Search

AbstractIntroductionObjectiveMethodsResultsImplicationStress is especially profound among minority college students who experience magnified levels of prejudice and discrimination. High levels of stress significantly impact their academic performance, and health.The present study aimed to examine the constructs of Lazarus and Folkman’s transactional theory of stress and coping for stress management in college students from a Hispanic-Serving Institution.One hundred fifty undergraduate students completed the survey. Hierarchical regression analysis was used to measure the incremental variance accounted for by each predictor set.The final regression model accounted for 56% of the variance in perceived stress scores, a large effect size. In the final model, significant contributors to perceived stress variance were emotion-oriented coping, core self-evaluations, and social support.These findings can inform the development of effective psychosocial interventions to support minority college students develop personal strengths and social support, buffering against the negative effects during a college mental health crisis. [ABSTRACT FROM AUTHOR]

Experiences of sexual violence (SV) victimization are pervasive among sexual and gender minority college students, yet few studies have documented rates of SV perpetration within this community. While numerous risk factors, including acute alcohol intoxication, have been posited to increase risk for SV perpetration among cisgender heterosexual men, their relevancy to SGM SV perpetration remains unexamined. Therefore, using Minority Stress Theory as a guiding theoretical framework, the current study examined differences in heterosexist discrimination and impelling risk factors for sexual violence (SV) perpetration likelihood intentions based on perceived intoxication among sexual and gender minority (SGM) college students. SGM college students (N = 234) completed measures assessing their experiences of heterosexist discrimination, attitudes and beliefs supportive of sexism and SV, and perceived likelihood to perpetrate SV. When intoxicated and sober, main effects for impelling risk factors on sexual violence perpetration likelihood intentions were detected, and effect of heterosexist discrimination on SV perpetration likelihood was only observed at high levels of impellance. Results underscore the importance of alcohol use, experiences of heterosexist discrimination, and impelling risk factors as salient markers of risk for SV perpetration among SGM college students. [ABSTRACT FROM AUTHOR]

This study uses nationally representative data from the Chinese College Student Survey (CCSS) (N = 37,508) to examine the impact of minority-serving institutions (MSIs) on learning opportunities, processes, and outcomes for ethnic minority college students. The CCSS uses a self-report questionnaire with multiple scales to measure ethnic minority students' development, including family and ethnic background, university admission opportunities, learning behavior and psychology, and skill development in areas such as leadership and innovative thinking. We employ logistic regression and propensity score matching and find that MSIs offer valuable learning opportunities to minority students from ethnic areas and economically disadvantaged backgrounds, as well as those with weak academic preparation. Furthermore, these institutions enhance ethnic minority students' engagement in active and cooperative learning, participation in high-impact educational activities, acquisition of knowledge and skills, innovative thinking, leadership development, and overall growth. However, MSIs are less effective at fostering interpersonal relationships. Additionally, MSIs exert a significant positive influence on college students from ethnic groups characterized by strong religious affiliations or low average educational levels, particularly in terms of learning behaviors and both academic and social integration. [ABSTRACT FROM AUTHOR]

There is a dearth of research understanding the sexual health of Asian American adolescents, and even more so for those who identify as sexual minorities (lesbian, gay, bisexual, queer, asexual, and other sexual orientations). This study is a secondary qualitative analysis focused on young adults' recollections of their formal and informal sex education experiences in childhood and adolescence using a sub-sample of in-depth interviews from students who self-identified as both Asian and sexual minorities living in the USA (n = 9). Results were organised into three sections: (1) latent cultural factors (e.g. stigma surrounding sex, self-sufficiency, filial piety); (2) the downstream effects of latent cultural factors (e.g. sex-related discussions, rules disallowing dating, role of lateral family members); and (3) the impact of deficient familial sex-related discussions (e.g. Internet, resentment). Study findings underscore the links between identity concealment and relationship concealment that are unique to Asian sexual minority individuals. We suggest that interventions involving Asian American US youth and their families should be culturally informed and promote cross-generational sex-related discussion. Future research should further explore the role of chosen family and non-parental family members as a point of intervention as they can be helpful sources of informal sex education. [ABSTRACT FROM AUTHOR]

Objectives Design Methods Results Conclusions Sexual minority young adults report higher rates of anxiety and depression, and affective vulnerability factors (i.e. anxiety sensitivity, distress tolerance, emotion dysregulation) may help explain these mental health disparities.The current cross‐sectional study examined differences between sexual minority and heterosexual college students (n = 465; Mage = 19.84, SD = 3.51; 76.3% female) in anxiety, depression and affective vulnerability and whether affective vulnerability served as an explanatory mechanism in these associations.Participants completed self‐report measures for course credit.Sexual minority young adults reported greater anxiety, depression, anxiety sensitivity, emotion regulation difficulties and lower distress tolerance. There were also significant indirect effects for all three affective vulnerability variables for anxiety symptoms and for emotion regulation difficulties for depression symptoms.Affective vulnerability, particularly emotion regulation difficulties, appears to serve as a mechanism through which sexual minority status is associated with anxiety and depression. Improving emotion regulation skills may help to reduce mental health disparities in this population. [ABSTRACT FROM AUTHOR]

