Psychology Education & Careers Guidebook for College Students of Color Applying to Graduate and Professional Programs

The equity lens evaluates institutional barriers that prevent students of color from gaining access to resources for college success (Bensimon, 2005). The first-generation college students at the University of Southern California are 16% of the total student body and students of color comprise two-thirds of this population. Since 2008, how to support first generation college students of color in their academic achievement and college success once in college has expanded the discussion beyond access. By evaluating institutional structures through the equity lens, the response has been to create intentional academic and social programs for first generation college students of color that bridge the academic and student services divide. Through descriptions of actual programs and stories from students affected by these programs, this essay will discuss innovative approaches to serving first-generation students of color at predominantly white universities.

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Exploring the Relationship Between Campus Climate and Minority Stress in African American College Students

JCSCORE ◽

10.15763/issn.2642-2387.2018.4.1.66-95 ◽

2019 ◽

Vol 4 (1) ◽

pp. 66-95 ◽

Cited By ~ 1

Author(s):

Isaac Clark ◽

Donald Mitchell, Jr.

Keyword(s):

College Students ◽

African American ◽

Students Of Color ◽

Campus Climate ◽

Minority Stress ◽

First Year ◽

African American College Students ◽

Color Experience ◽

Symptoms Of Depression ◽

The Social

During recent decades, there has been a growth in research exploring the social experiences of African American students attending institutions of higher education. Research that examines minority stress suggests that students of color experience cognitive stressors specific to their racial identity or status as minorities on campus. Many studies have expanded on this knowledge in terms of academic achievement, retention, and adjustment to campus during the first year. The present study explored the concept of minority stress in relation to campus climate and the mental health of African American college students. The participants in this study consisted of eight college students from a predominantly White Midwestern university who identified as African American. Utilizing one-on-one interviews, the students discussed their experiences on campus, their perceptions of campus climate, the stress they experienced as students of color, and how these aspects may have contributed to symptoms of depression and anxiety. Information shared by the students indicated that campus climate and minority stress are closely associated with one another, especially when considering the racial status of the students. While students described feeling stress, discomfort, and burden due to campus climate and minority stress, the investigators were unable to determine if the symptoms described were, in fact, due to anxiety or depression.

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Difficult times for college students of color: teaching white students about White Privilege provides hope for change

Teaching in Higher Education ◽

10.1080/13562517.2013.836092 ◽

2013 ◽

Vol 18 (7) ◽

pp. 698-708 ◽

Cited By ~ 9

Author(s):

Su L. Boatright-Horowitz ◽

Savannah Frazier ◽

Yvette Harps-Logan ◽

Nathanial Crockett

Keyword(s):

College Students ◽

White Students ◽

Students Of Color ◽

White Privilege ◽

Difficult Times

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