College Adjustment, Discrimination, and Social Support Among Students of Color PDF Download
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Author: Daniela Andrea Recabarren
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 77
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Book Description
Despite efforts to increase underrepresented student enrollment, Students of Color continue to have significantly lower college retention rates compared to their White counterparts on many U.S. college campuses. This study investigated associations between general ethnic discrimination, emotional adjustment to college, and attachment to college in Students of Color at one predominantly White public institution in the Southeastern U.S. Students who were the first in their immediate family to attend college were compared to those with a parent who attended college. Social support from family and friends at home, as well as social integration in school were investigated as buffers of the impact of perceived discrimination. General ethnic discrimination stress was found to be a predictor of personal emotional adjustment. Social support and social integration were both predictors of personal emotional adjustment and institutional attachment. There were no significant buffering effects either for social support from home or from college. First-generation Students of Color were found to be at higher risk of experiencing lower levels of adjustment to college and higher frequency and stress of general ethnic discrimination.
Author: Daniela Andrea Recabarren
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 77
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Book Description
Despite efforts to increase underrepresented student enrollment, Students of Color continue to have significantly lower college retention rates compared to their White counterparts on many U.S. college campuses. This study investigated associations between general ethnic discrimination, emotional adjustment to college, and attachment to college in Students of Color at one predominantly White public institution in the Southeastern U.S. Students who were the first in their immediate family to attend college were compared to those with a parent who attended college. Social support from family and friends at home, as well as social integration in school were investigated as buffers of the impact of perceived discrimination. General ethnic discrimination stress was found to be a predictor of personal emotional adjustment. Social support and social integration were both predictors of personal emotional adjustment and institutional attachment. There were no significant buffering effects either for social support from home or from college. First-generation Students of Color were found to be at higher risk of experiencing lower levels of adjustment to college and higher frequency and stress of general ethnic discrimination.
Author: Aygul Hoffman
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This study focused on examining social and academic adjustment of Students of Color in two ethnically different higher education contexts: one - predominantly White, another - diverse. In particular, the associations between minoritized students' ethnic identity, college-level support and social and academic adjustment in these institutions were explored. The study confirmed the developmental significance of Phinney's achieved ethnic identity for college Students of Color regardless of institutional context. Support from both ethnically and not ethnically affiliated sources was consequential for minoritized students' college adjustment. The study also affirmed the importance of general social support from peers and faculty over and above ethnic identity for minoritized students' social and academic adjustment. Contrary to predictions, no differences in regression paths for ethnically and not ethnically affiliated sources of support were found between two institutional contexts. The study extends Phinney's theory of ethnic identity development to the study of college adjustment and offers practical implications on predictors of minoritized student college adjustment.
Author: Matthew J. Mayhew
Publisher: John Wiley & Sons
ISBN: 1118462688
Category : Education
Languages : en
Pages : 784
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Book Description
The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.
Author: Madinah Ikhlas
Publisher:
ISBN:
Category : Adjustment (Psychology)
Languages : en
Pages : 186
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Book Description
Author: Kenneth Edward Simberg
Publisher:
ISBN:
Category :
Languages : en
Pages : 222
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Book Description
Author: Jonathan F. Mattanah
Publisher: Momentum Press
ISBN: 1606507265
Category : Psychology
Languages : en
Pages : 139
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Book Description
College Student Psychological Adjustment: Theory, Methods, and Statistical Trends introduces the reader to the college adjustment process, highlighting the many challenges facing college students today. The four chapters review recent trends in college attendance and mental and physical health problems of college students, classic and contemporary theories of college student development (such as Chickering’s seven vectors of development), and techniques for studying student adjustment, targeting five domains of adjustment most relevant to college students. The final chapter provides an overview of the unique adjustment challenges of ethnic minority students adjusting to predominantly white colleges as well as the adjustment process for minority students attending historically black colleges and universities. This book is aimed at advanced undergraduates, graduate students, and scholars in the fields of psychology, human development, and higher education who are interested in understanding the process of college adjustment. It is also an excellent starting point for scholars who may wish to design their own study of college students and their adjustment challenges.
Author: Leigh N. Wood
Publisher: Springer
ISBN: 9811027919
Category : Education
Languages : en
Pages : 364
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Book Description
This book explores successful transition strategies to, within and from university for students from around the globe, with Macquarie University, a large Australian university, studied in depth. It addresses the meaning of success taking a variety of perspectives, including student, staff and employer views. The chapters present a series of initiatives that have proven to be successful in assisting students in developing their academic potential throughout university and beyond. The authors of the chapters use a variety of methodologies and approaches reflecting the diverse local contexts and requirements. These international perspectives demonstrate a triumph of practice that has led to the empowerment of individuals and groups. The approaches from twelve universities located in eight different countries stem directly from the coalface and provide many valuable lessons and tools that colleagues in the sector will be able to consider and adapt in their own contexts. Small interventions matter, from a mentor of a nervous student who goes on to achieve greatness, to the use of a curriculum design model that hooks a whole group of students into learning and achievement. This book covers both the small, individual victories and the larger scale strategies that support success. Contributions emanate from Australia, Bangladesh, India, China, New Zealand, United Kingdom, Canada, USA, Uruguay and South Africa.
Author: Emanuel Nathan Thomas
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 396
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Book Description
Author: Patrice Nicole Perkins
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 92
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Book Description
Author: Nana Dawson-andoh
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Racial factors have been shown to play a role in the adjustment of African American college students attending predominantly White institutions (Ancis, Sedlacek, & Mohr, 2000; Davis et al., 2004; Jones, 2004; Solórzano, Ceja, & Yosso, 2000; Swim, Hyers, Cohen, Fitzgerald, & Bylsma, 2003). Social support also appears to be an important factor in the successful adjustment of African American students at PWIs (Bean, Bush, et al., 2003; Cohen & Wills, 1985; Guiffrida, 2003, 2004, 2005; Harris & Molock, 2000; Hinderlie & Kenny, 2002; Kimbrough et al., 1996; Lin, Dean, & Ensel, 1986; Mallinckrodt, 1988; Utsey et al., 2000). Utilizing a longitudinal design, the present study investigated how race-related factors such as racial identity, racial socialization, and racial climate influenced the college adjustment experience of African American students as well as how these factors influenced the size and racial composition of the social support networks. It was hypothesized that social support may play a mediating role in the relationship between these racial factors and college adjustment and that these relationships would vary by class status (freshman vs junior transfer students). Results were mixed and indicated that current racial climate and private regard were concurrently, but not prospectively, associated with overall college and institutional adjustment. This effect was moderated by class status. However, the size and racial composition of social support providers was not predicted by any racial factors nor did it predict college adjustment. Limitations and broad implications of findings are discussed.