Copyright of Psychological Science is the property of Psychological Science Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This mixed-methods study examines two research areas concerning whether U.S. women college students, compared with men, enrolled in online classes during the pandemic suffered from stress regarding their ability to socialize and negotiate a community/national political issue(s) affecting them negatively academically in terms of their grade point average and course outcomes, as well as whether the women would experience a sense of belonging and camaraderie with classmates by discussing topics impacting their identities and circumstances in terms of their individual and communal, social-relational, health, and financial pandemic contexts, which might also influence them negatively academically as stressors linked to their course outcomes and progress. Conducted in a rural, geographically marginalized area, the study implements survey and short-answer question instruments and utilizes an exploratory case-study design and a convergentparallel strategy assessing 188 women and 188 men participants, including racial/ethnic minority and low socio-economic status (SES) women, with women's median age of 23. of women and men surveyed, the former reported statistically significantly higher stress levels than men connected to the women's need to socialize and tackle pandemic-oriented community and national political issues affecting their lives and statuses, which subsequently influenced their academic progress. Overall, the pandemic damaged women, especially racial/ethnic minorities, more than men, with women having higher stress rates revolving around their need for socializing (59% versus 33%) and addressing political issues (54% versus 32%), stressors hampering the women's academic outcomes and status, as well as some experiencing additional stress regarding health and financial concerns. In response to these settings, 21% of women (n = 40) desired to discuss controversial topics, such as their pandemic stressors and related experiences in the classroom, including the pandemic's political consequences for themselves, to promote self-expression, forge bonds, and seek and provide assistance in addressing all classmates' academic, personal, and community needs. [ABSTRACT FROM AUTHOR]

In this article, we examine and explore how the recent US Supreme Court case on affirmative action within higher education will shape and contextualize disproportionate minority representation and its monitoring within a K-12 public school context for students with disabilities. That is, as the litigation and ultimate judicial decision shape how institutions of higher education advance affirmative action policies for the admission of racialized and ethnic minority college students, another unanswered question remains. Namely, how will K-12 public school districts both adhere to federal policy that mandates proportionate racial representation of students with disabilities within special education categories and support teachers and school systems with compliance to federal policy? Using a legal compliance focal point theoretical perspective, this article contextualizes the affirmative action conversation as one that must include guidance to education systems and teachers working to ensure federal compliance and racial equity within special education. [ABSTRACT FROM AUTHOR]

Empirical studies on university choice and access among under-represented racial/ethnic minorities have utilised the concept of school-based social capital (SBSC) – defined by Stanton-Salazar as key resources and support provided by institutional agents (i.e. teachers, counsellors and other staff). They primarily relied upon minority students' perceptions. Few of them canvassed both staff and student understandings and experiences of SBSC and thus have not yet captured the nature of SBSC and its influence from both the supply and demand sides. This study interviewed 18 secondary school teachers and nine minority students of South/Southeast Asian ethnicity enrolled in a publicly-funded school of Hong Kong. Its findings shed light on the highly-valued school-based support and resources staff and students viewed as helpful in the university choice process. The findings also disclosed the challenges minority students expressed about being exposed to SBSC while living in the school community, characterised by an ethos of "treating everybody the same". This in turn rationalised staff understanding of diversity and equity-based support as a transitional approach to mainstreaming/assimilating minority students. As a result, some staff members either withheld critical information on university admission requirements or were less responsive towards the needs of the most disadvantaged minority students, despite a presumable promise to envision university for all. This study calls for structural and institutional transformation so that both individual and collective efforts can empower the least advantaged and promote their university choice and access. [ABSTRACT FROM AUTHOR]

This study evaluates the effectiveness of the UCSF Summer Student Research Program (SSRP) in enhancing research-related skills, academic outcomes, and post-baccalaureate aspirations of underrepresented minority (URM) and non-URM undergraduate students in biomedical sciences and STEM fields. The SSRP, spanning 9 weeks, provides immersive research experiences, structured mentorship, trainings, seminars, and STEM education. Pre- and post-program survey data from eight cohorts (N = 315) were analyzed using paired-sample t-tests, MANOVA, and content analysis. Results demonstrate significant gains in critical thinking skills, research abilities, science identity, applied science skills, and readiness for a research career. Notably, participants exhibited improvements in understanding the research process, scientific thinking, science writing, and problem-solving. URM and non-URM students experienced similar gains, highlighting the program's inclusivity. The SSRP also positively influenced students' postgraduate aspirations. Some participants expressed heightened interest in pursuing Master of Arts, Ph.D., and M.D. degrees, indicating increased clarity and motivation towards advanced education and research careers. Furthermore, 87% of participants expressed a high likelihood of engaging in future research endeavors, underscoring the program's sustained impact on research interest. This study underscores the transformative potential of a well-structured, intensive summer research program in significantly enhancing academic outcomes for URM and non-URM students alike. These findings align with the persistence framework, emphasizing the importance of early research experiences, active learning, and learning communities in fostering student success. The SSRP's effectiveness in improving research skills and post-baccalaureate aspirations suggests its potential in diversifying the STEM fields, biomedical sciences and health-related professions. [ABSTRACT FROM AUTHOR]

