Abstract (300 words maximum)
Previous research has shown that depression can negatively impact college students. Yet, there is a major gap in the literature regarding differences in depression among college students by race, generation status, and their intersection. One study demonstrated that first-generation college students (FGCS; neither parent obtained a college degree) experience higher levels of depressive symptoms compared to continuing-generation college students (CGCS; at least one parent obtained a college degree). Similarly, another study found that African American college students endure more experiences of hopelessness and depression than their counterparts. Still, this evidence is scant, and there remains little research on depression as a function of race and generation status. Moreover, in my exhaustive search of the literature, no study examined differences in depression by the intersection of race and generation status. The study examines differences in depression among college students by race, generation status, and their intersections. Using a cross-sectional design, I am collecting responses on the well-established 21-item Depression, Anxiety, and Stress scale from students in introductory psychology courses. Students’ demographic information, including generation status and race, is also collected. I hypothesize that 1) there will be differences in depression across races, 2) depression will vary by generation status, and 3) differences in depression by the intersectionality between race and generation status will be evident. However, given the limited empirical prior evidence, results could go in either direction. The findings of this study may influence universities to adopt intervention techniques such as assigning mentors to students and promoting counseling/therapy for students more at risk for depression. This study can also help faculty understand the struggles of some of their students and their impact. Consequently, they might adopt more wellbeing-informed teaching practices in their classes.
Academic department under which the project should be listed
RCHSS - Psychological Science
Primary Investigator (PI) Name
Ordene Edwards
Depression Among College Students: Differences by Race, Generation Status, and their Intersection
Previous research has shown that depression can negatively impact college students. Yet, there is a major gap in the literature regarding differences in depression among college students by race, generation status, and their intersection. One study demonstrated that first-generation college students (FGCS; neither parent obtained a college degree) experience higher levels of depressive symptoms compared to continuing-generation college students (CGCS; at least one parent obtained a college degree). Similarly, another study found that African American college students endure more experiences of hopelessness and depression than their counterparts. Still, this evidence is scant, and there remains little research on depression as a function of race and generation status. Moreover, in my exhaustive search of the literature, no study examined differences in depression by the intersection of race and generation status. The study examines differences in depression among college students by race, generation status, and their intersections. Using a cross-sectional design, I am collecting responses on the well-established 21-item Depression, Anxiety, and Stress scale from students in introductory psychology courses. Students’ demographic information, including generation status and race, is also collected. I hypothesize that 1) there will be differences in depression across races, 2) depression will vary by generation status, and 3) differences in depression by the intersectionality between race and generation status will be evident. However, given the limited empirical prior evidence, results could go in either direction. The findings of this study may influence universities to adopt intervention techniques such as assigning mentors to students and promoting counseling/therapy for students more at risk for depression. This study can also help faculty understand the struggles of some of their students and their impact. Consequently, they might adopt more wellbeing-informed teaching practices in their classes.