The social class worldviews of first-generation college students

Speaking up for the invisible minority: First-generation students in higher education

A first-generation college student is typically defined as a student whose biological parent(s) or guardian(s) never attended college or who started but did not finish college. However, "first-generation" can represent diverse family education situations. The first-generation student community is a multifaceted, and intersectional group of individuals who frequently lack educational/financial resources to succeed and, consequently, require supportive environments with rigorous mentorship. However, first-generation students often do not make their identity as first-generation students known to others due to several psychosocial and academic factors. Therefore, they are often "invisible minorities" in higher education. In this paper, we describe the diverse family situations of first-generation students, further define "first-generation," and suggest five actions that first-generation trainees at the undergraduate/graduate stages can engage in to succeed in an academic climate. We also provide suggestions for mentors to accommodate first-generation students' unique experiences and equip them with tools to deliver intentional mentoring practices. We hope that this paper will help promote first-generation student success throughout the academic pipeline.

The Myth of Social Mobility: Subjective Social Mobility and Mental Health

A common assumption is that upward mobility produces positive psychological outcomes. However, status-based identity framework and social class worldview model propose that perceived social mobility in either direction will lead to increased distress. Based on this claim, we examined relations among subjective social mobility, life satisfaction, and mental health using polynomial regression with response surface mapping. In Study 1, groups that experienced both subjective downward and upward mobility reported more depressive symptomatology than groups that remained in middle or upper social statuses in a sample of 567 adults. We did not find significant relations between subjective social mobility and life satisfaction. In Study 2, both groups that experienced subjective downward and upward mobility reported more depressive and academic distress symptomatology than groups that remained in middle or upper social social statuses in a sample of 7,598 clients from college counseling center data. The results provide insights relevant to multicultural counseling and training.

Expanding influence of social class in leadership development

In this chapter, the authors synthesize ideas presented by authors in this issue and provide considerations of social class in leadership development. Recommendations and guidance for deepening the influence educators have on leadership learning practices regarding social class are included.

The effects of ethnic identity and acculturation in mental health of immigrants: A literature review

OBJECTIVES

The purpose of this literature review was to highlight the studies on mental health in relation to acculturation and ethnic identity and to identify research gaps. The results can be used to help inform future immigrant mental health workers and policy makers as well as provide information about the implications of immigrant mental health.

METHODS

The literature search was conducted electronically, directed by a variety of key words. The search focused on five areas of immigrant mental health importance: (1) acculturation; (2) acculturation and mental health; (3) ethnic identity; (4) ethnic identity and mental health; and (5) acculturation, ethnic identity and mental health. A total of 171 articles were examined and 110 were included in the review.

RESULTS

The information is presented in the following categories: acculturation; acculturation and mental health; ethnic identity; ethnic identity and mental health; and acculturation, ethnic identity and mental health. Research gaps are also presented.

CONCLUSION

Overall, literature shows that acculturation, ethnic identity and mental health are closely related to one another affecting both, individuals and communities. This literature review will help to better inform practitioners who may encounter immigrants experiencing mental health issues due to acculturation and ethnic identity pressure. This review may also help policy makers identify specific obstacles that are not addressed in immigration policies which can affect the implementation of these policies. In addition, the information presented can be used as an instrument for researchers in the field. Despite the limited amount of information about immigrant mental health challenges, much work remains to fully support the affected individuals and their families.