This case study presents the importance of the student voice to decolonise the curriculum at a British university. The aim is to emphasise the increasing necessity and urgency for student input to the wider decolonisation process as a means to foster equality. It has been argued by some scholars that decolonisation of the curriculum in higher education institutions (HEIs) is closely connected to the racial awarding gap and the student voice plays an integral role regarding future decisions about pedagogy. The Student Voice: Decolonising the curriculum project did not ask Black, Asian, and Minority Ethnic (BAME) students to spend time helping the university to decolonise the curriculum, rather it sought input from students who are experiencing the current curriculum. The process of decolonisation is often underestimated and not acted upon due to a lack of time. However, it is important as often the racial awarding gap reflects pedagogical practices which exclude BAME students. Student input to pedagogical decisions is an important step towards inclusivity. Critical conversations and co-produced resources such as websites can all contribute to an institution better equipped to deliver pedagogical practice contributing to narrowing the racial awarding gap and the wider aim to decolonise the curriculum. [ABSTRACT FROM AUTHOR]

Sexual minority (e.g. non-heterosexual) individuals are at greater risk for negative health outcomes, often linked to inadequate physical activity (PA). The purpose of this study was to assess PA levels and PA enjoyment among college students, by sexual orientation. Data were collected from a volunteer sample of college students enrolled in general health and wellness courses offered at a large, Northeastern U.S. university via an online survey. Participants self-reported demographic information, PA levels using the Global Physical Activity Questionnaire (GPAQ), and PA enjoyment using a 7-item Physical Activity Enjoyment scale (PACES). Among participants (n = 1471), independent sample t-tests showed that sexual minority (SM) students reported significantly lower mean MET-mins/week of MPA (MHeterosexual = 568.09 ± 488.12 vs. MSexual minority = 469.95 ± 471.51; p = .006) and VPA (MHeterosexual = 1089.54 ± 1110.64 vs. MSexual Minority = 628.93 ± 942.78; p < .001), ST days/week (MHeterosexual = 1.93 ± 1.90 vs. MSexual Minority = 1.00 ± 1.60; p < .001), and reported lower total PACES score (MHeterosexual = 7.80 ± 1.92 vs. MSexual Minority = 6.87 ± 2.14; p < .001) compared to heterosexual students. Bootstrap mediation analyses with 5000 samples revealed that PACES has direct and indirect mediation effects on the association between sexual orientation status and MET-mins/week of MPA and VPA, and ST days/week. The current findings provide evidence of the underlying mechanisms linked to the physical activity disparities experienced by SM college students compared to heterosexual students. Additionally, PACES can serve as a facilitator to promote PA engagement among SM students. These findings can inform future intervention work to target PA enjoyment for meaningful behavior change. [ABSTRACT FROM AUTHOR]

Mental health issues are prominent among gender minorities; however, research examining these issues among college campuses is limited, and has often overlooked individuals who identify outside of transgender or cisgender identities. Our findings indicated that transgender participants reported the highest rates and frequencies of non-suicidal self injury, suicidal thoughts, and suicide attempt compared to cisgender peers; followed closely by gender-expansive participants. Gender minority participants reported higher rates of family distress and social anxiety. [ABSTRACT FROM AUTHOR]

This critical discourse analysis compares the ways in which White and BIPOC college students discuss their experiences of an educational intervention meant to promote better understanding of systemic racism. We analyzed reflective writing produced by 11 White psychology students from a private liberal arts college in the eastern United States and 17 BIPOC students from a Human Services program at a public university in the western United States. White students engaged in whiteness discourse that distanced themselves from the realities of systemic racism and/or relieved the cognitive dissonance associated with the self‐ and group‐image threat related to learning about systemic racism. In so doing, they unwittingly upheld white supremacy. BIPOC students, in contrast, engaged an antiracist discourse that employed critiques of the social systems that produce systemic racism and destabilized dominant colorblind narratives, often by drawing on lived experience. From the Critical Race Theory perspective that the centrality of lived experience is a legitimate lens through which to analyze racial subordination, we discuss the importance of attending to the action orientation and constructed nature of discourse in antiracist education. [ABSTRACT FROM AUTHOR]

This article examines the findings of a study of basic needs (in)security among students at a large, minority-serving university in the American Southwest. Using a mixed-methods approach, this study measures the prevalence of and examines the demographic patterns in both food and housing insecurity, as well as their co-occurrence, which we call the double burden. Using multinomial logistic regression analysis, this study finds a significant co-occurrence of food and housing insecurity among several demographic groups, especially racial and ethnic minority groups and LGBTQ students. Qualitative data from focus groups are presented to contextualize these findings and to present student experiences with basic needs insecurity. Study results suggest that students experience overlapping insecurities in their access to food and housing, and that these insecurities are patterned in ways that mirror educational inequalities. [ABSTRACT FROM AUTHOR]

The article discusses the importance of diversity, equity and inclusion (DEI) efforts in higher education. Topics discussed include the enactment of laws in Texas and Florida that impacts DEI initiatives in institutions of higher education (IHEs), the role of historically Black colleges and universities (HBCUs) and minority serving institutions (MSIs) in promoting DEI, and the challenges of IHEs with regards to diversifying their organization.

