Citation

Grange JJPL, Botha KFH. J. Psychol. Afr. 2019; 29(1): 30-38.

Copyright

(Copyright © 2019, Informa - Taylor and Francis Group)

DOI

10.1080/14330237.2019.1567993

PMID

unavailable

Abstract

This study explored the race-related self-regulation strategies of eight Indian South African university students (females: n = 4) attending a historically white university. Interactive qualitative analysis of their race-related experiences revealed that the students felt that they had been judged as being different, which resulted in overwhelming unwanted emotions, primarily anger and sadness. Moreover, the students reported the use a range of self-regulation strategies (such as introspection, engaging with trusted others, managing the situation, tolerating the experience of being judged, and making friends with people from other races) in a specific sequence to enhance their social acceptance on the campus. The findings suggest that adaptive self-regulation may enhance the social outcomes of historically disadvantaged, racial minority students.

Language: en

Keywords

Indian South African; Interactive Qualitative Analysis; racial minority; self-regulation; student; university