a school‐based task on cognitive engagement, subjective task value, positive and negative emotions, identities, and context‐sensitive high‐effort coping called John Henryism in 294 U.S. college students. Correlation and regression analysis demonstrated a strong relationship between John Henryism and subjective task value. Latent profile analysis and follow‐up logistic regression demonstrated that older and Latinx students predicted membership in the group that was high in John Henryism and subjective task value. We discuss theoretical and practical implications of this work in better understanding the mixed consequences of achievement motivation, contextualizing subjective task value using John Henryism, and recommendations for higher education institutions. Practitioner Points: Contextualizing students' subjective task value through John Henryism, an effortful coping strategy, can help institutions identify ways to better support the needs of students from multiple minoritized backgrounds. This may help to advance commitments to diversity and equity in school psychology research and practice, an important direction for the field.Older, Latinx, and female students are more likely to rate highly on subjective task value and John Henryism, suggesting that students from nontraditional or minoritized backgrounds may be highly motivated but may also engage in effortful coping with paradoxical outcomes. Intentionally supporting these students may help to address current challenges in the school psychology pipeline. Additionally, supporting these students may help to diversify the school psychology field in ways that will better support students and families from minoritized backgrounds.Institutions should work to understand and support students in ways that value their complex identities through high‐touch, adaptive mentorship programs and other strategies. [ABSTRACT FROM AUTHOR]

The aim of this paper is to examine whether the way one copes with stressful situations, as measured by John Henryism Active Coping (JHAC), influences behavioral responses to the pandemic, such as whether they engaged in mask wearing, social distancing, and hand washing. The data for this study come from the 2020 Blair Center Poll, which was conducted by the Blair Center of Southern Politics and Society at the University of Arkansas. Results show that high JHAC had a significant effect on COVID-19 policy compliance. Additionally, there was an interaction effect between JHAC and race on COVID-19 policy compliance. This effect was significant for only African Americans and Hispanics-not Whites. In other words, among African Americans and Hispanics, high JHAC had a significant effect on their compliance with COVID-19 policies. These findings suggest that coping structures policy compliance during the COVID-19 pandemic., (© 2023 Wiley Periodicals LLC.)

Persons Excluded from science because of Ethnicity and Race (PEERs) face chronic exposure to interpersonal stressors, such as social discrimination, throughout their scientific careers, leading to a long-term decline in physical and mental health. Many PEERs exhibit John Henryism, a coping mechanism to prolonged stress where an individual expends higher levels of effort and energy at the cost of their physical and mental health. In this article, we discuss how social dominance may increase John Henryism within the STEM community; the causes, effects and costs of John Henryism; and highlight solutions to combat these social adversity stressors within the academic institution. [ABSTRACT FROM AUTHOR]

Objectives: Discrimination is a major contributor to health disparities between Black and White older adults. Although the health effects of discrimination are well established, less is known about factors that may intervene in the discrimination-health connection, such as coping strategies. The study aim was to determine whether John Henryism (JH; high-effort coping) moderates the association between racial discrimination and hypertension in nationally representative samples of older African Americans and Caribbean Blacks., Methods: The analytic sample was drawn from the National Survey of American Life-Reinterview, which was conducted 2001-2003, and included African Americans (N = 546) and Caribbean Blacks (N = 141) aged 55 and older. Study variables included racial discrimination, JH, and hypertension. Logistic regressions, which controlled key sociodemographic differences, were used to test the study aim., Results: Among both Black ethnic groups, discrimination and JH were not associated with hypertension. For African Americans low and moderate in JH, discrimination was unrelated to hypertension; discrimination was positively associated with hypertension for African Americans high in JH. For Caribbean Blacks, discrimination was positively associated with hypertension among respondents low in JH. Among Caribbean Blacks moderate and high in JH, discrimination was not associated with hypertension., Discussion: The findings indicate that JH, in the face of discrimination, is associated with hypertension of older African Americans but may be an effective coping strategy for older Caribbean Blacks due to cultural and sociodemographic differences between the 2 ethnic groups. Future research should investigate the differing mechanisms by which JH influences health in heterogeneous older Black populations., (© The Author(s) 2021. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)