Article

Minority Stress and College Persistence Attitudes Among African American, Asian American, and Latino Students: Perception of University Environment as a Mediator

Department of Psychology, Iowa State University, Ames, 50011-3180, USA.
Cultural Diversity and Ethnic Minority Psychology (Impact Factor: 1.36). 04/2011; 17(2):195-203. DOI: 10.1037/a0023359
Source: PubMed

ABSTRACT We examined whether perception of university environment mediated the association between minority status stress and college persistence attitudes after controlling for perceived general stress. Participants were 160 Asian American, African American, and Latino students who attended a predominantly White university. Results of a path model analysis showed that university environment was a significant mediator for the association between minority status stress and college persistence attitudes. Additionally, minority status stress was distinct from perceived general stress. Finally, the results from a multiple-group comparison indicated that the magnitude of the mediation effect was invariant across Asian American, African American, and Latino college students, thus supporting the generalizability of the mediation model.

Download full-text

Full-text

Available from: Kelly Yu-Hsin Liao, Jun 25, 2014
0 Followers
 · 
91 Views
  • Source
    Journal of Hispanic Higher Education 09/2014; DOI:10.1177/1538192714540530
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Studies have shown that counseling decreases students' academic distress. These findings, however, are based primarily on European American students. This study explored the impact of counseling on academic distress for treatment-seeking racial/ethnic minority college students using the Counseling Center Assessment of Psychological Symptoms–34 (Locke et al., 2012) Academic Distress subscale. Results indicated that there are significant differences in academic distress at intake based on race/ethnicity. Furthermore, findings revealed that change in academic distress over the course of treatment varies by race/ethnicity.
    10/2013; 16(3). DOI:10.1002/j.2161-1882.2013.00040.x
  • [Show abstract] [Hide abstract]
    ABSTRACT: African Americans are under-represented in higher education and disproportionately represented among offender populations, with poor educational obtainment a risk factor for criminal behavior. While African American students report low acceptance from Caucasian peers that can influence their educational persistence, few studies have examined Caucasian students’ perceptions of African American students, while examining the influence of race and criminal history. This study endeavored to begin to fill this gap. Students evaluated 1 of 24 hypothetical college applicants, manipulated by race, arrest record, and academic qualifications. Results showed that hypothetical Caucasian applicants benefited from no criminal record when evaluated by Caucasian students, and received higher ratings than Caucasian applicants with a drug arrest record and African American applicants with any criminal record. When evaluated by Caucasian students, African American applicants with no criminal record were no more likely to be accepted than Caucasian or African American applicants with a criminal record. In addition, Caucasian students felt more comfortable around the Caucasian applicant with a DWI arrest over the African American applicant with the same arrest. Racial preference for Caucasian applicants by Caucasian participants also emerged when qualifications were mixed (e.g., low GPA/high ACT). These racial differences did not emerge when ethnic minority students rated these same applicants. Yet, when Caucasian students were asked why they chose their ratings, race was never mentioned. These results support research that African American students can experience race-based barriers in higher education by Caucasian peers, but in a form that is less overt and not readily acknowledged.
    Race and Social Problems 09/2013; 5(3). DOI:10.1007/s12552-013-9091-0