The article discusses the importance of diversity, equity and inclusion (DEI) initiatives in legal education and law schools in the U.S. Topics discussed include the access of minority students to legal education, the positive impact of a diverse faculty and student body on students' experience, and the teaching of DEI in the form of cultural competency to produce competent lawyers.

This program evaluation examined a near-peer mentoring experience designed to increase diversity in graduate education, specifically exploring the types of support provided to underrepresented undergraduate students receiving mentorship from graduate students. First-generation, low-income (FGLI) college students and underrepresented minority (URM) students participated in near-peer mentoring and submitted reflections following mentoring meetings. Mentoring reflections were analyzed, and five types of mentoring support were identified: social-emotional support, technical coaching support, cultural sensitivity support, exposure to ideas and experiences support, and promoting self-reflection support. The relationship between enrollment in graduate school and the number of different types of mentoring support (p<.05) was statistically significant, as was the presence of social-emotional support (p<.05). Recommendations are provided on best practices to support peer mentoring. [ABSTRACT FROM AUTHOR]

The role of racial diversity at colleges has been debated for over more than a half a century with limited quasi-experimental evidence from classrooms. To fill this void, I estimate the extent that classmate racial compositions affect Hispanic and African American students at a large and oversubscribed California community college where they are minorities. I find that when minority students are exposed to a greater share of same-race classmates, they are more likely to complete the class with a pass and are more likely to enroll in a same-subject course the subsequent term. The findings are robust to first-time students with the lowest registration priority versus all students and different combinations of fixed effects (e.g., student, class, and instructor race). [ABSTRACT FROM AUTHOR]

The current study aimed to develop and examine a moderated mediation model between acculturative stress and acculturation, with cultural intelligence as a moderator, and hope as a mediator. A sample of 362 ethnic minority college students from 4 universities in Beijing, China completed a self-report battery that included measures of acculturative stress, cultural intelligence, hope, and acculturation. Findings indicated that (1) Acculturative stress had a direct effect on acculturation; (2) Hope partially mediated the association between acculturative stress and acculturation; and (3) Cultural intelligence buffered the negative effect of acculturative stress, and such that the indirect effect between acculturative stress and acculturation via hope was stronger for low cultural intelligence. The findings further improve the mechanism theory of acculturation and provide a basis for the application of stress regulation. [ABSTRACT FROM AUTHOR]

Despite national policies, de facto school segregation for racial/ethnic minority students in the West and East has continued to deepen. In Hong Kong, the segregated school system was abolished in 2013, while from 2004 reformed School Places Allocation Systems encouraged minority students to choose mainstream primary and secondary schools. However, de facto ethnicity-based school segregation continues to prevail. Most minority students in the mainstream system are stuck in low- status schools where they face discrimination and institutional exclusion. This has led many of them to retreat to a limited number of schools that have traditionally catered for minority communities. Such segregation calls forth scholarly attention to the paradoxical correlation between the physical mixing of diverse students and equality of educational opportunity, especially equal access to post-secondary education (PSE)--a key for minority youth to function in the competitive labour market. This study employed the theory of school-based social capital (SBSC) and compared the ways in which PSE-relevant institutional resources and support were rationalised and enacted by staff in de facto segregated and desegregated school contexts. Case studies of two secondary schools lead us to argue that desegregation is only effective when institutional structure, culture and agents empower minority students through access to instrumental resources and support for the pursuit of PSE. The findings confound the desegregation policy and call for structural/institutional interventions to ensure instrumental SBSC is accessible to PSE-bound minority students in all schools, and thus increase the effectiveness of school desegregation. [ABSTRACT FROM AUTHOR]

This study examines the status and integration of Palestinians from East Jerusalem studying at the Hebrew University. The research question focuses on how these students feel within the university walls and how they perceive attitudes towards them by lecturers, administrative staff, and fellow students. The study is based on qualitative research methodology conducted through in-depth interviews. The findings reflect a dire reality in which Palestinian students experience feelings of isolation and even alienation. They experience their period of study as being difficult and unpleasant, one that they must simply endure if they wish to obtain their desired degree. The students' initial experience is one of a culture shock, entering into an unfamiliar space, and struggling with a foreign language. In addition to this initial shock, the dominant experience that they describe is one of exclusion and being ignored. This experience is particularly difficult during their first year of studies, with the language barrier being the most difficult obstacle. On the other hand, the participants also describe the campus as being a place of shelter, as opposed to the hostile and threatening outside world. While this may sound paradoxical, it reflects their complex reality. The students report that once they enter the campus, they feel protected, unlike other spaces in the public sphere where they are subject to harassment by the police and Jewish extremists. [ABSTRACT FROM AUTHOR]

