Racial/Ethnic Student Essay

“The History, Development and Future of Ethnic Studies” by Evelyn Hu-DeHart mentions several issues young scholars faced during the time of need for multicultural curriculum in higher education. Young scholars were demanding to uncover the missing facts and accredited sources that American history, culture, and society have left out for centuries. The solution the students concluded in solving this dilemma was to bring attention to the need of ethnic studies programs. With enough support from the student body and willingness of universities, institutions were able to recruit professors and thus create ethnic studies programs. According to Hu-DeHart, by providing ethnic studies programs and departments, the academic field would provide, “…a

Stress and anxiety in the average college student. Selye (1936) defined stress as “the non-specific response of the body to any demand for change” (The American Institute of Stress, 2017). Stress can lead to feelings of anxiety. Anxiety is a normal part of life, but can be considered a type of worry or fear that can inhibit everyday life. College students show higher stress/anxiety than average individuals. Major sources of stress are from new responsibilities, campus living, money issues, and classwork (Ross, Niebling, & Heckert, 1999). There have been a number of studies circled around how stress can affect college students. Females and males show differences in anxiety/stress in college. (Misra and McKean (2000)) found that females

Upon entering the class I was anxious, curious, and also oblivious to the ideas I would be encountering. Like other students who had not previously spent time discussing topics of race and ethnicity, I myself had nervous tendencies in assuming that such a class may not strengthen my understanding of ethnic and race relations. I realized I knew little about race or ethnicity, and even the possible similarities or differences. However, I welcomed the opportunity to further discover the possibilities of the class. My understanding of race was concentrated in a definition that could be understood as different skin colors. My limited conception of ethnicity applied to people’s origin or where they lived. It seemed as though my lack of

Research suggests that students of color and economically disadvantaged students are likely to have low academic achievement, in comparison to their White middle class counterparts. Studies show that these disparities are a result of environmental, historical, sociopolitical, sociocultural, and institutional factors, and not necessarily students’ capabilities (Bemak & Chung, 2008). These environmental, sociocultural and sociopolitical factors can result to depression, low self-esteem, and a lack of educational and career opportunities. Thus, counseling professionals in the school settings need to develop advocacy plans to cater for these environmental factors that are barriers to academic, career and personal development (Ratts & Hutchins,

I chose to focus my research on the factors that may affect at-risk minorities’ academic performance. This

Studies have demonstrated that these feelings of frustration and anger as a result of experiencing racial microagressions are common among students of colors who attend colleges with a majority population that is white. The research suggests that Black college students experience race-related stress differently than general daily hassles associated with college. As a result Black students typically report higher levels of life events stress, like racial discrimination and financial stress,

This week article deals with keeping race in place with macroaggression’s and campus racial climate. Macroaggression can cause unnecessary stress to people of color. This article was written in 2002 were many people were still being affected by race and the way people perceive them to be like. The article states “We know that it causes stress, which has a great impact on the day to day lives of these students.” College is already stressful to the average college student therefore African Americans have twice the amount of stress on them to succeed.

Ethnic patterns are changing every year. It seems that the minority groups are rising and are getting stronger as every new school year starts. There are many minority groups in the school setting now. " Nearly half (46 percent) of school-age youths in the United States will be people of color by 2020 (Pallas, Natriello, and McDill 1989)". A minority group is "a group typically numerically inferior to the rest of the population state... (A.J. Jongman and A.P. Schmid)". There used to be two major groups in the school setting, the blacks and the whites. Now there are whites, blacks, Asians, Hispanics, etc. And even to go along with that (they are not truly minority groups), there are the "freaks",

159 students were chose to be participants in this study. Participants in the study were all undergraduates recruited from the same private university. Out of the 159 participants, 85 of the people that were tested were males and the other 74 participants were females. The participants came from many different races, but many consisted of Caucasian students (103). Other races were made up of Asian American (24), African American (10), Latino/ Hispanic American (9), Pacific Islander (1), and Biracial or multiracial students (12). Participants age ranged from 17 to 24, averaging at 19.1 in age. In order to take place in this study, students were required to hand in written informed consent, and completing a questionnaire. The study was approved by the university’s institutional review board. The participants were to complete the self- report measures assessing the

.) Are racial/ethnic minorities and female students more likely (or less likely) to face any particular stressful discrete life events than those faced by all students?

Social stress amongst minority groups results from undesirable events that result in poor mental and physical outcomes. Most females in colleges experience stress when their demands exceed their abilities to cope and respond with the new environment, thus threatening their existence and well-being. In the end, they feel a sense of discrimination and become stigmatized within the social group. Moreover, they end up experiencing chronic strains, including the role captivity, restructuring, overload, interpersonal conflicts, and inter-role conflicts. Their demands tend to exceed their abilities to meet those demand, some of their demands are incompatible, and they have difficulties in developing their role sets. Such individuals find it challenging

Like many of the questionnaires utilized for research in the articles used for this literature review, it was anonymous, and administered and collected during class. This form of data collection provided high turn in rates allowing researchers to have a wide study scale. According to Hicks, T., & Heastie, S., contrasting levels of stress and coping mechanisms were present in these students. It was noted that traditional college students experience more psychological stress than their nontraditional student counterparts. In addition, during the first year of college, the amount of stress experienced by students is the highest in comparison to stress in the remainder of the years. These results are especially important because it stresses the need for a strong health and wellness center within colleges and universities.

Generalized anxiety is a problem that the United States faces nationwide. As we grow older and move into educational settings that are more taxing, anxiety becomes more prevalent. Today, college students are facing more stress than ever before. They are constantly pushed to be the best they can be, to be in the most extracurricular activities they can be in, and to attend the best schools possible. All of these goals and high expectations lead students to be harder on themselves, which makes other aspects of their life fall by the wayside, leading to high levels of stress and pressure.

Which collects the health statistics of students from universities all around the world every second year, reported that 40.2 percent of Santa Clara University students identified that stress affected their individual academic performance during the last 12 months of their studies (Temple,2011). Temple (2011) reported a survey conducted in 2004 that assessed the overall well-being of 47,202 undergraduates nationwide. The findings were that 32.4 percent of students recognized stress as the main obstacle to their academic performance. This was said to be above the common cold, depression, death of a relative, sexual assault and eating disorders. Stress is “once considered as the nation’s number one health epidemic; prolonged stress can lead to ulcers, heart disease, stroke, major depression and to a shorter life span” (Temple, 2011).

The second issue relates to the division of workload, whereby existing studies have identified that females are often given heavier teaching loads than males (Mercer, 2013). According to Probert (2005), this has contributed to the over-representation of males at top-level jobs because females are given less opportunity for research. In addition, female academics tend to spend more time on caring activities, which negatively affect their career in the long term (Probert, 2005).