‘Finding home’: campus racial microclimates and academic homeplaces at a Hispanic-Serving Institution

Serrano, Uriel

doi:10.1080/13613324.2020.1718086

Cited by 45 publications

(50 citation statements)

References 45 publications

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“…[33][34][35] This finding is also contrary to other studies that have reported inflated rates of discrimination among SoC compared to Hispanic students within an HSI. 39 This investigation supports everyday discrimination as one factor contributing to mental health and education disparities among SoC by means of promoting a hostile and invalidating campus environment, 9 reducing academic performance, 10 and increasing rates of anxiety depression, 11 consistent with the minority stress framework. 3 This study revealed that everyday discrimination was associated with significant reductions in mental health among SoC in general and that this observation was magnified among Hispanic students reporting excess levels of discrimination.…”

Section: Discussionsupporting

confidence: 58%

“…38 For instance, one factor suggested to promote a positive campus climate is the presence of microclimates aimed at providing safe and inclusive spaces for SoC. 39 Conversely, research has found high rates of prejudice against non-Hispanic groups of SoC within HSI settings, specifically African American students. 40 Experiences of discrimination can produce a negative perception of the campus environment, which is linked to campus belongingness, 41,42 help-seeking behaviors, 43 and degree completion.…”

Section: Introductionmentioning

confidence: 99%

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Everyday Discrimination and Mental Health Symptoms Among Hispanic and Non-Hispanic Students of Color Attending a Hispanic Serving Institution

Serpas

2021

Health Equity

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Purpose: Discrimination-as a unique psychosocial stressor-disproportionately affects the mental health of communities of color as a function of systems of power and oppression. The increasing population of Hispanic undergraduates nationally warrants the importance of understanding the impact of discrimination on the mental health of students within Hispanic Serving Institutions (HSIs), which enroll the most Hispanic students across the nation. This study investigated differences in the relationship between discrimination and mental health symptoms among Hispanic and non-Hispanic students of color (SoC) to better contextualize student experiences within an HSI setting. Methods: This study included 244 SoC (mean age = 21.52, standard deviation = 2.64; 65% Hispanic/Latinx; 76% female) attending a small private Liberal Arts HSI in Southern California. Participants responded to measures assessing everyday discrimination, depressive symptoms, and anxiety symptoms. Moderation analyses were performed to examine the moderating role of race/ethnicity on the relationship between everyday discrimination and mental health symptoms among Hispanic and non-Hispanic SoC. Results: Both groups generally reported similar levels of everyday discrimination and mental health symptoms. Moderation analyses indicated that, after accounting for covariates, everyday discrimination was associated with more depressive and anxiety symptoms, with race/ethnicity moderating this relationship. A moderation effect was detected among respondents reporting high levels of everyday discrimination wherein Hispanic participants endorsed significantly greater depressive and anxiety symptoms. Conclusion: Findings suggest that within this HSI, Hispanic students may be at greater risk of adverse mental health outcomes compared to non-Hispanic SoC when exposed to high levels of everyday discrimination.

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Section: Discussionsupporting

confidence: 58%

Section: Introductionmentioning

confidence: 99%

Everyday Discrimination and Mental Health Symptoms Among Hispanic and Non-Hispanic Students of Color Attending a Hispanic Serving Institution

Serpas

2021

Health Equity

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“…Among LGBTQ and gender‐nonconforming youth, activism was positively associated with mental health (Frost et al, 2019). Similarly, youth organizing—a form of critical action—fostered leadership skills, inclusivity of queer identities, and solidarity across racial differences and differences related to other social identities (Serrano, 2020). Moreover, youth of color fostered queer inclusivity by incorporating their experiences with homophobia into their social justice organizing (Clay, 2012), illuminating the benefits of organizing for youth's identity development and intergroup skills.…”

Section: Reviewing Critical Action and Its Links To Developmental Outmentioning

confidence: 99%

Recentering Action in Critical Consciousness

Diemer

Pinedo

Bañales

et al. 2020

Child Dev Perspectives

105

118

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Scholarship on critical consciousness frames how people who are more marginalized deeply analyze, feel empowered to change, and take collective action to redress perceived inequities. These three dimensions correspond to critical reflection, motivation, and action, respectively. In this article, we aim to recenter action in scholarship on critical consciousness, given the disproportionate attention that has been paid to reflection. To achieve this aim, we review empirical associations between critical action and positive developmental consequences among more marginalized youth, highlight promising practices to foster critical action, and identify questions and key areas for inquiry. We hope this article motivates a recentering of critical action in scholarship, policy, and practice on critical consciousness.

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“…For example, Desai and Abeita (2017) provided a detailed description of the institutional microaggressions, exploitation, and commodification of Native culture experienced by one Dine (Navajo) woman attending an HSI in the Southwest. Serrano (2020) found that while Latinx men in his study, as members of the largest racial group on campus, reported a positive sense of belonging at one HSI in California, Black men at the same institution felt isolated as members of the smallest racial group on campus. This was complicated, however, when the same Black and Latinx men talked about specific spaces on campus, such as the classroom, where both groups felt that they were often perceived to be intellectually inferior (Serrano, 2020).…”

Section: Cross-racial Interactions and Racial Tensions At Hsismentioning

confidence: 73%

“…Serrano (2020) found that while Latinx men in his study, as members of the largest racial group on campus, reported a positive sense of belonging at one HSI in California, Black men at the same institution felt isolated as members of the smallest racial group on campus. This was complicated, however, when the same Black and Latinx men talked about specific spaces on campus, such as the classroom, where both groups felt that they were often perceived to be intellectually inferior (Serrano, 2020). Abrica et al (2019), similarly found that Black men at one Hispanic-serving community college were not only perceived to be intellectually inferior, some were accused of cheating, and others had their intellectual property stolen by other (white) students.…”

Section: Cross-racial Interactions and Racial Tensions At Hsismentioning

confidence: 73%

Students’ Perceptions of Diversity at Two Hispanic-Serving Institutions Through Pictures: A Focus on Structures for Serving

García

Zaragoza

2020

AMAE Journal

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Beyond the basic criteria to become a Hispanic-Serving Institution (HSI), which includes enrolling 25% Latinx students, the federal government has not established guidelines for better serving these students. Instead, educators at HSIs must submit applications for competitive federal grants that allow them to define and enact “servingness” in practice, which is a multidimensional way to think about how to educate and liberate minoritized students and with a need to transform the “structures for serving” them. In both research and practice, however, students at HSIs have not been given the opportunity to define servingness, or to even talk about what it means to be educated at a campus that is compositionally diverse. The purpose of this study was to explore how students at two HSIs in the Midwest perceive diversity through pictures, with a focus on the organizational structures that represent diversity. Using a photo elicitation methodology, which prompted students to take pictures of the structural elements on campus that represent diversity, and one-on-one interviews that allowed them to describe their pictures, students talked about diversity as reflected in art on campus, people on campus, and spaces on campus. Implications are offered for understanding servingess, and specifically the structures for serving, as perceived by students.

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‘Finding home’: campus racial microclimates and academic homeplaces at a Hispanic-Serving Institution

Cited by 45 publications

References 45 publications

Everyday Discrimination and Mental Health Symptoms Among Hispanic and Non-Hispanic Students of Color Attending a Hispanic Serving Institution

Everyday Discrimination and Mental Health Symptoms Among Hispanic and Non-Hispanic Students of Color Attending a Hispanic Serving Institution

Recentering Action in Critical Consciousness

Students’ Perceptions of Diversity at Two Hispanic-Serving Institutions Through Pictures: A Focus on Structures for Serving

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