The Effects of Race-Related Stress, Racial Socialization and Burnout in African American Teachers Who Attended HBCUs vs. PWIs

Prior research has indicated racial socialization (RS) safeguards against race-related stress (RRS). Despite previous investigations, there has been a dearth of scholarship exclusively examining how RRS, RS, and burnout effect African American teachers with divergent collegiate experiences. To illuminate this research gap, this quantitative study used an online survey to examine the predictive role of RRS and RS on burnout in African American teachers (N = 20) who attended HBCUs or PWIs. This study also measured the potential moderating role of collegiate experience on RRS and RS. The respondents were administered the Trauma Symptoms of Discrimination Scale (TSDS), Cultural and Racial Experiences of Socialization (CARES), and Maslach Burnout Inventory-Educator Survey (MBI-ES). The findings concluded that no statistical significance emerged in the predictive role of RRS, RS, and collegiate experiences on burnout. The findings indicated the need for future research into African American teachers’ experiences who attended both a PWI and HBCU, in addition to teachers who attended a PWI or HBCU for both undergraduate and graduate studies.