Academic affect shapes the relationship between racial discrimination and longitudinal college attitudes

Durkee, Myles I.; Perkins, Tiani R.; Hope, Elan C.

doi:10.1007/s11218-020-09602-x

Cited by 8 publications

(4 citation statements)

References 40 publications

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“…Evidence have strongly indicated that racial microaggressions are psychologically and physically costly for BIPoC students; therefore, there is a critical need for rigorous investigation of its impact, particularly around academic implications. Durkee et al ( 2021 ) found that experiences with racial microaggressions taking place in school were not only associated with poorer mental health but also predicted lower academic achievement and school satisfaction. Racial microaggressions seem to negatively impact BIPoC’s overall physical, psychological, and emotional well-being.…”

Section: “Alien In One’s Own Land”: Racial Microaggressions For Latin...mentioning

confidence: 99%

Assumptions of immigration status: A moderated mediation analysis of racial microaggressions and internalization impacting latinx and asian college students

2023

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Racial oppression in the United States has changed many forms post-2016 elections, including anti-immigrant sentiments towards highly visible immigrant communities, such as Latinx and Asian people. The weaponization of immigration status against Latinx and Asian people in the U.S. has increased drastically post-2016 and equity researchers have responded with scholarship primarily addressing the systemic and macro levels of these oppressive behaviors. Less is known during this period about the shifts of everyday racism-related attacks — such as racial microaggressions. Racial microaggressions are daily stressors that can severely impact the targets’ well-being and people of color often engage in coping strategies to disarm and neutralize these stressors. The internalization of these degrading and stereotypical messages is a common coping strategy with people of color adopting these negative images into their self-view. Using a sample ( N = 436) collected in the Fall of 2020, we unpack the relationships between immigration status microaggressions, psychological distress, and internalization among Latinx and Asian college students. We compared the frequencies of immigration status microaggressions and psychological distress between Latinx and Asian respondents. We used a conditional (moderated mediation) process model to explore possible significant interactions. Our findings suggested that Latinx, compared to Asian students, significantly reported more experiences of immigration status microaggressions and psychological distress. A mediation analysis showed that internalizing coping strategies partially mediated the relationship between immigration status microaggressions and poor well-being. Finally, a moderated mediation model’s results highlighted that being Latinx moderated the positive relationship between immigration status microaggressions and psychological distress through internalization.

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Section: “Alien In One’s Own Land”: Racial Microaggressions For Latin...mentioning

confidence: 99%

Assumptions of immigration status: A moderated mediation analysis of racial microaggressions and internalization impacting latinx and asian college students

2023

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“…Alternatively, these findings may have been due to low reports of discrimination in this sample compared to those reported in other studies (with the exception of college adult discrimination in Del Toro & Hughes, 2020). Another possibility is that discrimination experiences do not impact college students’ GPA in the short-term, but instead shape academic-related distress and affect that, over time, impacts academic achievement (Cheng et al, 2020; Durkee et al, 2020). Nonetheless, the present study investigated concurrent, longitudinal, and bidirectional associations between discrimination and institution-reported GPA in college students from 92 different high schools, while controlling for precollege GPA and multiple sources of discrimination pre- and posttransition.…”

Section: Discussionmentioning

confidence: 99%

Reciprocal associations of perceived discrimination, internalizing symptoms, and academic achievement in Latino students across the college transition.

Castro¹,

Sasser²,

Sills³

et al. 2024

Cultural Diversity and Ethnic Minority Psychology

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Objective: Despite growing evidence that perceived discrimination negatively impacts underrepresented ethnic–racial college students, there is a lack of longitudinal studies with multiple sources of discrimination as Latinos transition from high school (HS) to college. This study examined changes in peer, adult, and everyday discrimination across the college transition and tested concurrent, prospective, and reciprocal associations between these sources of discrimination, internalizing symptoms, and grade point average (GPA). Method: Latino adolescents (N = 209; Mage at Time 1 = 18.10; 64.4% female; 85.1% Mexican descent) reported on discrimination experiences and internalizing symptoms during their final year of high school and first college semester. Participants’ GPA was obtained from institutional records. Longitudinal data were analyzed using cross-lagged panel models. Results: Adult discrimination remained stable while peer and everyday discrimination decreased from high school to college. All sources of discrimination were concurrently associated with internalizing symptoms, but not GPA, in high school and college. There were positive bidirectional associations between everyday discrimination and internalizing symptoms across the college transition. Adult discrimination during high school predicted increased discrimination from adults and peers in college. First-generation college students reported higher everyday and peer discrimination in college. Conclusions: Latino students’ experiences of everyday and ethnic–racial discrimination in school may be more closely tied to psychological rather than academic adjustment in the first semester of college. First-generation college students and those who experienced higher adult discrimination or internalizing symptoms in high school appear to be more susceptible to increased perceptions of discrimination during the college transition.

