Examining Stress and Coping Among Ethnic Minority Students in Health Professions Programs at a Historically Black College and Univer PDF Download
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Author: Stephanie P. Hall
Publisher:
ISBN:
Category : Public health
Languages : en
Pages : 0
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Author: Stephanie P. Hall
Publisher:
ISBN:
Category : Public health
Languages : en
Pages : 0
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Author: Walter Louis Davis
Publisher:
ISBN:
Category : Medical education
Languages : en
Pages : 252
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Author: Mia Budescu
Publisher:
ISBN:
Category :
Languages : en
Pages : 144
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College attrition represents a serious and persistent problem for ethnic minority students. Although there has been a plethora of research examining retention rates, most have focused on difficulty paying for college and financial strain. Importantly, past studies suggest that minority stress in the form of discrimination and lack of support on campus represents an additional barrier for African American students at predominantly White four-year institutions. The current study furthers our understanding of the experience of African American students by focusing on a previously unstudied race-related stress: systemic racism. Furthermore, the current investigation focuses on mental and physical health outcomes among students, in addition to academic outcomes which have been traditionally studied. Finally, this study examines the role of support from kin, same race friends, and religiosity as potential buffers from the impact of systemic-racism related stress. A sample of 472 students with mean age of 20.65 (SD=1.53), of which 99 identified as Black/African American and 373 as White/European American or Caucasian was recruited from a large public university. The results indicate that African American students perceived higher levels of systemic-racism related stress than their European American counterparts. Among African American respondents, systemic-racism related stress was related to lower levels of academic engagement, after control for general and undergraduate stress. Among European American students higher levels of systemic-racism related stress were related to higher levels of academic engagement. The study also finds that having many same race college friends reduces racism-related stress among African American students, while high levels of kinship support are related to higher levels of racism-related stress. Ethnic identity and racial socialization buffered the negative impact of racism-related stress on health outcomes, but only at low levels of stress. Similarly, kinship support was related to better outcomes at low levels of stress, but had no positive impact on physical or mental health outcomes at high levels of racism-related stress. Finally, religious participation and spirituality were related to lower levels of mental and physical health functioning for college students. However, at high levels of racism-stress, students with high levels of religiosity reported better adjustment than students with low levels of religiosity. The results hold important implications for the mental and physical health functioning of ethnic minority college students.
Author: Jason Arnold
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659358777
Category :
Languages : en
Pages : 148
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The focus of this work was to examine ethnic identity and coping style as potential factors in the development of Post-Traumatic Stress symptoms. This year-long research program obtained information from 381 undergraduate students at various universities across the United States and examined these variables using three instruments: the Brief COPE (Carver, 1997), the PTSD Checklist-Civilian Version (Weathers, Litz, Herman, Huska, & Keane, 1993), and the Multigroup Ethnic Identity Measure (Phinney, 1992). Correlation and multiple regression analyses were used to examine the relationships among these variables. Multivariate analyses of variance (MANOVA) were used to examine differences in ethnic identity, coping style, and Post-Traumatic Stress symptoms between and among the racial groups of the sample. The relevant peer-reviewed literature as well as limitations to this study, future directions for research, and implications for the mental health professions were discussed.
Author: Richard P. Garvin (Jr.)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 302
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Author: Stacey Marie Antoinette Jackson
Publisher:
ISBN:
Category :
Languages : en
Pages : 308
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Scholars within the field of African/Black Psychology argue that racial oppression negatively impacts African American psychological well-being. A large body of research exists supporting the claim that race-related stress is associated with poor mental health outcomes. Some Black psychologists contend that African self-consciousness is central to healthy psychological functioning suggesting that disordered Black personality results from the impact of racism on African Americans’ African self-consciousness. Lastly, when examining the psychosocial development of African American college students’ researchers often make comparisons between student experiences based on Academic Institution. The current study utilized Pearson’s correlations, hierarchical multiple regressions, and an independent samples T-test to investigate the roles that race-related stress, African self-consciousness and Academic Institution have on depression among African American collegians. The sample consisted of 167 Black college students (117 women and 50 males) recruited from a Predominately White institution (PWI) (111 participants) and a Historically Black College/Institution (HBCU) (56 participants). Results revealed total race-related stress and cultural racism significantly predicted depression. Additionally, African self-consciousness (ASCS) moderated the relationship between individual racism and depression such that, higher levels of ASCS eliminated the relationship between individual racism and depression for this sample. These findings suggest the need to further examine the unique impact of cultural, individual and institutional racism on mental health outcomes of African American collegians, along with various factors that influence these relationships. Implications of these findings for university personnel and mental health professionals are identified.
