Complicating the Impact of John Henryism and Campus Engagement’s Impact on Black American and Black Immigrant Student Psychoeducational Outcomes

Abstract

This study examined how institutional and interpersonal racial-related stressors (IRRS), John Henryism (JH), and campus engagement shape the psychological and academic outcomes of 298 Black college students. Grounded in the biopsychosocial model of racism, we explored whether JH mediates the relationship between IRRS and student outcomes, and whether campus engagement moderates these associations. Findings revealed that higher IRRS was linked to increased depressive and anxious symptoms, and lower academic efficacy and GPA. JH partially mediated the relationship between IRRS and academic outcomes, suggesting it may function as a double-edged sword—both promoting resilience and contributing to stress. Campus engagement, while positively associated with some outcomes, did not significantly moderate the effects of IRRS. These findings underscore the complex ways Black students navigate racial stress and coping within higher education and highlight the importance of culturally specific supports to promote well-being and academic success.

Keywords

Black Americans Black immigrants John Henryism psychoeducational outcomes academic achievement college students

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