Triple Jeopardy of Minority Status, Social Stressors, and Health Disparities on Academic Performance of College Students

Author:

Becerra Monideepa B.1ORCID,Gumasana Rushil J.1,Mitchell Jasmine A.1,Sami Saba1,Truong Jeffrey Bao1ORCID,Becerra Benjamin J.1ORCID

Affiliation:

1. Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA

Abstract

Objective: 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. Methods: 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. Results: 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. Conclusions: 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.

Funder

Office of Student Research at California State University, San Bernardino

Publisher

MDPI AG

Subject

Health, Toxicology and Mutagenesis,Public Health, Environmental and Occupational Health

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