Investigating Cultural Mismatch and its Associations to Health and Academic Outcomes Among Latinx Students During the Transition to College: The Moderating Role of Education Context and Resilience

2.0项目总结/摘要 压力可能在发现拉丁裔学生进入大学但不太可能 毕业生比其他种族/民族群体的学生。先前的定性、调查和实验工作 表明，拉丁裔第一代大学（FGC）的学生经历文化失配（CM）-一个不匹配 在国内学到的相互依存的价值观和高等教育机构的独立价值观之间的关系- 在向四年制研究型大学过渡的过程中。这种不匹配带来的压力 扰乱整体健康，包括健康（自我报告的精神/身体困扰）和学术，并可能 与健康的生物和临床标志物直接相关。因此，迫切需要了解 CM与负面健康和学术调整结果之间的联系， 有针对性的干预措施，确保所有学生的健康和教育公平。 拟议的研究将通过进行一个比较纵向项目的拉丁扩展以前的工作 FGC学生在向大学过渡期间体验CM。因为CM预计会在不同的 在这种情况下，两个独立的队列拉丁FGC学生新生在三个公共西班牙裔服务 机构（HSIs;社区学院，教学型大学，研究型大学）， 在种族多样性和拉丁裔学生的比例相似将完成调查，面试，以及 健康的生物学和临床评估（例如，昼夜皮质醇，体重指数）在三个时间点： 大学的第一、第二学期和一年后。学术成绩单也将被访问。的 项目将描述拉丁裔学生的经验与CM和他们的协会模式的轨迹 心理和身体健康，以及学术调整结果（自我报告和客观 目标1）。该项目还研究了这种经历是否因教育背景而异 在那里，拉丁裔学生的入学率越来越高（目标2），并将确定弹性因素，保护 拉丁裔学生反对CM及其对调整结果的负面作用（目标3）。 结果将提供对CM的深入理解，当它在影响调整方面最突出时， 并阐明当学生经历不匹配时发生的机制。比较研究 教育环境，以及复原力，将使科学领域能够磨练结构， 个人、家庭、社区和文化因素在CM的体验中发挥作用。结果将有一个显着的 对未来研究和最佳实践（干预措施，计划，政策）的影响，重点是改善 拉丁裔大学生的整体健康状况结果也可能有利于整个社会，因为CM可能 影响其他环境或群体的健康。传播将采取开源报告的形式， 研究结果的演示文稿将与学生，教师和管理人员在研究地点分享，以及 通过与西班牙裔学院和大学协会（HACU）的合作伙伴关系，与全国所有的HSI一样。

2.0 PROJECT SUMMARY/ABSTRACT Stress may play a significant role in the finding that Latinx students enroll in college but are less likely to graduate than students from other racial/ethnic groups. Prior qualitative, survey, and experimental work suggests that Latinx first-generation college (FGC) students experience cultural mismatch (CM) – a mismatch between interdependent values learned at home and independent values of post-secondary institutions – during their transition to four-year research-centered universities. The stress from this mismatch negatively disrupts overall wellness including health (self-reported mental/physical distress) and academics and may be directly linked to biological and clinical markers of health. Thus, there is a dire need to understand the connection between CM and negative health and academic adjustment outcomes to inform meaningful, targeted interventions, that ensure health and educational equity for all students. The proposed research will extend prior work by conducting a comparative longitudinal project of Latinx FGC students experiences with CM during the transition to college. Because CM is expected to vary across contexts, two separate cohorts of Latinx FGC student freshmen across three public Hispanic-Serving Institutions (HSIs; community college, teaching-centered university, research-centered university) that are similar in ethnic diversity and percentage of Latinx students will complete a survey, interview, as well as biological and clinical assessments of health (e.g., diurnal cortisol, body-mass-index) across three time-points: their first and second semester of college and one-year later. Academic transcripts will also be accessed. The project will describe the trajectories of Latinx students’ experiences with CM and their pattern of associations with mental and physical health, as well as academic adjustment outcomes (self-report and objective measures; Aim 1). The project also examines whether this experience varies across educational contexts where Latinx students enroll at increasingly high levels (Aim 2) and will identify resilience factors that protect Latinx students against CM and the negative role it has on adjustment outcomes (Aim 3). Results will provide an in-depth understanding of CM, when it is most salient in impacting adjustment, as well as elucidate the mechanisms that occur when students experience mismatch. Investigation of comparative educational contexts, as well as resilience, will enable the scientific field to hone in on the role structural, individual, family, community, and cultural factors play in experiences of CM. The results will have a significant impact on future research and best practices (interventions, programs, policies) that focus on the improvement of Latinx college students’ holistic health. Results can also be beneficial to society at large as CM likely influences health in other contexts or groups. Dissemination will take form of as open-source reports and presentations of findings to be shared with students, faculty and administrators across research sites as well as all HSIs in the nation via partnership with the Hispanic Association of Colleges and Universities (HACU).