McWhirter, BenedictFleming, Maureen2024-12-192024-12-192024-12-19https://hdl.handle.net/1794/30309The current study utilizes the Racial Encounter Coping Appraisal and Socialization Theory (RECAST) to examine Racial Stress Appraisal (RSA) and Racial Coping Self-Efficacy (RCSE) in youth. This study adds to current understanding of what contributes to the development of RSA and RCSE skills in an effort to support interventions aimed at increasing these capabilities. Data from 301 diverse high school students from three different high schools in the United States was collected through the Racial Empowerment Collaborative research and training center at the University of Pennsylvania. In this study we validated a measure of RSA and RCSE, gleaning factors from each. We then examined if student participants, based on the type of school they attend, varied in their RCSE, RSA, and factor levels. RSA factors included Racial Threat Appraisal and Racial Support Appraisal. Students from the majority White, high socioeconomic status (SES) school reported significantly lower Racial Threat Appraisal and significantly higher Racial Support Appraisal levels than students from the schools with more students of color and greater variability in SES. These results demonstrate how support, racial coping, and stress management skills may help mitigate ongoing interpersonal harm caused by racially stressful experiences among youth. Implications for intervention implementation and future research are discussed.en-USAll Rights Reserved.High School StudentsRacial Coping Self-EfficacyRacial StressRacial Stress AppraisalRacismRecast TheoryElectronic Thesis or Dissertation