This study aims to provide an estimate of lifetime sexual violence (SV) among male sexual minority college students with differing sexual orientations and contribute to the evidence base on the association between SV experience, stress, and depressive symptoms. The data stemmed from the 2019 Internet Survey on HIV/AIDS and Sexual Health in Colleges and Universities in Guangdong province, China. Lifetime SV victimisation (including non-sexual harassment, physical contact sexual harassment, and rape), level of stress, and depressive symptoms were examined among 1441 male sexual minority students from 37 colleges and universities in Guangdong province. Linear regression analyses were adopted to examine associations between independent variables and depressive symptoms. 23.4% (337/1441) of the participants reported lifetime non-contact harassment, while 8.8% (127/1441) and 2.4% (35/1441) of the participants reported physical contact sexual harassment and rape, respectively. Homosexual students reported the most physical contact sexual harassment (48/127, 37.8%) and bisexual students reported the most non-contact sexual harassment (102/337, 30.3%) and rape (10/35, 28.6%) among sexual minority participants; 85.6% participants reported high levels of stress. The experience of SV and the level of stress were significantly associated with depressive symptoms, and stress completely mediated the path from SV experiences to depressive symptoms. This study specifically showcases SV as a pervasive problem affecting Chinese male sexual minority college students and highlighting the severity of stress and depressive symptoms among this population. These findings emphasise the urgency of implementing effective practices and policies to address SV and depressive symptoms among male sexual minority college students in China. [ABSTRACT FROM AUTHOR]

Advances in social scientific understandings of female racial/ethnic minority college students' experiences of woman abuse have not kept pace with the amount of theoretical and empirical work on the plight of their White counterparts. What is especially needed is a study that examines racial/ethnic variations in negative peer support for various types of victimization in institutions of higher learning. Using the Campus Quality of Life Survey, results show (1) no significant differences between White and racial/ethnic minority women students in polyvictimization within types of abuse (i.e., stalking, harassment, sexual assault, and intimate partner violence), but some differences in overall rates of victimization and polyvictimization, and (2) negative peer support is strongly related to woman abuse and polyvictimization. Implications are discussed. [ABSTRACT FROM AUTHOR]

We develop an assessment strategy that uses matching algorithms to compare the outcomes of minority and majority college students who have comparable qualifications at entry. We implement this strategy through use of data from the United States Military Academy at West Point. We find that minority and majority students at West Point have similar graduation rates. Moreover, there are no differences in early career outcomes between minority and majority graduates. There is, however, an achievement gap between black and white students but not between Hispanic and white students. Finally, a 10-month program offered by West Point's preparatory school substantially improves the college readiness of minority students. [ABSTRACT FROM AUTHOR]

In this conceptual paper, we use an intersectional approach to understand the divergent outcomes stemming from ethnoracially minoritized students' labour to improve diversity on U.S. campuses. Research shows that attempts to leverage the perspectives of ethnoracially minoritized faculty in diversity work has levied a burden, known as cultural taxation (Padilla 1994), on the professional advancement of this group. While the literature on cultural taxation on faculty is well-developed, the impacts of taxation on students is less understood. We argue that, when ethnoracially minoritized students are asked to perform diversity-related labour, they can experience a similar tax on their academic and professional progress. However, we expand on this discussion to introduce the concept of a "cultural tax credit," whereby some students may benefit in a meaningful way from this diversity-related labour based on intersections of their other identities. We provide recommendations to both mitigate taxation and increase credits for students. [ABSTRACT FROM AUTHOR]

This study examined psychological distress among students at a predominantly-minority college, attitudes toward seeking help, and utilization of college counseling services. Demographic variables and associations between 8 problem areas (depression, generalized anxiety, social anxiety, academic stress, eating concerns, family distress, hostility, substance use) were explored. Participants were 347 students at a large public university. In 2016-2017, students completed a Web-based questionnaire providing information about their mental health, attitudes toward seeking help, and utilization of counseling services. Psychological distress was significantly higher for LGBQT, Muslim and female students and lower for Christian affiliated and religious students. LGBQT students were less likely to seek psychological help than other students. Utilization of college counseling did not differ by race or gender. Administrators at PMCs must increase their efforts to disseminate information about mental health services and reduce barriers to seeking help, particularly for LGBQT, female and Muslim students. [ABSTRACT FROM AUTHOR]

This term, the Supreme Court will decide Students for Fair Admissions v. President and Fellows of Harvard College (SFFA v. Harvard), a challenge to Harvard College's race-conscious admissions program. While litigation challenging the use of race in higher education admissions spans over five decades,¹ previous attacks on race-conscious admissions systems were brought by white plaintiffs alleging "reverse discrimination"² based on the theory that a university discriminated against them by assigning a plus factor to underrepresented minority applicants. SFFA v. Harvard³ is distinct from these cases because the plaintiff organization, SFFA, brought a claim alleging that Harvard engages in intentional discrimination by penalizing Asian American applicants despite their status as people of color.4 SFFA alleges that Asian American applicants are discriminated against in the college admissions process because Harvard undervalues standardized test scores and other "objective" factors on which Asian American students in the aggregate outperform other applicants. Yet, at the same time that a Massachusetts district court considered SFFA's claims, on the other side of the country, a coalition of students of color, including Asian American students, brought Smith v. Regents of University of California, a lawsuit arguing that standardized test scores were racially biased against them and that reliance on standardized test scores was itself discriminatory. The claims in these cases provide an entry point for considering what I call "mirror" claims of discrimination, in which allegations of discrimination are brought challenging both sides of an issue or policy decision, in this case the use of standardized test scores in the college admissions process. This Article argues that without a contextual analysis that is grounded in white supremacy,5 discrimination claims lose their meaning and could be actionable on competing sides of many issues and policy decisions. Instead, courts have a duty to provide guidance about when liability exists by considering how racial disparities in power and resources operate in the context of a particular claim. First, I argue that one way of distinguishing between what appear to be mirror discrimination claims is to ask whether there is a strong basis in evidence to believe that a policy or decision would entail liability for disparate impact discrimination. If so, avoiding disparate impact liability provides a defense against a claim of intentional discrimination and a basis for distinguishing the reverse action. Next, I consider how to analyze mirror claims that involve intragroup variation within a protected group, such as in the Smith and SFFA cases where there are contested arguments about how different subgroups of Asian American applicants are impacted. I argue that for an intentional discrimination claim to succeed, it should address, rather than ignore, how intragroup differences contribute to experiences of subordination. Finally, I argue that, as Harvard students testified, diversity within diversity can challenge stereotyping and essentialism and provide a pathway to combat subordination. [ABSTRACT FROM AUTHOR]

