Trajectories of Discrimination across the College Years: Associations with Academic, Psychological, and Physical Adjustment Outcomes

Toro, Juan Del; Hughes, Diane

doi:10.1007/s10964-019-01147-3

Cited by 42 publications

(47 citation statements)

References 50 publications

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“…Second, whereas prior studies have examined constructs within either the identity process or the identity content framework (see Cheon & Yip, 2019 for an exception), the present study included identity measures from both the process and the content frameworks, enabling us to address questions about whether discrimination is differentially related to identity process versus content that have emerged in prior studies (Gonzales‐Backen et al, 2018; Seaton et al, 2009). Third, the importance of distinguishing peer‐based discrimination from adult‐based discrimination has emerged in the literature on adolescents and young adults (Benner & Wang, 2017; Del Toro & Hughes, 2019), but only a few studies have examined whether these sources of discrimination are differentially associated with ethnic‐racial identity (Pahl & Way, 2006; Rivas‐Drake, Hughes, & Way, 2009). Thus, an important goal of the study was to examine discrimination from peers versus adults vis‐a‐vis components of ethnic‐racial identity during a developmental period when relationships with peers escalate in importance (Brown & Larson, 2009).…”

Section: Ethnic‐racial Identity Vis‐à‐vis Ethnic‐racial Discriminatiomentioning

confidence: 99%

Inter‐Relations Between Ethnic‐Racial Discrimination and Ethnic‐Racial Identity Among Early Adolescents

2020

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The authors examined whether the longitudinal inter‐relations between ethnic‐racial discrimination and ethnic‐racial identity vary according to the perpetrator of discrimination. The authors used three waves of data from early adolescents (n = 387; ages 11–12 at Wave 1) to assess the strength and direction of relations between perceived discrimination from non‐school adults and peers vis‐à‐vis ethnic‐racial identity exploration, commitment, private regard, and public regard. Cross‐lagged autoregressive path analyses showed that more frequent discrimination, regardless of source, had reciprocal and significant longitudinal inter‐relations with exploration and public regard. Peer discrimination predicted lower commitment and private regard 1 year later, whereas non‐school adult discrimination did not. Implications are discussed in relation to the role of peers and ethnic‐racial identity processes.

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Section: Ethnic‐racial Identity Vis‐à‐vis Ethnic‐racial Discriminatiomentioning

confidence: 99%

Inter‐Relations Between Ethnic‐Racial Discrimination and Ethnic‐Racial Identity Among Early Adolescents

2020

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“…Discrimination experiences have been associated with higher depression, anxiety, loneliness, suicidal ideation, alcohol use consequences, and posttraumatic stress and physical health symptoms in Latino college students (Arbona & Jimenez, 2014; Cheng & Mallinckrodt, 2015; Corona et al, 2017; Hwang & Goto, 2008; Juang et al, 2016; López et al, 2020). Though most studies have been cross-sectional, recent longitudinal work indicates that discrimination is associated with subsequent depressive and health symptoms across the high school to college transition and in the years following college entry (Del Toro & Hughes, 2020; Huynh & Fuligni, 2012). However, despite theory and empirical work linking internalizing symptoms to heightened vigilance for threats in children and adolescence (Abend et al, 2018; Sylvester et al, 2016), research has yet to examine whether Latino students’ internalizing symptoms in high school predict increased discrimination experiences the first year of college.…”

Section: Perceived Ethnic–racial Discrimination and Adjustment Outcom...mentioning

confidence: 99%

“…The most rigorous studies of discrimination and adjustment across the college transition have only included measurement of ethnic–racial discrimination from school peers and adults (Del Toro & Hughes, 2020; Huynh & Fuligni, 2012; Witkow et al, 2015). Generally, they reveal that adult discrimination is more consequential for academic outcomes and peer discrimination is more strongly related to well-being outcomes (Del Toro & Hughes, 2020; Huynh & Fuligni, 2012).…”

Section: Comparing Discrimination From School Peers Adults and In Eve...mentioning

confidence: 99%

“…Thus, it seems important to assess whether everyday discrimination (i.e., not from school peers or adult sources) is differentially associated with adjustment outcomes across the college transition. To our knowledge, no college transition study to date has simultaneously examined everyday discrimination in addition to ethnic–racial discrimination from school peers and adults (Del Toro & Hughes, 2020; Huynh & Fuligni, 2012; Witkow et al, 2015). To address this gap, and considering recommendations for multidimensional measurement of perceived discrimination (Hughes et al, 2016), we examined discrimination–adjustment associations with cross-lagged models that included everyday discrimination and ethnic–racial discrimination from school peers and adults.…”

Section: Comparing Discrimination From School Peers Adults and In Eve...mentioning

confidence: 99%

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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 & 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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“…Considerable extant research describes the psychological repercussions of discrimination and cultural incompetence for Black students (Christopher & Skillman, 2009; Cokley et al, 2013; Del Toro & Hughes, 2020; McCabe, 2009). Experiences of racial bias have been associated with self-doubt and confusion at HWIs (Solórzano et al, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

“Out of my element”: The experiences of Black art students in critique.

Unkefer¹,

Curtis²,

Andrade³

et al. 2023

Journal of Diversity in Higher Education

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Utilizing critical race theory (Delgado & Stefancic, 2012), this exploratory study examined the lived experiences of 19 Black art students as they navigated critique spaces at institutions of art and design. Critique (or "crit") is the primary evaluative tool used in art schools with the purpose of providing constructive, generative feedback to students (Costantino, 2015). Findings from this thematic analysis revealed how the subjective nature of critique often allowed for racially biased responses by faculty and peers. Participants noted four prevalent interactions during critique: Cultural incompetence, silence, superficial praise, and a focus on form. Interviewees also described the psychological impact of critique and the coping skills they employed. This study offers implications for administrators, faculty, and staff as they address institutional inequities in assessment practices at colleges of art and design and within other performance-based majors and institutions.

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Trajectories of Discrimination across the College Years: Associations with Academic, Psychological, and Physical Adjustment Outcomes

Cited by 42 publications

References 50 publications

Inter‐Relations Between Ethnic‐Racial Discrimination and Ethnic‐Racial Identity Among Early Adolescents

Inter‐Relations Between Ethnic‐Racial Discrimination and Ethnic‐Racial Identity Among Early Adolescents

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

“Out of my element”: The experiences of Black art students in critique.

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