First Advisor

Tessa L. Dover

Term of Graduation

Summer 2024

Date of Publication

7-9-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.) in Applied Psychology

Department

Psychology

Language

English

Subjects

Ethnic-racial identity, Health, Social integration, Social relationships, Strength-based approach, Systemically marginalized identities

Physical Description

1 online resource (viii, 170 pages)

Abstract

Comprising two manuscripts, this dissertation employs a mixed-methods approach to comprehensively examine the intrapersonal and interpersonal processes influencing the socioemotional well-being and social integration of systemically marginalized students. The first manuscript quantitatively explored the relationship between ethnic identity commitment and indices of well-being, the mediating role of social relationships, and the moderating roles of gender and immigrant generation status among Latinx college students (N = 707). Results suggested that ethnic identity commitment was positively associated with socioemotional well-being. Although both types of relationships were significant mediators on their own, maternal (vs. peer) relationship quality was the stronger mediational influence. Furthermore, gender and immigrant generation status were not significant moderators of these indirect effects. The second manuscript qualitatively explored how students (N = 10) navigate university experiences in relation to various intersecting marginalized identities (e.g., ethnic-racial identity, sexual identity, first-generation college student status, socioeconomic status, geographical identity, gender identity, and religious identity). Analyzing discussions that occurred within the context of a social integration support program, this study employed a strength-based risk and resilience framework to shed light on the unique challenges and strengths that stem from systemically marginalized identities in the university setting. Together, the studies provide a comprehensive exploration of the experiences and needs of systemically marginalized students and contribute to our understanding of how to effectively address educational disparities. Implications for the development of effective resources on university campuses are discussed.

Rights

© 2024 Zeinab Abbas Hachem

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Persistent Identifier

https://archives.pdx.edu/ds/psu/42499

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