Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA.
Int J Environ Res Public Health. 2023 Jun 28;20(13):6243. doi: 10.3390/ijerph20136243.
In this study, we evaluated the role of minority status, as well as pandemic-related social stressors and health disparities on short- and long-term academic performances of college students. Cross-sectional analysis using descriptive and bivariate statistics were used to identify participants of minority status as well as pandemic-related prevalence of social stressors and health disparities and their roles on academic performance. Poor academic performance was significantly related to being food insecure, experiences of discrimination, serious psychological distress, and low daytime wakefulness during the pandemic but only significantly based on minority status. Grade point average was significantly associated with serious psychological problems among males, independent of race/ethnicity identity. Institutes of higher education, when tasked with developing post-pandemic policies to address equity gaps in academic success, may benefit their students by integrating system-wide holistic approach to support, including interventions on basic needs support and health and resilience building.
在这项研究中，我们评估了少数族裔身份，以及与大流行相关的社会压力源和健康差距对大学生短期和长期学业表现的影响。 使用描述性和双变量统计的横断面分析用于确定少数族裔身份的参与者以及与大流行相关的社会压力源和健康差距的流行情况，以及它们对学业表现的作用。 学业成绩不佳与在大流行期间感到食物不安全、经历歧视、严重心理困扰和白天嗜睡时间短显著相关，但仅与少数族裔身份显著相关。 平均绩点与男性的严重心理问题显著相关，与种族/民族认同无关。 高等教育机构在制定大流行后政策以解决学术成功中的公平差距时，可以通过整合系统范围的整体支持方法来使学生受益，包括对基本需求支持以及健康和恢复力建设的干预措施。
