ABSTRACT

Social class bicultural identity integration research demonstrates that integrated social class identities are linked with better health, well-being, and academic performance among first-generation students. Here, we demonstrate that exposure to college graduates in students’ home neighborhoods before college is positively related to higher social class bicultural identity integration (Study 1), that the effect of identity integration on academic performance is mediated by academic self-efficacy (Study 2), and that the effects of identity integration on acculturative stress, life satisfaction, and overall health outcomes observed at a large, public university replicated at selective, private universities (Study 3). This suggests that the identity integration framework is a useful theoretical lens to conceptualize and predict health and performance outcomes for first-generation students.

摘要

社会阶层双文化认同整合研究表明，整合的社会阶层认同与第一代学生更好的健康、福祉和学习成绩有关。在这里，我们证明了大学前在学生家庭社区接触大学毕业生与更高的社会阶层双文化身份整合呈正相关（研究 1），身份整合对学业成绩的影响是由学业自我效能介导的（研究 2 )，并且在大型公立大学观察到的身份整合对文化适应压力、生活满意度和整体健康结果的影响在选择性私立大学中得到了复制（研究 3）。