The Process of Coping Among Ethnic Minority First-Generation College Freshmen: A Narrative Approach

Abstract

Using a narrative approach, the authors explored the process of coping among ethnic minority college students. Participants were 30 freshmen, predominantly the 1st members of their families to attend college, who wrote journals once a week for 3 weeks on their ways of coping with stress. They also completed a survey of background information. Those who were more successful in coping, compared to those who were less successful, expressed a greater sense of self-efficacy and did not feel that they lacked needed social support. However, those who were more successful in coping did not differ on demographic variables, including ethnicity, gender, country of birth, and parental education. The narratives provide evidence of the complex and interactive process of coping among ethnic minority college students.     

Ego Identity,Ethnic Identity,and the Psychosocial Well-Being of Ethnic Minority and Majority College Students

Although empirical studies have linked a consolidated ego identity to positive psychosocial outcomes for White middle-class adolescents, there is little research documenting this relationship for ethnic minority youth. This study investigated the relationships among ego identity, ethnic identity, and psychosocial functioning, and compared these relationships for ethnic minority and majority college students. The findings revealed that students with an achieved ego identity status had a more positive sense of ethnic identity than did students with a diffused ego identity. Findings also revealed that ethnic minority students reported stronger ethnic identification than did White students and that a stronger sense of ethnic identity was associated with more positive psychosocial outcomes among ethnic minority students, but not among White students. Implications for future research are discussed.     

汉区高校少数民族大学生压力对其学校适应的影响机制

在压力反应一般模式、应对交互作用模式、生态系统理论、风险缓冲模型和压力缓冲假说模型基础上构建了一个有调节的中介模型,探讨了压力、应对方式、文化智力和汉区高校少数民族大学生学校适应之间关系。采用了压力量表、应对方式问卷、文化智力量表和学校适应问卷对779名汉区高校少数民族大学生进行调查,结果显示：（1）压力影响汉区高校少数民族大学生学校适应;（2）应对方式部分中介了压力与汉区高校少数民族大学生学校适应间的关系;（3）文化智力调节了压力通过应对方式影响汉区高校少数民族大学生学校适应这一中介过程的前半路径和直接路径。研究结论对提高汉区高校少数民族大学生学校适应有重要的参考价值。     

文化疏离感对汉区高校少数民族大学生幸福感的影响:应对方式的中介作用和文化智力的调节作用

采用文化疏离感量表、应对方式问卷、文化智力量表和幸福感问卷对670名汉区高校少数民族大学生进行调查,分析了文化疏离感、应对方式、文化智力和汉区高校少数民族大学生幸福感之间关系。结果显示:(1)应对方式部分中介了文化疏离感与汉区高校少数民族大学生幸福感间的关系;(2)文化智力调节了文化疏离感通过应对方式影响汉区高校少数民族大学生幸福感这一中介过程的前半路径和直接路径。     

The Associations of Race/Ethnicity and Suicidal Ideation among College Students: A Latent Class Analysis Examining Precipitating Events and Disclosure Patterns

The aim of this paper was to examine precipitating events for suicidal ideation and how these experiences relate to disclosure in a diverse sample of college students were examined. Among non‐Hispanic White students, relationship/academic problems were most associated with ideation. A romantic break‐up increased the odds of getting help. Among racial/ethnic minority students, family/academic problems were most associated with ideation and students who reported multiple events were less likely to get help compared with those not reporting events. Future research should examine the reasons for interpersonal conflict among this high‐risk group and their attitudes about help‐seeking, and identify cultural norms associated with disclosure.     

Reasons to attend college among ethnically diverse college students

A survey of 713 ethnically diverse university freshmen (463 Latino, 167 Asian American, 54 African American, 29 European American) assessed reasons for attending college, ethnic identity, family interdependence, and college adjustment. Results revealed three reasons for attending college not reported in previous research: to help one's family, to prove one's self-worth, and because of encouragement. Attending college to help the family was stronger among students from lower socioeconomic status backgrounds. Ethnic identity and family interdependence contributed positively to some reasons for attending college, but did not mediate ethnic differences; with cultural factors and socioeconomic status included as predictors, ethnic minority students still gave greater importance to family oriented motives than did European Americans. Career/personal and humanitarian motives contributed positively to college adjustment.     

Forgiving the September 11th terrorists: associations with coping, psychological distress, and religiosity

Two studies examined how non-interpersonal forgiveness (when there is no social relationship between the transgressor and forgiver) related to coping and involuntary responses to stress, psychological distress, and religiosity. Three to six weeks after September 11th, 2001, forgiveness had non-linear associations with other responses to the terrorist attacks. Among college students (N=488), those who were trying or had forgiven (pro-forgiveness) the terrorists reported less involuntary engagement, more primary and secondary control coping, and more meaning finding than those who were unsure about forgiveness (ambivalent) and those who did not believe the perpetrators should be forgiven (anti-forgiveness). Ambivalent students reported the most distress, even after controlling for religion. Anti-forgiveness students reported less religiosity than ambivalent and pro-forgiveness students. Most findings were consistent among middle schoolers (N=154), particularly regarding psychological distress and responses to stress. Also, forgiveness of strangers for acts against one's community functioned separately from religion.     