• Help-seeking history was a strong predictor of help-seeking willingness. • Help-seeking willingness was persistently elevated for many sexual minority groups, even after controlling for help-seeking history. • Poor help-seeking willingness among many racial and ethnic minority students was driven by a lack of help-seeking history. • Suicide risk was positively associated with help-seeking willingness, but this association reversed after controlling for help-seeking history. For populations with elevated mental health risks such as college students and minority groups, understanding openness to seeking professional help can inform ways to improve service engagement. This study explores help-seeking willingness among U.S. college students by sexual orientation. Data were drawn from the 2021 National College Health Assessment (N = 64,079). The main outcome of interest was help-seeking willingness (i.e., reported openness to seeking professional mental health help when needed). A secondary outcome was help-seeking history (i.e., past mental health service utilization). Logistic regression analyses were conducted using R version 4.0.5. Increased help-seeking willingness was detected among students with a help-seeking history, whether within the past 12 months (OR=7.40, 99%CI: 6.78–9.08) or beyond (OR=2.26, 99%CI: 2.11–2.42). Even after controlling for various covariates including help-seeking history, elevated odds of help-seeking willingness persisted for gay (AOR=2.01, 99%CI: 1.63–2.49), bisexual (AOR=1.35, 99%CI: 1.23–1.49), questioning (AOR=1.22, 99%CI: 1.04–1.45), pansexual (AOR=1.31, 99%CI: 1.06–1.63), and queer (AOR=1.78, 99%CI: 1.35–2.38), relative to heterosexual students. Help-seeking willingness is a mental health resilience factor unique to several sexual minority groups. Examining what yields greater help-seeking willingness for these sexual minority student groups may inform interventions that enable all college students to seek help when they are in distress. [ABSTRACT FROM AUTHOR]

This article uses a metanarrative of a fictional, gender identity minority community college student (named Zyx) to elucidate and humanize the experiences that students in this population undergo throughout the course of their college career. Using a journal entry format, Zyx (they/them) is followed from the day before their first day at school through to their graduation. Their experience includes being first-generation and mixed race, living through COVID-19, coping with academic failure, and ultimately triumphing over adversity. The story is meant to cover some of the myriad obstacles to success faced by gender identity minorities attending community college while also highlighting their strength, resilience, and humanity. The metanarrative can be read as a stand-alone piece of fiction, but it is also data-driven and has extensive footnotes that explain where the fictional ideas came from including academic and informal research, anecdotal evidence, and stories shared by trans*- spectrum community college students. [ABSTRACT FROM AUTHOR]

This study investigates the egocentric networks of underrepresented minority students. Adjustment to college for underrepresented minority students often means balancing between the origin (i.e., low-status family) and host (i.e., academic) environments, requiring students to develop different coping strategies. The analysis included 124 Roma university students. We employed the contact diary method and the EgoNet program for mapping students' egocentric networks. We explored classification among egocentric networks by cluster analysis based on the network proportion of the origin, fellow, and host groups. Three clusters were distinguished. The Host-based cluster proved to be the most advantageous, while the Balancing cluster appeared to be the most disadvantageous in terms of network resources, well-being, and trust. Partners' ethnicity and educational attainment showed a strong connection with cluster membership. Our results highlight that small fellow communities can successfully interconnect the origin and host groups in students' egocentric networks. • There are multiple strategies for underrepresented students' adjustment to college. • This study investigates the egocentric networks of Roma university students. • Three clusters were distinguished: Fellow-based, Host-based, and Balancing cluster. • Partners' ethnicity and level of education play a decisive role in network strategy. • Small fellow communities can interconnect the origin and host groups. [ABSTRACT FROM AUTHOR]

