Immigration Status and College Students' Psychosocial Well-Being

被引：19

作者：

Cadenas, German A. ^{[1
]}

Nienhusser, H. Kenny ^{[2
]}

机构：

[1] Lehigh Univ, Coll Educ, Counseling Psychol, 111 Res Dr A233-B, Bethlehem, PA 18015 USA

[2] Univ Connecticut, Higher Educ & Student Affairs, Dept Educ Leadership, 249 Glenbrook Rd 3064, Storrs, CT 06269 USA

来源：

EDUCATIONAL RESEARCHER | 2021年 / 50卷 / 03期

关键词：

college; immigration status; mental health; psychosocial well-being; undocumented students; MENTAL-HEALTH; LIVES;

D O I：

10.3102/0013189X20962470

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Differences in psychosocial well-being were examined between college students with abject immigration status (i.e., undocumented, other temporary documentation), students with permanent status (i.e., U.S. citizenship, permanent residency), and students with visas using a set of one-way analyses of variance (ANOVAs). The data were collected from 76 institutions participating in the Healthy Minds Study during the 2018-2019 academic year. Measures of psychosocial well-being included positive mental health, anxiety, depression, discrimination, campus inclusion, and ethnic identity. Results revealed that on all measures, except ethnic identity, students with abject immigration status experienced worse well-being than other students, and these differences were statistically significant. Findings have implications for strengthening campus supports for immigrant students in response to their psychosocial well-being needs.

引用

页码：197 / 200

页数：4

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