College Students of Color: Confronting the Complexities of Diversity, Culture, and Mental Health
After removing 35 duplicates, 60 records were excluded based on the screening of titles and abstracts. A new literature search was conducted to update the previous review and identify any new studies that evaluated the effectiveness of The Guide. Each module incorporates interactive activities, case studies, and resources tailored to educational contexts, facilitating engagement and knowledge retention among users.
Racial/Ethnic Differences in Treatment Enrollment and Initiation
These adaptations may be applied more broadly to the implementation of evidence-based mental health interventions in diverse school settings. These are just a few resources that we hope educators, counselors, students, and their families can use to better understand the mental health needs of underrepresented students and work to meet them. It’s a comprehensive digital resource and community for Black people of all ages, and offers scholarships for Black students who plan to pursue a career in mental health. These materials were developed to promote mental health awareness and provide a practical framework for the implementation of evidence-based mental health practices in schools. ASCA’s on-demand webinar delves into how biases are formed, how they can lead to errors in multicultural counseling environments, and how they can be identified and reshaped for the good of marginalized students and the school community as a whole
2 Mental health in higher education
- And knowing they’re not alone is often such a comfort to families who have kids who struggle academically or socially.”
- Such disparities may explain the greater improvement to resilience seen among racial minority youth in our intervention, as Healthy Kids may represent a source of accessible support at a critical time within the psychosocial development of early adolescence.
- Imposter feelings experienced by Asian American, Black/African American, and Latinx college students have been found to moderate and mediate links between perceived discrimination and depression and anxiety symptoms (Cokley et al., 2017).
- Unlike traditional illness-based models, MHL interventions such as The Guide adopt a population-based approach, focusing on equipping individuals with knowledge and skills pertinent to mental health across diverse contexts .
Simkiss measured mental health literacy using the Knowledge and Attitudes about Mental Health Scale (KAMHS) and found that https://www.umaryland.edu/counseling/self-help-resources/student-parents-or-pregnant/ the intervention group had a mean change of 0.09 (0.09), while the control group had a mean change of − 0.01 (0.09). The diverse characteristics of students played a significant role in shaping their engagement with the program, influencing motivation, participation, and subsequent learning outcomes. Milin found that teachers who delivered The Guide had more positive attitudes towards mental health than those who did not, but also needed more training and support to deliver the program effectively. For example, Hassen found that peer educators were more relatable, credible, and engaging for the students than professionals, but also faced some challenges such as lack of confidence, experience, and supervision.
Acculturative stress measures were administered to Latinx students only owing to the prominent group size in the local setting and limited validity of the measures to other groups. Second, indirect effects that can explain underlying mechanisms were not examined such as school attachment and discrimination. A dynamic measure can better capture changes in density/diversity at the individual-level (eg, when a student moves) and school-level (eg, gentrification) and sensitive periods for these effects. For NL-Black vs NL-White students in particular, rates of depressive-anxious symptoms increased when NL-White density exceeded ~25% of the total student body. measured mental health literacy using the Mental Health Literacy Questionnaire and found that the intervention group had a mean change of 27.41 (19.55), while the control group had a mean change of 20.98 (16.54). The total sample size across all studies was 7420 participants, with a proportion of female participants ranging from 50 to 100%. The full texts of the remaining 42 studies were assessed for eligibility, and 5 studies 17,18,19,20,21 met the inclusion criteria and it’s noteworthy that one of the articles included two reports due to the study being conducted in two different countries and reported separately in one article. The synthesis specifically delved into examining the impact of The Guide on outcomes such as mental health literacy, help-seeking attitudes, and mental health-related stigma.|Lack of a control group led to exclusion, as did outcomes assessed from caregivers or teachers, or those measuring dimensions other than help-seeking intentions/attitudes, mental health-related stigma, or mental health literacy. Conversely, studies were excluded if they lacked information about participants’ age. Additionally, studies were required to have a control group or provide an intervention as treatment as usual. Studies eligible for inclusion addressed individuals aged 10–25 years old, employing study designs such as randomized controlled trials, non-randomized controlled trials, experimental, or before-and-after studies. Notably, Google Scholar, along with selected reference lists, was also explored to identify additional studies of interest beyond the initial database searches. Stigma, characterized by labeling, devaluation, and discrimination based on perceived differences, profoundly impacts young people’s mental outcomes.|The moderating role of centrality on associations between ethnic identity affirmation and ethnic minority college students’ mental health. The relationship of microaggressions with alcohol use and anxiety among ethnic minority college students in a historically white institution. As the United States continues to change its laws in higher education around diversity, equity, and inclusion, these constructs should continue to be examined to better learn how to support ethnically and racially minoritized college students.}
The following factsheets provide a snapshot of the current state of mental health of minority populations and some factors that may contribute to mental health disparities among these groups. The study was supported by grants #R01MH and #5-T32-MH from the National Institute of Mental Health. Future research is needed to examine underlying mechanisms that explain these patterns, including the assessment of sources of minority stress (ie, stigma, prejudice, discrimination, harassment, victimization). This study focused on mental health effects only, though its findings should be weighed against other important outcomes such as academic, economic, and physical health trajectories. Results may be particularly relevant to NL-Black and Latinx students in the United States. Also, interpretations of the Latinx group are limited to students identifying as Mexican/Chicano, as they comprised 91% of the Latinx sample.