Minority stress and academic outcomes among ethnic minority college students: Anxiety as a mediating mechanism

Manzo, Gabriela; Piña‐Watson, Brandy; Kim, Shin Ye

doi:10.1080/07448481.2022.2128683

Cited by 4 publications

(2 citation statements)

References 42 publications

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“…This is also true for Pasifika students in Aotearoa New Zealand, where they may face discrimination within the education setting (Mayeda et al, 2014; McAllister et al, 2022). In addition, a negative perception of the university environment (Wei et al, 2011) and more severe anxiety symptoms (Manzo et al, 2022) mediate the relationship between minority stress and academic outcomes for higher education students. Furthermore, many ethnic minority students are first generation in their families to enter higher education (Zalaquett, 1999), and thus, they may not know someone close who can help them navigate the university system.…”

Section: Discussionmentioning

confidence: 99%

Section: Reasons For Ethnic Disparity In Academic Performancementioning

confidence: 99%

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Anatomical sciences education needs to promote academic excellence of ethnic minority students—Evidence from Pasifika students at the University of Otago

Time,

Samalia,

Wibowo

2023

Anatomical Sciences Ed

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The Department of Anatomy at the University of Otago offers anatomical sciences education for various programs, but currently, little information is available on how the academic performance of anatomy students differ based on ethnicities. Here, we aim to determine if there is an ethnic disparity in academic performance among anatomy students at the University of Otago. We conducted a 5‐year review of academic performance of New Zealand European (NZE) and Pasifika students in 10 undergraduate anatomy courses, including clinical anatomy, neuroscience, reproduction, cell biology, and biological anthropology. NZE students achieved higher marks than Pasifika students in each academic year for four courses and in 3–4 of 5 academic years for the remaining courses. In eight courses, there were higher proportions of Pasifika students than NZE students who repeated the courses (in 4–5 of 5 academic years for two courses, in 1–2 of 5 academic years for six courses). Multiple regression analyses showed that Pasifika students were more likely to achieve lower marks than NZE students in all courses. Other predictors for academic marks included year of study for five courses, age for three courses, international student status for two courses, major specialization for eight courses, home location for one course, and gender for one course. Data from this research provide evidence that ethnic inequity may exist in anatomical sciences education, and can be used by institutions globally to justify evaluating their anatomy programs, with the aim to better support ethnic minority students who may be struggling academically.

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Section: Discussionmentioning

confidence: 99%

Section: Reasons For Ethnic Disparity In Academic Performancementioning

confidence: 99%

Anatomical sciences education needs to promote academic excellence of ethnic minority students—Evidence from Pasifika students at the University of Otago

Time,

Samalia,

Wibowo

2023

Anatomical Sciences Ed

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The Association Between Campus Climate and the Mental Health of LGBTQ+ College Students: A Systematic Review and Meta-Analysis

Huang,

Fan

2024

Sexuality & Culture

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Sociodemographic disadvantage in the burden of stress and academic performance in medical school: implications for diversity in medicine

Eames¹,

Thomas²,

Norman³

et al. 2023

Preprint

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Background Nontraditional students bring to medicine inherent characteristics and perspectives that enrich the learning environment and contribute to expanding diversity in medicine. However, research has shown that these students, by virtue of their sociodemographic backgrounds, face unique challenges in medical education, which ultimately place them at a disadvantage compared to traditional medical students. The purpose of this study is to explore relationships between sociodemographic factors, stress, and academic performance, in the context of student outcomes that may influence diversity in medicine. Methods Perceived Stress Scale-4 surveys collected at four educational milestones and exam performance data on 358 of 360 students were utilized for the purposes of this retrospective observational cohort study. Using independent samples t-test, mean stress and academic performance were compared between groups based on generational status, underrepresented in medicine (URM) status, socioeconomic status, and age at matriculation. Results were considered significant where (P < .05). Results First-generation college students had significantly higher stress at the end of third year clerkships (mean 7.8 vs. 6.8, P= .03). URM students had significantly lower pre-clinical exam scores (mean 81.37 vs. 83.07, P = .02). Students who were 30 years of age or older at matriculation had significantly lower exam scores on all academic performance measures. Conclusion Expanding the sociodemographic diversity among physicians, and by extension, medical students, has long been recognized as an important avenue to address healthcare inequities for marginalized populations in the US. Results from our study suggest that aspects of medical education undermine the success of URM and older medical students, and thwart well-being in first-generation medical students. Residency program directors continue to use USMLE test scores as a primary metric to screen applicants. Therefore, poor performance on these exams has profound consequences on career trajectory which, in turn, may be impeding progress towards increasing diversity in medicine. Stress, depression, burnout, the learning environment, and academic performance are intimately related. A deeper understanding of the interplay between sociodemographic characteristics and success in medical school, both psychosocially and academically, is prudent to achieve diversity in medicine and, ultimately, health equity.

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Minority stress and academic outcomes among ethnic minority college students: Anxiety as a mediating mechanism

Cited by 4 publications

References 42 publications

Anatomical sciences education needs to promote academic excellence of ethnic minority students—Evidence from Pasifika students at the University of Otago

Anatomical sciences education needs to promote academic excellence of ethnic minority students—Evidence from Pasifika students at the University of Otago

The Association Between Campus Climate and the Mental Health of LGBTQ+ College Students: A Systematic Review and Meta-Analysis

Sociodemographic disadvantage in the burden of stress and academic performance in medical school: implications for diversity in medicine

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