Pressure to preform well in institutions may cause psychological distress for Latinx college students (Arbona, & Jimenez, 2014). As Latinx and first-generation college students (FGCS) pursue higher education for more opportunities, their level of academic self-efficacy is challenged ((DeFreitas & Bravo, 2012; Le, 2019). In comparison to their White peers, they may struggle with self-esteem and competency issues leading to lower levels of self-efficacy (Bong & Skaalvik, 2003). Psychological distress can be caused by discrimination from their peers and faculty, minority stress, and familial pressure. They may feel more pressure to succeed from their families, especially if they are FGCS (Killoren et al., 2017). Latinx college students may not be as prepared for the challenges of navigating a predominately White institution.
Academic Self-Efficacy
Refers to perceived ability to perform work at the level of others in academic settings (Bong & Skaalvik, 2003).
Can be influenced by students attempting to perform and comparing themselves to their peers according to the standards of the institution (DeFreitas & Bravo, 2012).
Latinx students report higher levels of academic self-efficacy when they feel capable of performing well and receiving higher grades (Bong & Skaalvik, 2003).
Students experience higher levels of academic self-efficacy if they feel like they can successfully integrate into the academic setting, which might not be a common experience for most Latinx students (DeFreitas & Bravo, 2012).
Imposter Syndrome
Level of academic self-efficacy can be affected by feelings of imposter syndrome in Latinx students (Bothello & Roulet, 2019). Imposter syndrome refers to a person doubting their abilities, blaming their success on luck or experiencing feelings of phoniness in specific settings (Le, 2019). For individuals with imposter syndrome, they fear losing credibility or being considered a phony in their settings (Bothello & Roulet, 2019). Latinx FGCS and Latinx of color are more likely to experience imposter syndrome (Le, 2019). Lack of support from their families and faculty cause higher rates of imposter syndrome for Latinx students (Bothello & Roulet, 2019).
Psychological Distress Based on Level of Academic Self-Efficacy in Latinx College Students
The Population Affected
(Excelencia in Education, 2020)
Conclusion
Latinx college students struggle with the pressures to succeed and preform well from their institutions and families. As academic work can be mentally straining, additional stressors such as discrimination and minority stress may contribute to increased depression and anxiety. The less connected Latinx students feel towards their institutions and peers, the more their situation becomes difficult. Levels of academic self–efficacy can affect their perception of feeling like they belong in their institutions.
Limitations and Recommendations
Limitations to research do not address Latinx students in Hispanic Serving Institutions (HSI) and their comparable level of academic self-efficacy. HSI have a larger population of Hispanic students which could benefit their sense of belongingness and less discrimination, possibly reducing psychological distress.
Benefits of Mentoring
Latinx student’s levels of academic self-efficacy could increase based on faculty mentoring (DeFreitas & Bravo Jr, 2012).
May help in other areas to help Latinx students such as social integration with peers and other faculty (Holloway-Friesen, 2021).
Self-disclosure from their mentor may help increase confidence and increase sense of belonging (Holloway-Friesen, 2021).
Clinical Considerations
As Latinx students are considered a minority group in their institutions, it is important to consider their unique challenges and obstacles.
Family is an influential factor for their motivation to pursue a higher education.
Latinx college students would benefit from additional support to help with stressors associated with academic success and discrimination.
Stressors and Challenges
Discrimination
Students with intersecting Latinx and FGCS identities have a lower sense of belonging in college and are more likely to experience stereotypes and discrimination (Arbona, & Jimenez, 2014; Le, 2019).
Higher levels of ethnic identity may lead to more awareness of instances of discrimination based on ethnicity (Le, 2019).
Latinx students may feel that their peers and faculty have low expectations for their academic competence due to possible preferential treatment during college admission contributing to perceived discrimination (Le, 2019).
Minority Stress
Minority stress is when a minority group experiences stress when compared to the dominant group (Arbona, & Jimenez, 2014.)
As Latinx individuals are racial and ethnic minorities, they experience minority stress within their institutions (Arbona, & Jimenez, 2014).
Latin x students may feel unwanted in their institutions compared to their White peers (Arbona, & Jimenez, 2014).
Anxiety/ Depression
Feelings of not being as prepared for academic work as their peers can cause increased anxiety for Latinx students (Arbona, & Jimenez, 2014).
Too much stress can cause Latinx students to engage in anxious coping mechanisms, such as avoiding tasks, that may lower their academic performance (Arbona, & Jimenez, 2014).
Minority stress leads to higher levels of depression in Latinx students (Arbona, & Jimenez, 2014).
Latinx students experience higher depressive symptoms from negative views of the university and concerns about being able to succeed (Watson & Watson, 2016).
Familial Pressure
Latinx students are expected to follow their parent’s aspirations for a better future as well as perform well in their academic work (Killoren et al., 2017).
Latinx families may not be as supportive to their students and experience greater familial pressure to succeed than their White peers (Le, 2019).
Latinx students are expected to follow traditional gender roles from their families even while pursing a higher education (Le, 2019).
As Latinx students may rely on family for support, their family may lack access to information and not know how to support their students (Le, 2019).
For questions or comments please contact Carolina Maravilla, MA at cmaravilla@alliant.edu. References available upon request.
This data was retrieved from Excelencia in Education.