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

Monideepa B. Becerra (), Rushil J. Gumasana, Jasmine A. Mitchell, Saba Sami, Jeffrey Bao Truong and Benjamin J. Becerra
Additional contact information
Monideepa B. Becerra: Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA
Rushil J. Gumasana: Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA
Jasmine A. Mitchell: Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA
Saba Sami: Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA
Jeffrey Bao Truong: Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA
Benjamin J. Becerra: Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA

IJERPH, 2023, vol. 20, issue 13, 1-11

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.

Keywords: mental health; social stressors; academic performance; pandemic; COVID-19; young adults; college students (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/1660-4601/20/13/6243/pdf (application/pdf)
https://www.mdpi.com/1660-4601/20/13/6243/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:20:y:2023:i:13:p:6243-:d:1181360

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().