College is stressful for everyone, but for Black men, the experience often comes with additional layers of complexity that their peers might not face. A recent study from the University of Michigan sheds light on how Black college men cope with stress, revealing strategies that range from healthy engagement to concerning patterns of avoidance and isolation.
The research, published in the American Journal of Orthopsychiatry, interviewed 11 Black men aged 18-25 at a Midwest college to understand how they manage the unique pressures of college life. What emerged was a nuanced picture of resilience, struggle, and the critical importance of social support networks.
The Reality of Stress for Black College Men
The stressors facing Black college men extend beyond midterms and final exams. These students navigate academic demands while also dealing with racial discrimination, financial pressures, and the weight of representing their communities in predominantly white spaces. Some participants described feeling like they had to be constantly “on” – managing not only their own expectations but also those of family members who view their college success as crucial for breaking the cycle of poverty.
One participant captured this pressure perfectly: “I rarely talk to anybody like that, you know. I like to just stay to myself, just breathe. I do a couple of things that I feel will make me feel a little bit comfortable. But as far as talking to somebody or showing them exactly what is going on with me, I feel like I do not do that as often.”
This quote illustrates a key finding from the study: many Black college men feel isolated in their stress, believing they need to handle everything on their own.
Three Distinct Approaches to Coping
The researchers identified three main ways these students managed stress, each with distinct implications for their mental health and academic success.
Isolated Coping: Going It Alone
The first approach involved students essentially managing stress on their own. This included two main patterns: relying entirely on self and what researchers called “anger-resentment-frustration.”
Students using self-reliance often felt they couldn’t or shouldn’t share their problems with others. They described breathing exercises, taking time alone, or simply trying to push through challenging moments without external support. While self-reliance can demonstrate strength, it can also leave students without the crucial emotional support they need when they need it most.
The anger-resentment-frustration pattern was particularly concerning. These students described internalizing their stress and frustration, often about racial issues or academic pressures, without healthy outlets for expression. One participant noted how Black men in his life dealt with stress: “I think he’s kind of depressed…So I think he’s kind of depressed, a little. He’ll have resentment.”
Engaged Coping: Reaching Out and Staying Active
The second major approach involved students actively engaging with others and activities to manage stress. This included social interactions, hobbies, physical activities, and even substance use.
Many participants found relief through conversations with family members, friends, or romantic partners. They described talking through problems, seeking advice, or simply having someone listen. Physical activities like basketball, going to the gym, or other sports provide both stress relief and a sense of accomplishment.
However, this category also included concerning behaviors like substance use and fighting. Some students described using alcohol or drugs as coping mechanisms, while others talked about physical altercations as ways to release tension. One participant mentioned how some Black men in his community dealt with stress: “like how Black people are here killing each other, I feel like that’s their outlet. And like smoking weed and getting drunk, just stuff like that.”
This shows how even “engaged” coping can include both healthy and potentially harmful strategies.
Disengaged Coping: Checking Out
The third approach involved various forms of disengagement – essentially trying to avoid or minimize stress rather than directly confronting it. This included simply accepting situations without trying to change them, avoiding dealing with emotions, cutting off from feelings, or hiding emotions from others.
Students using disengaged coping often described just “letting things go” or trying not to think about their problems. While this might provide temporary relief, it usually meant that underlying issues remained unresolved. One participant explained: “I just might play a game, watch a movie, or chill with somebody…but as far as actually showing it, talking to somebody about it, researching it, I do not want to push it away.”
This avoidance strategy, while understandable, often prevented students from getting the help they needed or developing more effective long-term coping skills.
The Role of Masculinity and Cultural Expectations
A thread running through all these coping strategies was the influence of masculine ideals and cultural expectations. Many participants felt pressure to appear strong, self-sufficient, and in control – characteristics often associated with traditional masculinity. This pressure sometimes prevented them from seeking help or showing vulnerability, even when they were struggling.
One student captured this tension when discussing how a “masculine man” would deal with mental health issues: “Would take it like a burden of imbalance as if there were the only one who could handle it. That is not to say that’s what I think a masculine person should do, that’s just what I’ve observed.”
This observation highlights how cultural messages about masculinity can work against mental health and effective coping.
The Importance of Social Support
Despite the tendency toward isolation that many participants described, the study revealed that social support was crucial for those who used it effectively. Students who maintained connections with family, friends, or romantic partners often had better ways of processing stress and finding solutions to their problems.
The research suggests that informal support networks—friends, family members, and romantic partners—were often more accessible and trusted than formal campus resources, such as counseling centers. This has important implications for how colleges design support services for Black male students.
Implications for Students, Families, and Institutions
For Black College Men
The findings suggest that developing a toolkit of healthy coping strategies is crucial. While self-reliance has its place, completely isolating oneself can be counterproductive. Building and maintaining social connections – whether with family, friends, or mentors – provides crucial emotional support during stressful times.
It’s also important to recognize that seeking help isn’t a sign of weakness. The pressure to appear strong and self-sufficient, while understandable given societal expectations, shouldn’t prevent access to resources that could be genuinely helpful.
For Families and Communities
Families and communities play a crucial role in supporting Black college men. Creating environments where these students feel comfortable sharing their struggles, without judgment, can make a significant difference in their ability to cope with stress effectively.
Communities should also work to challenge harmful stereotypes about masculinity that discourage help-seeking behavior. Redefining strength to encompass emotional intelligence and the wisdom to seek support when needed could have a lasting, positive impact.
For Colleges and Universities
Institutions need to recognize that Black male students may be dealing with stressors that go beyond typical college challenges. Support services should be culturally relevant and acknowledge the unique pressures these students face.
The study suggests that informal support networks are often more trusted than formal services. Colleges might consider ways to strengthen peer support programs or create more informal, culturally sensitive spaces where Black male students can connect with others who understand their experiences.
Training counselors and support staff to understand the intersection of race, gender, and stress could also improve the effectiveness of mental health services for this population.
Looking Forward
This research offers valuable insights into how Black college men navigate stress, while also raising important questions for future investigation. How do these coping strategies change over time? What role do different campus environments play in shaping stress and coping patterns? How can institutions better support healthy coping while respecting students’ preferences for informal support networks?
Understanding how Black college men cope with stress isn’t just an academic exercise – it’s crucial for supporting the success and well-being of a population that faces unique challenges in higher education. By recognizing both the strengths and vulnerabilities in how these students manage stress, we can work toward creating more supportive environments that honor their resilience while providing the resources they need to thrive.
The stories shared in this research remind us that behind every statistic about college retention or mental health is a young person navigating complex pressures while trying to build a future. Supporting their success requires understanding not just what they’re going through, but how they’re making sense of and responding to those experiences.
Reference:
Goodwill, Janelle R., Daphne C. Watkins, Natasha C. Johnson, and Julie Ober Allen. “An Exploratory Study of Stress and Coping Among Black College Men.” American Journal of Orthopsychiatry 88, no. 5 (2018): 538-549.