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Reciprocal associations of perceived discrimination, internalizing symptoms, and academic achievement in Latino students across the college transition.
Cultural Diversity & Ethnic Minority Psychology ( IF 4.035 ) Pub Date : 2022-03-03 , DOI: 10.1037/cdp0000528
Saul A Castro 1 , Jeri Sasser 1 , Jessica Sills 1 , Leah D Doane 1
Affiliation  

OBJECTIVE Despite growing evidence that perceived discrimination negatively impacts underrepresented ethnic-racial college students, there is a lack of longitudinal studies with multiple sources of discrimination as Latinos transition from high school (HS) to college. This study examined changes in peer, adult, and everyday discrimination across the college transition and tested concurrent, prospective, and reciprocal associations between these sources of discrimination, internalizing symptoms, and grade point average (GPA). METHOD Latino adolescents (N = 209; Mage at Time 1 = 18.10; 64.4% female; 85.1% Mexican descent) reported on discrimination experiences and internalizing symptoms during their final year of high school and first college semester. Participants' GPA was obtained from institutional records. Longitudinal data were analyzed using cross-lagged panel models. RESULTS Adult discrimination remained stable while peer and everyday discrimination decreased from high school to college. All sources of discrimination were concurrently associated with internalizing symptoms, but not GPA, in high school and college. There were positive bidirectional associations between everyday discrimination and internalizing symptoms across the college transition. Adult discrimination during high school predicted increased discrimination from adults and peers in college. First-generation college students reported higher everyday and peer discrimination in college. CONCLUSIONS Latino students' experiences of everyday and ethnic-racial discrimination in school may be more closely tied to psychological rather than academic adjustment in the first semester of college. First-generation college students and those who experienced higher adult discrimination or internalizing symptoms in high school appear to be more susceptible to increased perceptions of discrimination during the college transition. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译:

在整个大学过渡期间,拉丁裔学生的感知歧视、内化症状和学业成就的相互关联。

目标 尽管越来越多的证据表明,感知到的歧视会对代表性不足的族裔大学生产生负面影响,但随着拉丁美洲人从高中 (HS) 过渡到大学,缺乏对多种歧视来源的纵向研究。这项研究检查了大学过渡期间同伴、成人和日常歧视的变化,并测试了这些歧视来源、内化症状和平均绩点 (GPA) 之间的并发、前瞻性和互惠关联。方法 拉丁裔青少年(N = 209;时间 1 的法师 = 18.10;64.4% 的女性;85.1% 的墨西哥血统)报告了他们在高中最后一年和大学第一学期的歧视经历和内化症状。参与者的 GPA 来自机构记录。使用交叉滞后面板模型分析纵向数据。结果成人歧视保持稳定,而同龄人和日常歧视从高中到大学有所下降。在高中和大学中,所有歧视来源都与内化症状相关,但与 GPA 无关。在大学过渡期间,日常歧视和内化症状之间存在积极的双向关联。高中期间的成人歧视预示着来自成年人和大学同龄人的歧视会增加。第一代大学生在大学里报告了更高的日常歧视和同伴歧视。结论 拉丁裔学生的 学校日常和种族歧视的经历可能与大学第一学期的心理而不是学业调整更密切相关。第一代大学生和那些在高中经历过较高的成人歧视或内化症状的人似乎更容易在大学过渡期间受到歧视感的增加。(PsycInfo 数据库记录 (c) 2022 APA,保留所有权利)。
更新日期:2022-03-03
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