Browsing by Subject "BIPOC students"

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    Contextual Predictors of BIPOC Students’ College Experience at a PWI: A S-BIT of Work Perspective
    (2024-05) Lindenfelser, Hope Elizabeth
    Objectives: Utilizing the theoretical framework of the Strengths-Based Inclusive Theory of Work (S-BIT of Work), the purpose of this study was to assess the relationships among contextual factors, the college setting, and positive individual characteristics amongst BIPOC college students. Specifically, discrimination, institutionalized classism (contextual variables), supportive university environment, cultural congruity (promotive work/educational context variables), hope, strengths use, and empowerment (individual positive characteristics) were examined. Participants: 98 adult college students from a predominately White 4-year institution in the Midwest (United States) who identified as BIPOC were recruited for this study. Method: Participants were recruited via three recruitment methods: emails to student clubs, organizations, and offices; extra credit offered by psychology faculty; and the University of Minnesota Duluth’s Psychology Research Pool (SONA). Participants completed validated measures for each variable previously noted. Participants were either entered into a drawing for one of 74 $25 gift cards, if desired, offered extra credit in a psychology course, or offered SONA credit depending on the recruitment method. Results: Path analysis was used to evaluate the theoretical model. Discrimination significantly and negatively predicted supportive university environment and cultural congruity. Also, results approached significance between institutionalized classism and hope, with a negative relationship. Results suggest that contextual barriers BIPOC students experience negatively relate to their perceptions of their environment, and these barriers may negatively relate to students’ goal-setting ability (i.e., hope).
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    Undergraduates’ Experiences During the COVID-19 Pandemic: Disparities by Race and Ethnicity
    (SERU Consortium, University of California - Berkeley and University of Minnesota., 2020) Soria, Krista M.; Roberts, Brayden J.; Horgos, Bonnie; Hallahan, Katie
    The COVID-19 pandemic has disproportionately impacted students who identify as Black, Indigenous, or people of color (BIPOC students). The Student Experience in the Research University (SERU) Consortium survey was administered from May to July 2020 to 31,687 undergraduate students enrolled at nine large public research universities. Among the respondents, 0.1% were American Indian or Alaska Native (n = 36), 19.9% were Asian (n = 6,301), 4.2% were Black (n = 1,336), 3.7% were Latinx (n = 1,171), 0.1% were Native Hawaiian or Pacific Islander (n = 42), 53.4% were White (n = 16,917), 13.1% were multiracial (n = 4,152), and 5.5% had an unknown or unreported race or ethnicity (n = 1,732). According to the results, BIPOC students were more likely to experience academic obstacles in the transition to remote instruction, including lacking access to technology, not being able to attend online class sessions, and lacking access to appropriate study spaces. BIPOC students were also more likely than White students to experience financial hardships, including the loss or reduction of wages from on-campus employment, unexpected increases for living expenses and technology, and loss or reduction of income of family. BIPOC students also experienced higher rates of food and housing insecurity, and were more likely to experience symptoms of generalized anxiety disorder and major depressive disorder. Finally, BIPOC students were less likely than White students to live in places free from emotional or physical abuse, where they felt their identities were respected, and where they felt safe and respected.