Document Type
Article
Publication Date
Spring 2021
Publisher
Allen Press / Ethnicity & Disease, Inc.
Abstract
Objective: To investigate effects of school race/ethnic enrollment on mental health in early adolescence by examining both race/ ethnic density (percent non-Latinx [NL] White enrollment) and diversity (range/size of all race/ethnic groups enrolled). Variation by student race/ethnic identity is examined as minority stressors are uniquely experienced by race/ethnic minority students.
Methods: Generalized estimating equations tested main effects of density/diversity on depressive-anxious symptoms across student-reported race/ethnic identity, adjusting for student/school factors. Owing to statistically significant Latinx-group differences by acculturative stress, four unique identities were generated: NL-Black, low-stress Latinx, high-stress Latinx, and NL-White—referent. Points of convergence of student mental health profiles across density/diversity were explored.
Results: A significant interaction between density and student race/ethnicity was found (P
Conclusions: Greater NL-White density increases mental health risk for NL-Black and low-stress Latinx students, while school diversity lowers risk for high-stress Latinx students. These findings demonstrate how educational settings may produce or lessen minority stress.
Recommended Citation
DuPont-Reyes, M.J., Villatoro, A.P., Painter, K., Phelan, J.C., & Link, B.G. (2021). Estimating school race/ethnic enrollment effects on student mental health: Density versus diversity as a protective or risk factor. Ethnicity & Disease, 31(2), 205-216. https://ethndis.org/archive/files/ethndis-31-205.pdf
Comments
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