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


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.


Available from: Kelly Yu-Hsin Liao, Jun 25, 2014
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    • "Johnson and colleagues (2014) found that encounters with racism on campus increased students' academic-related stress and their decisions to persist at their higher education institution. These findings were consistent with those of Wei et al. (2011) that the campus environment significantly mediated the relationship between stress of students of color and persistence attitudes. In addition, Neville, "
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    • "Often, African American and Hispanic/Latino(a) students are included in research focused on academics because of their lower graduation rates compared with European American students. Asian American students are often overlooked in research examining college academic outcomes because of the model minority myth (Petersen, 1966), which leads many researchers to overlook the potential struggles Asian American students may face that would affect their academic functioning (Wei et al., 2011). The model minority myth suggests that Asian Americans are more academically successful than other racial/ethnic minorities (Yoo, Burrola, & Steger, 2010). "
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