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A preliminary exploration of education values, distress, and acceptance among self-identified white and non-white incoming college freshmen at a private university
Journal of Contextual Behavioral Science
Short Title: Journal of Contextual Behavioral Science
Format: Journal Article
Publication Date: 2017/07/01/
Pages: 288 - 292
Sources ID: 109301
Visibility: Public (group default)
Abstract: (Show)
This exploratory study examined factors that contribute to psychological distress within racial majority and minority undergraduate students. Using a dataset obtained from a larger study (Danitz, Suvak, & Orsillo, 2016), we explored the relationship between acceptance, academic values, and psychological distress across these two groups. Participants included 186 undergraduate students (71.5% self-identified as White) enrolled in a private urban university located in the northeastern U.S. Results revealed no significant differences in psychological distress or acceptance across majority/minority groups. Racial majority students who endorsed higher acceptance and educational values reported psychological well-being, although this relationship was less robust in minority students. The implications of these findings for future research are discussed.