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“…A banda de l'abandonament acadèmic, la discriminació pot afectar a altres elements que intervenen en l'experiència acadèmica de l'alumnat de minories, com per exemple a l'autoestima dels i de les estudiants (Durkee et al, 2021;Leath i Chavous, 2018;Nadal et al, 2014). L'autoestima es defineix com l'actitud positiva o negativa i l'avaluació dels pensaments i sentiments en relació amb un mateix o mateixa .…”

Section: Figura 5 Model De Desgast De Beanunclassified

“…Finalment, els resultats mostren que l'alumnat nascut a l'estranger té significativament menys autoestima, sent l'autoestima un predictor significatiu de les intencions d'abandonar els estudis (Durkee et al, 2021;Leath i Chavous, 2018;Nadal et al, 2014). Aquests resultats indiquen que el prejudici té un impacte més enllà de les variables acadèmiques i que pot afectar el benestar emocional i psicològic dels i de les alumnes.…”

Section: Situació De Risc: Minories èTniquesunclassified

L'experiència acadèmica i el benestar de l'estudiantat en situació de risc en estudis STEM

Baltà Salvador

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One of the main goals of the 2030 Agenda for sustainable development is to guarantee quality education for all students, especially the most vulnerable. Engineering studies are a key element in educating and training future generations in the design and development of innovative solutions that contribute to the achievement of the Sustainable Development Goals (SDGs). However, some situations may prevent the provision of quality education for all students. This research explores two of them: (1) students who are part of minority groups, specifically foreign-born students, and (2) learning during an emergency situation. As previous literature has shown, these are two threatening contexts involving multiple factors that can have a negative impact on students, affecting their performance and academic persistence. This thesis aims to provide a better understanding of the factors that intervene in engineering students' educational experience and well-being when they find themselves in these situations to determine how the elements studied can compromise their development and prevent them from benefiting from an equitable and quality education. The research is based on three analytical-descriptive studies, two of them using cross-sectional surveys and one of them using a longitudinal survey. The questionnaires were distributed to undergraduate engineering students at the Universitat Politècnica de Catalunya · BarcelonaTech (UPC). From the data collected, descriptive and inferential statistical methods were used to perform the analysis. The results showed that the risk situations analyzed do indeed have an impact on the well-being and academic experience of the students. Among other detrimental effects, it is worth highlighting the decrease in psychological well-being, such as in students' self-esteem and the feelings of worry, discouragement, discomfort, and vigilance. The situations analyzed also have a significant impact on their learning and academic development, to the point of leading students to drop out of their studies. To address the risks to which students are exposed and mitigate their negative affect, this thesis identifies good practices and recommendations that will help academic institutions develop appropriate support systems. Un dels objectius fonamentals que planteja l’Agenda 2030 per al desenvolupament sostenible és el de garantir una educació de qualitat per a tots els i les estudiants, especialment aquells i aquelles més vulnerables. Els estudis d’enginyeria són una peça clau per tal de formar i capacitar les futures generacions en el disseny i desenvolupament de solucions innovadores que contribueixin a l’assoliment dels Objectius de Desenvolupament Sostenible (ODS). Tanmateix, hi ha situacions que poden impedir que es proporcioni una educació de qualitat per a tot l’alumnat. En aquesta recerca s’exploren dues d’elles: (1) els grups minoritaris, concretament l’estudiant nascut a l’estranger, i (2) l’ensenyament durant una situació d’emergència. Tal com exposa la literatura prèvia, es tracta de dos contextos d’amenaça en els que intervenen múltiples factors que poden tenir un impacte negatiu en l’alumnat, arribant a afectar el seu rendiment i persistència acadèmica. La present tesi té com a propòsit aportar una major comprensió dels factors que intervenen en l’experiència educativa i el benestar de l’estudiant d’enginyeria quan es troben en aquestes situacions per determinar com els elements estudiats poden comprometre el seu desenvolupament i impedir que es beneficiïn d’una educació equitativa i de qualitat. La investigació es desenvolupa a partir de tres estudis analític-descriptius, dos d’ells mitjançant l’ús d’enquestes transversals i un d’ells mitjançant una enquesta longitudinal. Els qüestionaris es van distribuir a estudiants de graus d’enginyeria de la Universitat Politècnica de Catalunya · BarcelonaTech (UPC). A partir de les dades recollides, es van utilitzar mètodes d’estadística descriptiva i inferencial per a realitzar l’anàlisi. Els resultats van mostrar que efectivament les situacions de risc analitzades tenen un impacte en el benestar i l’experiència acadèmica de l’estudiant. Entre altres efectes perjudicials, cal destacar la disminució del benestar psicològic, com per exemple en l’autoestima de l’alumnat i en els sentiments de preocupació, desànim, molèstia i vigilància. Les situacions analitzades també tenen un impacte significatiu en el seu aprenentatge i desenvolupament acadèmic, fins al punt de promoure que els i les estudiants abandonin els estudis. Per fer front als riscos als quals s’exposa l’alumnat i mitigar-ne els efectes negatius, aquesta tesi identifica bones pràctiques i recomanacions que ajudaran a les institucions acadèmiques a desenvolupar sistemes de suport adients.

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Academic affect shapes the relationship between racial discrimination and longitudinal college attitudes

Cited by 8 publications

References 40 publications

Assumptions of immigration status: A moderated mediation analysis of racial microaggressions and internalization impacting latinx and asian college students

Assumptions of immigration status: A moderated mediation analysis of racial microaggressions and internalization impacting latinx and asian college students

Reciprocal associations of perceived discrimination, internalizing symptoms, and academic achievement in Latino students across the college transition.

L'experiència acadèmica i el benestar de l'estudiantat en situació de risc en estudis STEM

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