Shifting foundations: religious belief change and adjustment in college students

In a sample of 154 college students, prevalence of religious belief change and its relationship to religiosity and coping variables were examined twice over the course of one month. Students who reported belief change (62%) scored higher than those who did not on measures of religiosity and fared worse on adjustment measures. Significant differences in coping strategies were noted, with the change group using more religious coping and alcohol and drugs to cope. Within the change group, a higher degree of change was related to higher levels of religiousness and religious coping, and poorer adjustment at baseline and follow-up.     

Ethnic Segregation and Perceived Discrimination in College: Mutual Influences and Effects on Social and Academic Life1

This study examined relationships among same‐ethnicity friendships, perceptions of ethnic discrimination, and social and academic adjustment in college using a large longitudinal sample of White, Asian, Latino, and African American students. Results demonstrated that Latino students who had more in‐group friends during college exhibited reduced belonging and academic performance at the end of college. Perceived discrimination also had negative effects on Latino students' sense of belonging. For African American students, having more in‐group friends during college was related to enhanced academic commitment and motivation at the end of college. Perceiving more discrimination was also associated with enhanced academic motivation for African American students. Explanations for the divergent experiences of the two minority groups on campus are discussed.     

The Moderating Role of Ethnic Identity and Social Support on Relations Between Well‐Being and Academic Performance1

The role of social support and ethnic identity in moderating the effects of factors that may emanate from stereotype threat on academic performance was examined. Depressive and anxiety symptoms of ethnic minority (n = 65) and Euro‐Caucasian students (n = 198) were tracked through their first year of university. Although students' symptoms did not differ at the outset of the year, higher symptoms uniquely evident among ethnic minority students at midyear were associated with poorer final grades, and reduced well‐being was sustained at the end of the year. Social support from friends and fewer unsupportive interactions predicted greater success among ethnic minority students. Although both groups benefited from academic support, such support was perceived as less available to minority students.     

Angry rumination moderates the association between perceived ethnic discrimination and risky behaviors

Perceived ethnic discrimination (PED) is associated with increased engagement in risky behaviors in ethnic minority emerging adults. Risky behaviors may reflect efforts to cope with emotional distress like depression or anxiety resulting from PED, particularly for individuals with poor emotion regulation skills. We hypothesized that the association between PED and risky behaviors would be particularly strong for emerging adults with tendencies for angry rumination. We further hypothesized that increased depressive and anxious symptoms would mediate the effect of the PED-rumination interaction on risky behaviors. In this survey study, 155 ethnic minority college students completed measures of PED, depressive and anxiety symptoms, trait angry rumination, and risky behaviors. Analyses revealed that angry rumination moderated the association between PED and greater risky behaviors. Depressive and anxiety symptoms did not mediate this effect. Although cross-sectional, these findings suggest that individuals with poor coping skills may be especially likely to respond to stressors such as PED by engaging in risky behaviors. Implications include using rumination-focused interventions in order to prevent engagement in risky behaviors in ethnic minority emerging adults.     

Racial differences in self-disclosure of suicidal ideation and reasons for living: implications for training

Racial differences in suicidal self-disclosure and reasons for living were investigated in 2 separate studies. In Study 1, a random sample of archival client and therapist intake data from a university counseling center for 1 year was examined, and results indicate that ethnic minority clients do not self-disclose suicidal ideation as readily as their nonethnic minority peers. In addition, a significantly higher number of ethnic minority clients were deemed "hidden ideators" because their suicidal ideation only became evident when a counselor performed a suicide risk assessment. Only 1 of the 36 ethnic minority clients with suicidal ideation in the sample voluntarily self-disclosed this ideation at intake without an assessment by the therapist. Study 2 used the Reasons for Living Inventory (RFL) and compared African American and European American college students from an introductory psychology course. The RFL is a useful instrument to compare potential race differences in reasons people report for choosing not to kill themselves, because it does not require respondents to self-disclose (or to have) current suicidal ideation. The results from Study 2 indicate European Americans report fewer reasons for choosing not to kill themselves than their African American peers and that African Americans scored significantly higher than European Americans on the moral objections and survival and coping beliefs subscales of the RFL. Implications for training counselors in suicide risk assessment, prevention, and treatment with ethnic minorities are discussed.     

Examination of the Salutogenic Model,Support Resources,Coping Style,and Stressors Among Israeli University Students

The author investigated A. Antonovsky's (1979) concept of the sense of coherence (SOC) in relation to social support, coping styles, and the stress experiences of college students. A multivariate model was used to assess the relationships between the psychosocial resources, perceived stress, and the effect of different coping styles among 261 undergraduate students in three Israeli institutions of higher education. Results of a multivariate analysis of variance revealed that younger students used more emotional strategies and perceived having greater social support from friends than did older students. Students who did not work reported experiencing higher levels of stress associated with daily life and work-related issues. Women used more emotional and avoidance coping strategies. The findings of the regression analysis demonstrated that task-oriented and emotional coping modes, work stress, and family support explained 30% of the variance of SOC. These results increase our understanding of the salutogenic model of students within university settings and suggest focusing on the students and their interaction with the environment, using the concepts of stress, coping, and social support as inseparable characteristics of systems models.     

