Cultural Stress, Ethnic and National Identity, Mental Health and Well-Being Among Black, Hispanic, and Asian College Students: A Person-Centered Approach

Abstract

Mental health disparities among Black, Hispanic, and Asian college students remain a critical concern, particularly in relation to culturally stressful experiences and identity processes. In the present study, we examined the interplay of cultural stress, ethnic identity, and national identity with mental health concerns and well-being among Black, Hispanic, and Asian college students. Participants included 1,130 Black, Hispanic, and Asian students from seven ethnically diverse universities across the United States. We used latent profile analysis to model subtypes of cultural stress (i.e. discrimination, microaggressions) and identities (i.e. ethnic, national). We identified three distinct profiles characterized by varying levels of cultural stress, identity development, and negative affect. These profiles differed meaningfully in mental health concerns and well-being. Specifically, students experiencing high cultural stress reported the most severe mental health concerns, whereas those with low cultural stress and well-resolved identities reported the most favorable well-being. Notably, although a resolved bicultural identity was associated with higher well-being, students with resolved identities coupled with high negative affect appeared more vulnerable to mental health concerns under conditions of high cultural stress. Findings highlight the importance of considering the joint roles of cultural stress and identity processes in understanding mental health among college students of color.