Author: John Mirowsky
Publisher: Routledge
ISBN: 1351328069
Category : Social Science
Languages : en
Pages : 403
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Education forms a unique dimension of social status, with qualities that make it especially important to health. It influences health in ways that are varied, present at all stages of adult life, cumulative, self-amplifying, and uniformly positive. Educational attainment marks social status at the beginning of adulthood, functioning as the main bridge between the status of one generation and the next, and also as the main avenue of upward mobility. It precedes the other acquired social statuses and substantially influences them, including occupational status, earnings, and personal and household income and wealth. Education creates desirable outcomes because it trains individuals to acquire, evaluate, and use information. It teaches individuals to tap the power of knowledge. Education develops the learned effectiveness that enables self-direction toward any and all values sought, including health. For decades American health sciences has acted as if social status had little bearing on health. The ascendance of clinical medicine within a culture of individualism probably accounts for that omission. But research on chronic diseases over the last half of the twentieth century forced science to think differently about the causes of disease. Despite the institutional and cultural forces focusing medical research on distinctive proximate causes of specific diseases, researchers were forced to look over their shoulders, back toward more distant causes of many diseases. Some fully turned their orientation toward the social status of health, looking for the origins of that cascade of disease and disability flowing daily through clinics. Why is it that people with higher socioeconomic status have better health than lower status individuals? The authors, who are well recognized for their strength in survey research on a broad national scale, draw on findings and ideas from many sciences, including demography, economics, social psychology, and the health sciences. People who are well educated feel in control of their lives, which encourages and enables a healthy lifestyle. In addition, learned effectiveness, a practical end of that education, enables them to find work that is autonomous and creative, thereby promoting good health.
Author: Tyson Pankey
Publisher:
ISBN:
Category :
Languages : en
Pages : 187
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Book Description
Black medical students experience unique race-based stressors within the medical training environment that compromise their psychological and professional well-being, as well as their motivations to remain in medicine. Such detriments may undermine broader efforts to diversify the medical workforce, and by extension, reduce health disparities. The Race-based Disparities in Stress and Sleep in Context (RDSSC) model predicts that specific coping resources may alter racial minority students' appraisals of race-based stressors and facilitate coping responses that promote psychological and educational well-being. This study examined the validity of race-based stress and coping pathways theorized within the RDSSC model among a national sample of Black medical students. An online survey was administered that assessed participant demographics and measures of race-based stressors, internal and external coping resources, coping response, psychological distress, and educational outcomes. Regression analyses were conducted to examine coping response as a mediator of the relationship between race-based stressors and mental health and educational outcomes, and between coping resources and mental health and educational outcomes. Structural Equation Modeling was employed to assess the overall fit of study data to the RDSSC model. Partial support was found for race-based stress and coping pathways theorized within the RDSSC model. Study findings regarding the influence of race-based stressors, coping resources, and coping response on mental health and educational outcomes have implications for medical education and Black medical student well-being. Additional institutional and individual-level interventions to reduce the occurrence of race-based stressors and increase the availability of coping resources among Black medical students are warranted.
Author: Floyd T. Henderson (II.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
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The advent of a changing world market and global economy has intensified the pressure experienced by today's college students. Competition for jobs, admittance into graduate school programs, and membership into prestigious honor societies led Dr. Richard Kadison, chief of mental health services at Harvard University and author of "College of the Overwhelmed" to indicate that nearly 50% of college students are likely to suffer some degree of depression while enrolled in college (Rose Williams, 2006). Of these students, African American college students demonstrate low rates of seeking mental health assistance for their psychological distress. The issues cited most frequently for these low rates of assistance include "mistrust of White therapists, attitudes toward mental health problems, and African American spirituality" (So, Gilbert, & Romero, 2005, pg 806). The present study examined samples of predominantly African American students collected at a Historically Black College/University (HBCU). Through utilization of the College Alcohol, Drug Addiction, and Psychosocial Issues Inventory, the present study examined the trend of students attending a HBCU and their endorsement of mental health seeking attitudes. Results demonstrated that the attitudes toward obtaining mental health assistance have decreased among students classified as freshmen and sophomore, but demonstrated a notable increase amongst juniors and seniors. (Contains 7 tables.).
Author: Kofi Lomotey
Publisher: State University of New York Press
ISBN: 143849274X
Category : Education
Languages : en
Pages : 285
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Book Description
A crisis of immense magnitude persists in higher education in the United States. For this third edition of The Racial Crisis in American Higher Education, Kofi Lomotey and William A. Smith have gathered outstanding scholars in the field to address this dilemma on several levels. In thirteen original essays, contributors establish a framework for understanding the current crisis, provide historical perspective on the present, offer a stark overview of the day-to-day realities on campuses, and illustrate the role and impact of university leadership. With a foreword by Donald B. Pope-Davis and an afterword by Valerie Kinloch, as well as an introduction by the editors, the volume is provocative, up-to-date, and solution-driven, giving readers both a comprehensive analysis of the racial crisis in American higher education and ideas for addressing it.