Sense of belonging is a student's sense of feeling accepted, valued, and included by others in their discipline. Imposter syndrome is self-perceived intellectual fraud in areas of success. Sense of belonging and imposter syndrome can influence behavior and well-being and are linked to academic and career outcomes. Our objective was to evaluate if a 5-d tour of the beef cattle industry changed college students' sense of belonging and imposter tendencies with a focus on ethnicity/race. Procedures involving human subjects were approved by the Texas State University (TXST) IRB (#8309). Students from TXST and Texas A&M University (TAMU) attended a beef cattle industry tour in the Texas Panhandle in May 2022. Identical pre- and post-tests were administered immediately before and after the tour. Statistical analyses were conducted with SPSS v.26. Independent sample t -tests were used to evaluate the change from pre- to post-survey and one-way ANOVA was used to evaluate the effect of ethnicity/race. Students (n = 21) were mostly female (81%); attended TAMU (67%) or TXST (33%); and were White (52%), Hispanic (33%), or Black (14%). "Hispanic" and "Black" were combined as a single variable to analyze differences between White and ethnoracial minority students. Before the tour, there was a difference (P = 0.05) in sense of belonging in agriculture between White (4.33 ± 0.16) and ethnoracial minority (3.73 ± 0.23) students such that White students had stronger belonging. There was no change (P = 0.55) in White students' sense of belonging as a result of the tour, from 4.33 ± 0.16 to 4.39 ± 0.44. However, there was a change (P ≤ 0.01) in ethnoracial minority students' sense of belonging, from 3.73 ± 0.23 to 4.37 ± 0.27. There was no change (P = 0.36) in imposter tendencies from the pre-test (58.76 ± 2.46) to the post-test (60.52 ± 2.79). Ultimately, participating in the tour increased ethnoracial minority, but not White, students' sense of belonging and did not impact imposter syndrome tendencies across or within ethnicity/race. One benefit of implementing experiential learning opportunities in dynamic social environments is the potential to improve students' sense of belonging, especially in disciplines and careers where ethnoracial minority people are underrepresented. [ABSTRACT FROM AUTHOR]

More than ever before, institutions of higher education are seeking to increase the racial and social class diversity of their student bodies. Given these efforts, the present research asks two broad questions. First, how frequently do intergroup interactions occur across the lines of race and social class, and to what extent do these interactions reflect the diversity of a setting? Second, when cross-race and cross-class interactions occur, how do individuals experience them and what consequences do they have for their outcomes in these settings? Leveraging a longitudinal design and daily diary methods, we conducted the first large study (Ninteractions = 11,460) which tracks the frequency, experience, and consequences of meaningful cross-race and cross-class interactions. We found that students reported far fewer cross-race and cross-class interactions than would occur at chance given the racial and social class diversity of their student bodies. Furthermore, students experienced less satisfaction and perspective-taking in cross-race and cross-class interactions compared to same-race and same-class interactions, respectively. Nevertheless, these cross-group interactions predicted better academic performance for underrepresented racial minority students and students from working and lower class backgrounds. They did so, in part, by increasing students' feelings of inclusion (i.e., increased belonging and reduced social identity threat). Together, these findings suggest that the mere presence of diversity is not enough to foster meaningful intergroup interactions. Furthermore, fostering intergroup interactions may be one important pathway toward reducing racial and social class disparities. [ABSTRACT FROM AUTHOR]

Sexual minority college students are disproportionately impacted by sexual assault in college, however, there is a paucity of research exploring the role of the college environment in victimization. This study explores the relationship of campus climate with sexual assault victimization for these students. This sample included 1,110 current college students in the United States who identified as a sexual minority. Logistic regression results indicated that the more observations of harassment and discrimination of sexual minority students by participants, the more likely they were to experience sexual assault victimization in college. Also, the more out a participant was on campus, and the stronger sense of belonging they had to their college, the less likely they were to experience sexual assault victimization. Sexual assault prevention efforts on college campuses would benefit from programming and policies that support belonging and address discrimination and harassment. [ABSTRACT FROM AUTHOR]

Experiences with more subtle racism – which have been called microaggressions – have a host of negative effects on health, mental health, educational performance, and general well-being on people of color. In this study we draw on a longitudinal dataset of Black, Latinx, and Asian students in higher education and use the microaggression framework to distinguish between the types of reported subtle experiences with discrimination, including (1) classroom-based, or perceived discrimination or discomfort in the classroom; (2) microassaults, or verbal assaults; (3) discomfort, or perceived discomfort on campus because of race, (4) criminality, which refers to both being stopped by University police and (5) refusal to acknowledge intra-racial differences, which here describes experiences with intraracial microaggressions. Our findings explore (1) the differential effects of different types of microaggressions on symptoms of depression (2) intergroup differences in effects of microaggressions on depression and (3) the differential effects of different types of microaggressions over time. [ABSTRACT FROM AUTHOR]

The value of the networks that MBA students develop is often limited by the tendency of people to favor connections with similar others, resulting in self-segregation among identity groups. To identify the origins of network diversity, a key question for theory and practice is whether majority or minority groups are more likely to develop diverse personal networks. We provide a partial answer to this question by integrating network theory with three conceptual dimensions of diversity: variety, dissimilarity, and status. This conceptualization suggests that individuals can display three distinct types of diversity in their networks with different theoretical antecedents and outcomes. Consistent with theoretical predictions, we find systematic differences between the networks of high-status majorities and low-status minorities in a longitudinal study of MBA student networks. Specifically, minorities show more variety, greater dissimilarity, and lower status centrality in their networks compared to majorities. Tie strength and time period affect the findings in predictable ways. These results demonstrate the value of integrating diversity theory with network theory for understanding the development of inclusive networks in business schools. We conclude by discussing potential remedies to enhance the diversity of MBA student networks. [ABSTRACT FROM AUTHOR]

