Research revealed that minority race students at predominantly white colleges had higher rates of depression compared to their white peers.
Research revealed that minority race students at predominantly white colleges had higher rates of depression compared to their white peers.
Depression and anxiety among college students represent a burgeoning public health concern. Recent research from the University of Georgia indicates that this issue may be particularly pronounced for students who belong to a racial or ethnic minority within their peer group.
Disparity in mental health on college students
The study revealed that non-majority race students at predominantly white colleges reported notably higher rates of depression compared to their white counterparts.
At a predominantly white university, over half of the students identifying as races other than white reported experiencing mild depression, with an additional 17% indicating they were dealing with moderate to severe depression.
At a historically Black college, non-Black students also reported elevated rates of anxiety and depression.
“Our study adds to the evidence of how important the work around inclusivity and mental health is in the college environment,” said Janani Rajbhandari-Thapa, an associate professor in UGA’s College of Public Health.
The first generation perspective
The study, conducted during the COVID-19 pandemic, sampled over 3,100 students. Participants answered inquiries regarding feelings of hopelessness, sleep problems, lack of energy, and other related topics.
Additionally, the research revealed that first-generation students were notably more likely to experience depression compared to students who were not the first in their families to attend college.
In the survey, all first-generation students, regardless of the institution they attended, indicated experiencing some level of depression. The majority reported mild symptoms, but at the predominantly white university, over half of the first-generation students noted experiencing moderate to severe levels of depression.
The COVID-19 pandemic significantly disrupted daily life for the majority of Americans, and college students were particularly impacted. Traditionally, they engage in social activities and group interactions, but pandemic restrictions like masking and social distancing hindered these interactions crucial for social bonding.
The heightened stressors during this period likely contributed to increased levels of stress and anxiety. The researchers emphasize that these impacts were not uniform across all groups and demographics.
Pandemic disruption and gender disparity
Female students were disproportionately affected by depression and anxiety compared to their male counterparts, aligning with the broader societal pattern where mental health issues tend to impact women more significantly.
The researchers suggest that investing in diversity, equity, and inclusion resources can play a significant role in helping students, irrespective of their race or first-generation status, feel more at home on campus.
“Belonging is so important,” Rajbhandari-Thapa said. She added that supporting first-generation and minority students is an ongoing necessity while universities have taken steps in this direction, providing extensive support remains crucial.
Research authors
The study, published in the Journal of American College Health, had co-authors from the University of Georgia: Kathryn Chiang, Mitchell Chen Lee, Arial Treankler, and Heather Padilla. Other co-authors included Drs. Emily Anne Vall from Resilient Georgia and Marion Ross Fedrick from Albany State University.
Other study on mental health in the US
In the midst of a global health crisis that has exacerbated anxiety levels, a joint report by the Institute of International Education and the AIFS Foundation titled “Mental Health and Well-Being in International Education,” underscores the importance of prioritizing the mental health and well-being of international students and educators in the US.
The report advocates for mental health initiatives to be integrated into all aspects of programs, encompassing international students, host institutions, as well as program advisors and administrators.
