Discrimination Matters: Relations of Perceived Discrimination to Student Mental Health

Weeks, Mollie R.; Sullivan, Amanda

doi:10.1007/s12310-019-09309-1

Cited by 35 publications

(21 citation statements)

References 43 publications

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“…The association between discrimination and externalizing behaviors is also well documented in youth [52, 53]. Discrimination has been shown to have cumulative effects with childhood trauma experiences and both are increasingly associated to paths to violent radicalization.…”

Section: Discussionmentioning

confidence: 99%

From social adversity to sympathy for violent radicalization: the role of depression, religiosity and social support

et al. 2019

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BackgroundDiscrepancies among studies suggest that the relation between social adversity and sympathy for violent radicalization (SVR) is multifaceted and may differ according to social context. This paper examines the role of depression, religiosity and social support in the relation between social adversity (i.e., discrimination and exposure to violence) and SVR among college students in Quebec, Canada.MethodsA total of 1894 students responded to an online questionnaire posted on the internet of eight colleges. Multilevel analyses were first conducted to account for the clustered nature of the data, followed by mediation and moderation analyses.ResultsFirst generation migrants reported less SVR than second generation youth and non-immigrants. The mediating and/or moderating role of depression, religiosity and social support was examined through causal inference models. Depression mediated the relation between social adversity and SVR, with depression scores accounting for 47% and 25% of the total effect between discrimination and exposure to violence and SVR scores, respectively. Religiosity and social support moderated the association between social adversity and SVR.ConclusionsThese results suggest that prevention programs should consider violent radicalization as a systemic issue which involves both minorities and the majority, although the specific balance between risk and protective factors may be influenced by local dynamics. They also question intervention measures targeting specifically migrants or ethno-cultural communities because of the risk of increasing profiling and stigmatization. Prevention programs should prioritize decreasing discrimination in colleges, as well as the provision of psychosocial support to depressed youth who experience social adversity.

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Section: Discussionmentioning

confidence: 99%

From social adversity to sympathy for violent radicalization: the role of depression, religiosity and social support

et al. 2019

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“…The psychological well-being at school of immigrant students living in poverty is currently an understudied topic in developmental psychology. Nevertheless, this is a vulnerable population characterized by a double minority conditionbeing both immigrants and part of a disadvantaged social group-which makes them more exposed to peer discrimination and psychological distress at school during childhood and adolescence (Weeks & Sullivan, 2019). As pointed out by Mc Andrew et al (2015), a considerable number of immigrant families live below the poverty threshold, as a consequence of their migration history.…”

Section: Introductionmentioning

confidence: 99%

School Dropout Intention and Self-esteem in Immigrant and Native Students Living in Poverty: The Protective Role of Peer Acceptance at School

Bianchi

Cavicchiolo

Lucidi

et al. 2021

School Mental Health

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The psychological well-being at school of immigrant students living in poverty is currently an understudied topic in developmental psychology. This is an important shortcoming because this population, which is rapidly increasing in many western countries, is in a double minority condition and has a greater risk of experiencing psychological distress at school, in comparison with their native peers. In order to improve our understanding on this issue, the present two-wave study investigated the prospective relationships between peer acceptance and two aspects of well-being at school—intention to drop out of school and negative self-esteem—specifically focusing on the differential effect of having (vs. not having) an immigrant background. The participants were 249 preadolescents and adolescents living in poverty (Mage = 12.76; SDage = 2.34; 41.8% girls; 19.3% immigrants) who were attending educational centres for disadvantaged minors. The poverty status of the participants was an inclusion criterion. A multilinear regression model with multigroup analysis was tested. As expected, the results showed that peer acceptance had a significant negative association with school dropout intentions and negative self-esteem only for immigrants, but not for natives. For immigrant students, the protective effect of peer acceptance was comparable to the stability over time of dropout intention and self-esteem, a result that has promising implications for prevention programs. The applied implications of the study for educational and clinical contexts are discussed.

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“…In addition, we considered the variable of mistreatment from others, such as racial discrimination . Discrimination has been correlated with poor physical and mental health outcomes (Carter et al, 2018; Weeks & Sullivan, 2019) and stress levels (Ellis et al, 2019). We expected that our participants would report experiences of contemporary forms of racism during their academic sojourn in the United States.…”

Section: Study Framework: Intrapersonal-interpersonal-spiritualmentioning

confidence: 99%

“I Have Been a Sojourner in a Foreign Land”: A Qualitative Inquiry on the Psychological Experiences of International Students Enrolled in a Christian University

Moh

Kim

Geil

et al. 2021

Journal of Psychology and Theology

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International students make up 5.5% of all university students in the United States. In addition, international students consist of approximately 4% of the student population in Christian higher education. Although there is a significant number of international students enrolled in faith-based institutions, this population remains underrepresented in multicultural psychological literature. Thus, applying the intrapersonal-interpersonal-spiritual framework, we interviewed 15 international students from a Christian university to investigate their unique and shared experiences with the general international student population in the United States. The Consensual Qualitative Research method (CQR) was employed, and seven principal domains were identified: (a) religiousness, (b) reactions toward international students, (c) social support and acceptance, (d) hopes and expectations, (e) cultural adaptation, (f) cultural differences, and (g) international student identity. Similar themes to those present in the existing international student literature were established, but differential themes related to religiousness were discovered as well. Implications for Christian campuses are discussed.

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Discrimination Matters: Relations of Perceived Discrimination to Student Mental Health

Cited by 35 publications

References 43 publications

From social adversity to sympathy for violent radicalization: the role of depression, religiosity and social support

From social adversity to sympathy for violent radicalization: the role of depression, religiosity and social support

School Dropout Intention and Self-esteem in Immigrant and Native Students Living in Poverty: The Protective Role of Peer Acceptance at School

“I Have Been a Sojourner in a Foreign Land”: A Qualitative Inquiry on the Psychological Experiences of International Students Enrolled in a Christian University

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