Minority Students And Stress

Studies have demonstrated that these feelings of frustration and anger as a result of experiencing racial microagressions are common among students of colors who attend colleges with a majority population that is white. The research suggests that Black college students experience race-related stress differently than general daily hassles associated with college. As a result Black students typically report higher levels of life events stress, like racial discrimination and financial stress,

Although the stress of college students is largely present, it is just another part of college. The real epidemic here besides added pressure on female students is how students as a whole can reduce the amount of stress that is put on them by personal practices. The hardships that students are going through now will be prevalent in the future when they become very successful from all the aspects they were challenged

This week article deals with keeping race in place with macroaggression’s and campus racial climate. Macroaggression can cause unnecessary stress to people of color. This article was written in 2002 were many people were still being affected by race and the way people perceive them to be like. The article states “We know that it causes stress, which has a great impact on the day to day lives of these students.” College is already stressful to the average college student therefore African Americans have twice the amount of stress on them to succeed.

According to Franklin et al., (2006) Race-related stress is an outcome of perceived that can cause emotional abuse and psychological trauma. The stress, emotional abuse, and

because the findings may be used to provide unbiased and competent service delivery for persons of color, develop trusting relationships between counselor and client, and allow clients to understand how microaggressions may be impacting their psychological and physical health. (Torres-Harding and Turner, 2015) The hypothesis of the research was to seek if the reliability and validity of the RMAS distress subscale and “RMAS distress subscales were found to exhibit positive correlations with all additional subscales that assessed stressfulness or distress.” (Torres-Harding and Turner, 2015) According to the data, “significant positive moderate-level correlations” were found. (Torres-Harding and Turner, 2015) Data was collected from 374 individuals who “were from a medium-sized private Midwestern university setting,” excluding individuals who identified as White or Caucasian, and the individuals were asked to complete an anonymous online survey.

This discrepancy is seen as both a major social problem and a sign of social inequality.” (Conley,423) There is a high correlation between socioeconomic status and race. African Americans’ are known to have poorer overall stress as compared to whites and that can be correlated with the stress factor. It is common for blacks to be poorer than whites and that can cause stress, but even middle-higher class black people have the stress brought on by discrimination in the work place or being seen as “token minorities” in the

Primary language English. Often, African Americans turn to family, church and community to cope. The level of religious commitment among African Americans is high. In one study, approximately 85 percent of African Americans respondents described themselves as “fairly religious” or “religious” and prayer was among the most common way of coping with stress. Because African Americans often turn to community – family, friends, neighbors, community groups and religious leaders – for help, the opportunity exists for community health services to collaborate with local churches and community groups to provide mental health care and education to families and individuals. Studies have shown that family participation in a support group or a church group can improve the family’s ability to care for family members with mental disorders and cope with the emotional distress of being a caregiver. Communication with African American patients and families should be done in a

Yosso, Smith, Ceja and Solórzano (2009) investigated the experiences of Latina/o undergraduate students who had encountered racial microaggressions and stated that their findings support the “further consideration about the cumulative effects of racial microaggressions and, in particular, how the debilitating race-based stress from racial battle fatigue hinders not only the academic achievements of Latina/o undergraduates but also their physical, emotional, and mental health” (Yosso, Smith, Ceja, & Solórzano, 2009, p.

The purpose of the study was to show how African-American students experience and respond to racial microagressions, and a focus-group research was used (p. 64)

Are racial/ethnic minority and/or female students more likely (or less likely) to face any particular stressful discrete life events than those faced by all students?

Coping is broadly conceptualized as the process by which people deal with life stressors (Carver et al., 1989; Lazarus & Folkman, 1984). The current study’s grounded theory approach combined with a theoretical confirmatory coding suggests that West African immigrant youths tap into several strategies reported in the limited literature on coping among urban youths in general. Although we did not find that specific coping styles were tied to specific stressor settings, it appeared that interpersonal issues across domains were dealt with using interpersonal strategies like support seeking. Because adolescents spend most of their time either in the home or in school, it is unsurprising that stressors mentioned would be primarily in

Success comes easier to a student’s if they are in their comfort zone. students who feel at ease with their environment, have a higher tendency to achieve success in college, for example studies have shown that African American students that attend predominantly white universities are more likely to either have lower grade point averages or drop out at higher rates than their white counterparts and African Americans at historically black colleges. (Allen, Epps & Hanuf, 1991; Braddock & Dawkins 1981) This is a common example of how change could affect a student’s ambition unconsciously. Studies have shown that students who attend Historically Black Colleges and Universities are more likely to have higher self worth, positive self images, strong racial pride, and higher aspirations, opposite of black students on white campuses. This is true for almost all commonalities: race, gender, age, and even backgrounds. Students that feel more “at home” will more than likely receive higher grade point averages.

The Broughman and Mendoza study looked at college students, stressors, coping mechanisms, and how sex played a role. The stage of emerging adulthood has college students highly susceptible to stress; therefore resulting in a group experiencing homogenous stressors – e.g. Academics, money, daily hassles, etc. The study contrived to uncover the source of a stress matched with a coping mechanism and determine how sex effects the way one perceives and handles those stressors.

In this rapidly developing world that we live in, there are many factors which forces mankind to perform harder. Whether it be in education or employment, the fact that there is so much competition in attaining the best possible result has led to a world where people are increasingly fatigued and live with constant stress. In particular, many undergraduate students travel lengthy distances from home to different parts of the world to achieve the best education they can obtain. In turn, this can cause acculturative stress and increase levels of anxiety. Therefore, having an active social support network can be beneficial for undergraduate students dealing with this issue. Social support is broadly defined as the extent of a person’s social

Baker, C. N. (2013). Social Support and Success in Higher Education: The Influence of On-Campus Support on African American and Latino