Cultural Stress, Personal Identity Development, and Mental Health Among U.S. Hispanic College Students.

The present study examines the extent to which culturally stressful experiences may predict impaired well-being, increased internalizing symptoms (depression and anxiety), and increased externalizing problems (social aggression, physical aggression, and rule breaking) among a sample of Hispanic college students in Miami across a 12-day period. The predictive effects of cultural stressors on these outcomes were examined both (a) directly and (b) indirectly through daily fluctuations in students' personal identity synthesis and confusion. Results indicated direct predictive effects of cultural stress on four forms of well-being (self-esteem, life satisfaction, psychological well-being, and eudaimonic well-being), on symptoms of depression and anxiety, and on physical aggression and rule breaking. The predictive effects of cultural stress on all four forms of well-being and on symptoms of depression and anxiety were partially mediated through daily fluctuations (instability) in students' sense of personal identity synthesis. Findings were consistent across genders and between U.S.- and foreign-born students. Results are discussed in terms of implications for intervention and for policy. Public Policy Relevance Statement: The present findings suggest that reducing cultural stress for Hispanic students on college campuses is essential. Providing coursework, organizations, and other content that supports and affirms Hispanic cultures may help to reduce cultural stress experiences for Hispanic students. Such efforts may also help these students to develop a sense of personal identity and to experience greater well-being and fewer symptoms of depression and anxiety. [ABSTRACT FROM AUTHOR]