An exploratory examination of the associations among racial and ethnic discrimination, racial climate, and trauma-related symptoms in a college student population.

Abstract

In this study, we examined the association among perceptions of racial and/or ethnic discrimination, racial climate, and trauma-related symptoms among 289 racially diverse college undergraduates. Study measures included the Perceived Stress Scale, the Perceived Ethnic Discrimination Questionnaire, the Posttraumatic Stress Disorder Checklist-Civilian Version, and the Racial Climate Scale. Results of a multivariate analysis of variance (MANOVA) indicated that Asian and Black students reported more frequent experiences of discrimination than did White students. Additionally, the MANOVA indicated that Black students perceived the campus racial climate as being more negative than did White and Asian students. A hierarchical regression analysis showed that when controlling for generic life stress, perceptions of discrimination contributed an additional 10% of variance in trauma-related symptoms for Black students, and racial climate contributed an additional 7% of variance in trauma symptoms for Asian students.

The 2017–2018 Psi Chi Presidential Initiative: Help Helped Me

“…The period of emerging adulthood-between the ages of 18 and 25-is characterized by identity exploration, which may be a challenging developmental stage for college students who are bicultural (Phinney, 2006). Compared to their monocultural peers, bicultural college students face more difficulties resulting from the transition to a new cultural environment such as a mismatch between personal and university values, racial discrimination, and challenges maintaining ties to heritage communities (Carter, Locks, & WinkleWagner, 2013;Pieterse, Carter, Evans, & Walter, 2010;Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012). These struggles can manifest as increased internalizing symptoms and antisocial behavior (Arbona & Jimenez, 2014;Miller, Yang, Farrell, & Lin, 2011;Park, Schwartz, Lee, Kim, & Rodriguez, 2013).…”

Faculty Women of Color Micro-invalidations at White Research Institutions: A case of Intersectionality of Institutional Betrayal and Critical Race Theory

“…These comments and actions are designed to undermine the legitimacy of their targeted victims, and, when combined with racialized microaggressions, their primary aim is to denigrate Faculty Women of Color -to reject and to quash them completely. Numerous studies have repeatedly shown that such scornful, offensive remarks and actions can exert a negative impact on individuals' emotional and physical health, affecting performance and productivity (Flores, Tschann, Dimas, Pasch, & de Groat, 2010;Lambert, Herman, Bynum, & Ialongo, 2009;Pieterse, Carter, Evans, & Walter, 2010;Wei, Alvarez, Ku, Russell, & Bonett, 2010). When Faculty Women of Color are confronted with such microaggressions daily, they envision themselves within an oppressive environment, one that neither respects nor protects them.…”

Development of the Global-Self Through Collegiate Recreational Sports

“…Sport plays a role in supporting racial and ethnic identity development in higher education, which in turn helps promote cultural understanding (Beamon, 2014;Karkouti, 2015;Pieterse, Carter, Evans, & Walter, 2010). The development of racial and ethnic identity in higher education is important, but research on the nexus of international students, sports, and the development of racial and ethnic identity is limited.…”

“…While stereotyping of varsity athletes often carries negative connotations over to off-the-field activities (Beamon, 2014;Feltz, Schneider, Hwang, & Skogsberg, 2013;Simons, Bosworth, Fujita, & Jensen, 2007), participation in student affairs activities like recreational sports in higher education can help at-home students understand their racial and ethnic identity (Karkouti, 2015;Pieterse et al, 2010).…”