Literaturnachweis - Detailanzeige
Autor/inn/en | Watt, Toni Terling; Hartfield, Kimberly; Kim, Seoyoun; Ceballos, Natalie |
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Titel | Adverse Childhood Experiences Contribute to Race/Ethnic Differences in Post-Secondary Academic Performance among College Students |
Quelle | In: Journal of American College Health, 71 (2023) 6, S.1845-1853 (9 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Ceballos, Natalie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0744-8481 |
DOI | 10.1080/07448481.2021.1947838 |
Schlagwörter | Racism; Race; Ethnicity; Trauma; Academic Achievement; College Students; Grade Point Average; Student Characteristics; Racial Differences; Minority Group Students; White Students; Postsecondary Education; Early Experience |
Abstract | Objective: This study explores how adverse childhood experiences (ACEs) relate to race/ethnicity and academic achievement among a sample of college students. Participants: Participants were students attending a large public university in the Southwest (n = 404). Methods: Online surveys captured ACE scores, demographics, and self-reported GPA. Results: Students of Color had higher ACE scores and lower GPAs than White students. Regression analyses also revealed that an ACE score of 4 or higher is associated with lower GPAs, but only for Students of Color (Black and Hispanic students), not for White students. Conclusions: There are race/ethnic differences in the incidence and impact of adverse childhood experiences on post-secondary academic achievement. Thus, it is important for colleges and universities to create a trauma-informed campus culture and holistic mental health support system, particularly for Students of Color, who may not have had access to high quality care before attending college. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |