Project Title
Coping and Support Mechanisms for BIPOC Students at Predominantly White Institutions
Faculty Mentor(s) Name(s)
Whittney Heppner
Abstract
Rationale: Microaggressions can be defined as subtle prejudiced actions or comments towards a specific group that are often unintentional or unconsciously motivated (Sue et al., 2007). Studies have demonstrated that individuals use a variety of adaptive and maladaptive coping strategies in response to microaggressions. Managing stressful, racially-motivated events through strategies such as problem-solving and finding emotional support through campus structures may benefit BIPOC college students’ well-being. Current Study: As a result, we are examining how both self-identified, intrapsychic coping and self-care strategies are linked to better well-being among BIPOC students who experience microaggressions and everyday discrimination. Furthermore, we are attempting to identify what on- and off-campus environments (clubs, centers, organizations, etc.) students use for such coping. Method: In this on-going study, we are sampling BIPOC college students in predominantly white institutions. Respondents are asked to report their demographics and to report on their experience with microaggressions and everyday discrimination (Williams et al., 1997). Next, they are asked a series of questions about on- and off-campus organizations they are a part of and their role in those organizations (member vs. leader). Then, students report their personal coping and self-care strategies that they perceive help them combat microaggressions. Finally, students are then asked to fill out measures of mental health and wellness. Results: We expect that BIPOC students who a) utilize support on and off their campuses and b) have more adaptive coping strategies in the moment of experiencing a microaggression, will report better well-being. We also expect that some key on-campus organizations may be consistently identified by students as sources of support. Implications: If our hypotheses are supported, it would inform college faculty, staff and students about ways to better support BIPOC students in the face of microaggressions and everyday discrimination in order to foster better mental health and wellness.
Coping and Support Mechanisms for BIPOC Students at Predominantly White Institutions
Rationale: Microaggressions can be defined as subtle prejudiced actions or comments towards a specific group that are often unintentional or unconsciously motivated (Sue et al., 2007). Studies have demonstrated that individuals use a variety of adaptive and maladaptive coping strategies in response to microaggressions. Managing stressful, racially-motivated events through strategies such as problem-solving and finding emotional support through campus structures may benefit BIPOC college students’ well-being. Current Study: As a result, we are examining how both self-identified, intrapsychic coping and self-care strategies are linked to better well-being among BIPOC students who experience microaggressions and everyday discrimination. Furthermore, we are attempting to identify what on- and off-campus environments (clubs, centers, organizations, etc.) students use for such coping. Method: In this on-going study, we are sampling BIPOC college students in predominantly white institutions. Respondents are asked to report their demographics and to report on their experience with microaggressions and everyday discrimination (Williams et al., 1997). Next, they are asked a series of questions about on- and off-campus organizations they are a part of and their role in those organizations (member vs. leader). Then, students report their personal coping and self-care strategies that they perceive help them combat microaggressions. Finally, students are then asked to fill out measures of mental health and wellness. Results: We expect that BIPOC students who a) utilize support on and off their campuses and b) have more adaptive coping strategies in the moment of experiencing a microaggression, will report better well-being. We also expect that some key on-campus organizations may be consistently identified by students as sources of support. Implications: If our hypotheses are supported, it would inform college faculty, staff and students about ways to better support BIPOC students in the face of microaggressions and everyday discrimination in order to foster better mental health and wellness.