Stress and coping among Latino freshmen during their transition to an elite university.

다국어 초록 (Multilingual Abstract)

The dissertation is a nine month longitudinal study of psychosocial stress, coping behavior, and psychological adjustment among a group of incoming Latino students during their first year at Stanford University. The study used a stress and coping theoretical framework and sought to learn about the psychosocial stress Latino students experience during the transition into college and how they coped with stress. Both qualitative and quantitative methods were utilized. Quantitative survey data were collected in the Fall and Spring during the freshman year from 111 entering students. Qualitative data consisting of interviews were collected from 24 students during the Winter quarter.
No significant differences were found for universal stresses. However, it was found that while intragroup minority status stresses decreased over the year, racism stresses increased. Qualitative data revealed that students with a darker skin complexion perceived more racism.
Differences with regard to previous multicultural exposure were found for many universal and minority status stress indices. The cultural incongruity faced by Latino students who had less exposure to majority culture prior to college was associated with higher levels of both universal and minority status stress. However, by the end of the year levels of stress for students who were exposed primarily to other Latinos before entering college decreased. There were no significant differences by precollege multicultural exposure with regard to stress levels at the end of the year.
Students were more likely to report an assimilated sociocultural orientation at the beginning of the year. However, as reports of racism increased over the academic year more students reported feeling racially alienated from the university environment. Students who experienced more psychological symptoms during the first few months of the college transition were from public high schools and had fewer contacts with white students prior to college.
The results from this study suggest that stress related to racial issues becomes more salient over time. Moreover, students who have had less exposure to white students, come from the working class, and who have darker complexion are more likely to experience difficulty during the transition year to Stanford University. Efforts to integrate Latino students into the academic and social aspects of the university environment (e.g., participation in class discussions, clubs, organizations, and peer groups) can increase positive outcomes for students who are most at-risk for experiencing difficulty in an elite institution of higher education.