Trans-Indigenous education encompasses spaces, practices, and programs that allow diverse histories, cultures, and experiences to be shared among diverse Indigenous students. Trans-Indigenous education attends to the interpersonal and spatial dimensions existing in higher education settings that center diverse Indigenous knowledges to build communities based on a shared consciousness. This article highlights the ways that American Indian/Alaska Native (AIAN) and Native Hawaiian/Pacific Islander (NHPI) students engaged in trans-Indigenous education across Tovaangar (what is known as the Los Angeles Basin). We offer insights from four trans-Indigenous higher education programs at UCLA and the Claremont Colleges. We conclude by providing trans-Indigenous education as an anti/decolonial framework, arguing that these spaces have the potential to foster relationalities among people and place and reinforce Indigenous knowledge systems that are transformational while providing stronger networks of support among diverse Indigenous students. [ABSTRACT FROM AUTHOR]

Objective: To conduct a large cross-sectional survey of the mental health of college students during the recovery period of the COVID-19 epidemic. Methods: Symptom Checklist 90 (SCL-90) and COVID-19 questionnaire were used to investigate the overall mental health level and cognition of epidemic situation of college students in seven colleges and universities in Shaanxi Province. Results: (1) In the recovery period of COVID-19 epidemic, college students still had psychological and somatic symptoms such as obsessive-compulsive disorder, interpersonal sensitivity, anxiety, hostility, and poor appetite or insomnia; (2) female college students, science and engineering college students, freshmen and senior graduates, and some ethnic minority college students were all groups with psychological symptoms; (3) the psychological status of college students was related to their perception of COVID-19 epidemic, and the more knowledge about epidemic prevention and control, the more confident they were in overcoming the epidemic, and the milder the psychological symptoms. Conclusion: College students still have some mental health problems in the recovery period of COVID-19 epidemic, which should be paid attention to by education authorities and colleges and universities. [ABSTRACT FROM AUTHOR]

A potential solution to the problem of how to increase access to dental care for the underserved and vulnerable populations is to establish an early pipeline of underrepresented and minority college students for a career in dentistry. This study aims to explore factors associated with such pre-dental students' future intentions to serve. A cross-sectional design was utilized with 144 participants completing the questionnaire with four sections, including participants' demographics, experience in access to dental care, psychosocial factors, and intention to serve the underserved and vulnerable populations. Descriptive statistics, chi-squared test, and logistic regression were used for statistical analyses. A positive attitude (OR = 12.03) and higher confidence towards addressing access to dental care issues (OR = 10.43) were found to be the strongest factor for higher intention to serve the underserved and vulnerable populations. Higher knowledge on the prevalence of dental caries among children (OR = 3.18) and participants who experienced difficulty in getting a dental appointment, or finding an available dentist when needed (OR = 3.43), were also associated with higher intention. Identifying key factors associated with higher intention to serve the underserved and vulnerable populations as a future dentist may facilitate workforce recruitment in the Health Profession Shortage Areas (HPSAs). [ABSTRACT FROM AUTHOR]

A growing body of research suggests that utility-value interventions can promote students' academic motivation and achievement. Moreover, there is evidence that minimal interventions are particularly useful for ethnic minority and first-generation students at college. Whether this is also the case with high school students belonging to minorities and having low parental educational background, is unclear. In a double-blind randomized field experiment with N = 439 academic-track students from 9th grade in Germany, we investigated whether a short version of an established utility-value intervention (i.e., quotations evaluation intervention) would promote the students' utility, attainment, and intrinsic values in math and their math test performance after the intervention. Moreover, we investigated if such short-term intervention effects were moderated by students' migration background and parental educational background. We found significant positive main effects of the intervention on the students' utility and attainment values in math compared to a control group. The effect on attainment value was especially pronounced for students with migration background whose parents held no university entrance certificate. We discuss the practical relevance of these findings and highlight challenges for future research in this field. [ABSTRACT FROM AUTHOR]

Black and minority ethnic (BME) students are less likely to achieve a first or upper-class second degree than White students. This evaluation investigated the experiences of BME Health and Social Care students at a London university of the hidden curriculum, thematically analysed through a critical race lens. Four overarching themes were identified, (1) super-visible ethnicity, (2) the negative depiction of BME lived experiences, (3) self-depreciation and self-confidence and (4) separation. Recommendations at an institution-level are made in the areas of staff diversity, language support, student registration experiences and canteen costs. Recommendations at a course-level are made in the areas of co-creation of the curriculum, student belonging, academic and literacy skill development. The recommendations are underpinned by a critical pedagogy, including culturally sensitive teaching strategies and the development of meaningful staff-student partnerships. The recommendations made may be applicable to other Higher Education Institutions with a diverse student cohort where the attainment gap is prevalent. [ABSTRACT FROM AUTHOR]

This study examined a Title V Student Center within a Hispanic Serving Institution and how it acted as a counterspace for undergraduate students. The Center provided multiple academic and non-academic supports that students utilized, including mentoring, office hours, and programming. It also provided a place for community development, offering a sense of safety, encouragement, and belonging. This study contributes to limited research on Title V centers for Latinx students at four-year institutions. [ABSTRACT FROM AUTHOR]