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Identity Distress among Immigrant Students during COVID-19

Author

Listed:
  • Bailey Wagaman

    (Department of Psychology, University of Central Florida, Orlando, FL 32816, USA)

  • Emalee Kerr

    (Department of Psychology, University of Central Florida, Orlando, FL 32816, USA)

  • Reilly Branch

    (Department of Psychology, University of Central Florida, Orlando, FL 32816, USA)

  • Steven L. Berman

    (Department of Psychology, University of Central Florida, Orlando, FL 32816, USA)

Abstract

The process of identity formation is complex for many; however, for immigrant populations experiencing acculturation and acculturative stress, the process may be particularly difficult. The current study examined the impact of immigration, acculturation, social support, and acculturative stress on identity formation and identity distress during the added stress of COVID-19. Late-adolescent college students from large enrollment psychology courses completed an anonymous online survey battery for course credit ( N = 462). Results indicate that identity distress was higher among first-generation immigrants than second- and third-generation; however, it was highest for those with mixed parentage (one immigrant and one native-born parent). Further, acculturative stress and COVID-19 anxiety better predicted identity distress than identity development factors alone, and acculturative stress appeared to mediate the relationship between social support and identity distress. This study highlights the need for additional resources for immigrant students, especially during the current pandemic.

Suggested Citation

  • Bailey Wagaman & Emalee Kerr & Reilly Branch & Steven L. Berman, 2022. "Identity Distress among Immigrant Students during COVID-19," Societies, MDPI, vol. 12(2), pages 1-11, February.
    • Handle: RePEc:gam:jsoctx:v:12:y:2022:i:2:p:29-:d:755223
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