Department of Psychology, Arizona State University.
Cultur Divers Ethnic Minor Psychol. 2024 Jan;30(1):72-82. doi: 10.1037/cdp0000528. Epub 2022 Mar 3.
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).
Latino adolescents ( = 209; 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.
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.
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) 2024 APA, all rights reserved).
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少数族裔大学生产生负面影响，但在拉丁裔学生从高中（HS）过渡到大学的过程中，缺乏具有多种歧视源的纵向研究。本研究考察了在大学过渡期间同伴、成人和日常歧视的变化，并检验了这些歧视源、内化症状和平均绩点（GPA）之间的同期、前瞻性和相互关联。
拉丁裔青少年（N = 209；T1 时年龄为 18.10 岁；64.4%为女性；85.1%为墨西哥裔）在高中最后一年和大学第一学期报告了歧视经历和内化症状。参与者的 GPA 是从机构记录中获得的。使用交叉滞后面板模型分析纵向数据。
成人歧视保持稳定，而同伴和日常歧视从高中到大学有所下降。所有来源的歧视在高中和大学都与内化症状同时相关，但与 GPA 无关。在大学过渡期间，日常歧视与内化症状之间存在积极的双向关联。高中时的成人歧视预测了大学期间来自成人和同伴的更多歧视。第一代大学生在大学中报告了更高的日常和同伴歧视。
拉丁裔学生在学校经历的日常和种族歧视可能与他们在大学第一学期的心理适应而不是学业适应更为密切相关。第一代大学生和那些在高中时经历了更高水平的成人歧视或内化症状的学生，在大学过渡期间似乎更容易感受到更多的歧视。
