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

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  • 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
    These authors contributed equally to this work.)

  • 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
    These authors contributed equally to this work.)

  • 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
    These authors contributed equally to this work.)

  • 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
    These authors contributed equally to this work.)

  • 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)

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.

Suggested Citation

  • Monideepa B. Becerra & Rushil J. Gumasana & Jasmine A. Mitchell & Saba Sami & Jeffrey Bao Truong & Benjamin J. Becerra, 2023. "Triple Jeopardy of Minority Status, Social Stressors, and Health Disparities on Academic Performance of College Students," IJERPH, MDPI, vol. 20(13), pages 1-11, June.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:13:p:6243-:d:1181360
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    References listed on IDEAS

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    1. Engelhardt, Bryan & Johnson, Marianne & Meder, Martin E., 2021. "Learning in the time of Covid-19: Some preliminary findings," International Review of Economics Education, Elsevier, vol. 37(C).
    2. Nathan D. Martin & Kenneth I. Spenner & Sarah A. Mustillo, 2017. "A Test of Leading Explanations for the College Racial-Ethnic Achievement Gap: Evidence from a Longitudinal Case Study," Research in Higher Education, Springer;Association for Institutional Research, vol. 58(6), pages 617-645, September.
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