Identified stressors of minority students enrolled in the University of Wisconsin-Stout

Abstract

Although the transition to college poses difficulties for all students, minority students face additional obstacles that can impede their progress on school. The traditional age student population of colleges and universities in the United States is becoming increasingly more ethnically and culturally diverse (Biasco, 2001, p.2). While the minority college student population has increased, these students often experience difficulty succeeding in predominantly white colleges. Research has shown that ethnic minorities are at a greater risk of low retention and graduation rates in predominantly white colleges and universities (D'Augelli & Hesberger, 1993). The factors that are generally cited as contributing to the dropout rates and poor academic achievement of ethnic minority students are lack of financial resources, poor academic preparedness and lack of social support (Austin, 1982). The grades of most minority students average half a letter below those of their white classmates (Steel, 1992, p.1). The sense of failure can make college an intolerable place for some minorities. The feelings of being overwhelmed can begin to evolve into stress. There are other factors that create additional stressors. There is a growing recognition that the campus climate also plays an important role in the success or failure of minority students (Steel, 1992, p.2). Seventy percent of minority students who enroll in four year colleges drop out at some point, as compared with 45 percent of whites (Steel, 1992, p.1). Problems for minority students have been documented in the residence halls, fraternities, with campus police, interracial dating and campus life (Steel, 1992, p.12). Higher dropout rates for Hispanics, African Americans and Native Americans on predominantly white campuses are now partially attributed to an inhospitable climate (McClellan. 1996). While many specific events and situations have been implicated as stressors for college students, more research is needed to investigate the nature of these stressors for college students, more research is needed to investigate the nature of these stressors specifically for minority college students. Research is also needed to determine which stressors are prevelant for minority college students enrolled in predominantly white campuses. It is unclear whether most stressors result from behavioral, emotional, physiological or academic factors. The purpose of this study was to identify stressors reported by minority students who are enrolled at the University of Wisconsin-Stout. The researcher utilized a survey, and data was collected through the Multicultural Student Services Center. The researcher utilized a survey consisted of 63 items. The researcher used the categories behavioral, emotional, physiological and academic factors, which were developed by Gadzella in 1994. The questions were revised to fit more closely with the goals of the research.