Examination of the salutogenic model, support resources, coping style, and stressors among Israeli university students

The author investigated A. Antonovsky's (1979) concept of the sense of coherence (SOC) in relation to social support, coping styles, and the stress experiences of college students. A multivariate model was used to assess the relationships between the psychosocial resources, perceived stress, and the effect of different coping styles among 261 undergraduate students in three Israeli institutions of higher education. Results of a multivariate analysis of variance revealed that younger students used more emotional strategies and perceived having greater social support from friends than did older students. Students who did not work reported experiencing higher levels of stress associated with daily life and work-related issues. Women used more emotional and avoidance coping strategies. The findings of the regression analysis demonstrated that task-oriented and emotional coping modes, work stress, and family support explained 30% of the variance of SOC. These results increase our understanding of the salutogenic model of students within university settings and suggest focusing on the students and their interaction with the environment, using the concepts of stress, coping, and social support as inseparable characteristics of systems models.     

Attitudes Toward Affirmative Action as a Function of the Strength of Ethnic Identity Among Latino College Students1

The present study examined support for affirmative action among Latino college students as a function of ethnic identity. We found that, overall, Latino students generally endorsed affirmative action and did not feel undermined by it. Of primary interest to us was variation in support for affirmative action as a function of ethnic identity. The more the Latino students identified with their ethnic group, the more they endorsed affirmative action.     

Relevance of multicultural training to students' applications to clinical psychology programs

Interest in the efficacy of multicultural training for practitioners and scientists working with multicultural populations has led to questions about the characteristics of students who seek this training. Students of ethnic minority background, as compared with White students, may be more likely to seek programs that offer this training, and their ethnic or racial identity may be related to this preference. This study explores the relevance of multicultural training to White and ethnic minority graduate students in accredited clinical psychology programs. Students rated the relevance of multicultural and general training components to their decisions about where to apply to graduate school. The ethnic minority students' mean ratings of the relevance of multicultural components were higher than those of White students, and the degree of ethnic minority students' ethnic identification was positively correlated to these relevance ratings.     

College women coping with depression

Depression is a common problem among college women, and many of them cope with it on their own (without professional help). Since these naturally occurring episodes of self-controlled behavior are frequent—and sometimes dramatically successful—they were investigated in this study. College women who had coped successfully and unsuccessfully with clinically-significant levels of depression were interviewed about their coping efforts. In contrast to previous research of this type, the present investigation did not identify any clear coping differences between successful and unsuccessful copers. Follow-up interviews indicated that many initially unsuccessful subjects eventually became much less depressed. The implications of these results are discussed, with suggestions for future research.     

Family Unpredictability and Psychological Distress in Early Adulthood: The Role of Family Closeness and Coping Mechanisms

Unpredictability within the family environment has been consistently linked to anxiety and depressive symptomology in early adulthood. The current investigation sought to examine how individual and family factors may serve to protect college students from the potentially detrimental effects of growing up with family chaos. A multi-dimensional survey, including measures assessing family unpredictability, coping behavior, anxiety, and depressive symptoms, was administered to 260 (68% female) undergraduate college students. A series of regression models found mediating and moderating effects: the relationship between family unpredictability and psychological distress was explained in part by less family closeness, and this was especially true among students who engaged in more emotion-focused coping. Individuals who used less emotion-focused coping did not appear to suffer from psychological distress associated with family unpredictability. Conversely, task-focused coping did not moderate the association between family unpredictability and psychological distress; yet, individuals who used more task-focused coping, in general, experienced less distress. These findings could be used to inform intervention efforts targeted at improving parenting and caregiving practices as well as the development of campus programs aimed at improving students’ coping strategies.     

Intake Concerns of Racial and Ethnic Minority Students at a University Counseling Center: Implications for Developmental Programming and Outreach

The presenting concerns of racial and ethnic minority students at a university counseling center were examined. Results revealed that family and romantic relationship issues, academic concerns, and depression were among their primary concerns. Implications for developing outreach programs to address the mental health needs of similar college students are discussed.     

Does test anxiety bias scholastic aptitude test performance by gender and sociocultural group?

This study examines the commonly held contention that test anxiety may serve as a source of bias in the scholastic aptitude test performance of gender and ethnic minority groups. In addition, this study examines sex and sociocultural group differences in the level and pattern of test anxiety among Israeli college students. The sample was composed of 163 male and 198 female students sitting for scholastic aptitude tests routinely administered to all student applicants as part of their college admissions procedures. About 67% were of Western cultural extraction whereas the remainder were of Eastern extraction. Significant differences in text anxiety scores for males and females were observed, with greater sex group differentiation on the Emotionality than on the Worry scale. Test anxiety scores were not discernible by ethnicity or social class. Furthermore, test anxiety was not differentially related to aptitude test scores by sex or sociocultural group membership. Thus, this study lends little evidence to the common contention that test anxiety differentially debilitates the aptitude test scores of females and ethnic minority student candidates.