Date of Award

5-29-2024

Degree Type

Dissertation

Degree Name

Doctorate of Philosophy (PhD) in Education

Department

College of Education, Doctoral Program

First Advisor

Andrea Kayne

Abstract

African American students are entering into higher education institutions at higher rates. This population has specific needs and faces various challenges entering college at predominantly white institutions compared to their counterparts of different races. While college is already a stressful time with academic pressures as well as navigating a new setting, African American students also face unique experiences that can impact their mental health. It has been found that African American students are less likely to seek out mental health services especially those that are attending predominantly White institutions (Anderson, 2018). This study will highlight African American undergraduate students' perceptions of mental health concerns to assist with highlighting their needs. This study will discuss this population's specific needs, barriers as well as challenges that they undergo as students attending a predominantly White institution. In addition to these barriers, it has been found that African American students are less likely to seek help and have a perceived stigma regarding mental health services (Zivin, 2009). With understanding these needs, it is imperative that higher education institutions are aware of the needs of this population to ensure services are being provided based on those perceived needs. Mental health services should be tailored to needs and not based on assumptions of students’ experiences. Using The Behavior Assessment System for Children and Adolescents, Second Edition, Self-Report of Personality, College form (BASC-SRP-COL) student responses will highlight mental health symptoms related to several categories such as anxiety, depression, hyperactivity as well as other categories that impact their academic, social, and emotional wellbeing. The study utilized T Scores from the BASC-SRP-COL to score the average responses from students who identified as African American, White, or Caucasian, Asian, or Asian American, and Bi-Racial or Multi-racial. These scores were compared and analyzed to show the if students are at risk as well as clinical significance in this population's mental health needs based on their racial backgrounds. The results show that African American student experience several mental health symptoms and conditions at higher rates than their counterparts. The results study also highlights African American students higher score as it relates to atypicality, anxiety, depression, and external locus of control, sense of inadequacy as well as self-reliance.

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