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Perceived discrimination and mental health in college students: A serial indirect effects model of mentoring support and academic self-concept.

OBJECTIVE
Examine the direct and indirect effects of perceived discrimination, mentoring support, and academic self-concept on college student mental health.


PARTICIPANTS
Three hundred fifteen undergraduates of minorized gender (72%), ethnic (57%), and sexual (37%) identities.


METHODS
An online survey assessed perceived discrimination, mentoring support, academic self-concept, and mental health.


RESULTS
Perceived discrimination was associated with mentoring support (B=-0.11, p=.019), academic self-concept (B=-0.13, p<.001), and mental health (B=-0.15, p<.001). Additionally, mentoring support (B = 0.29, p<.001) and academic self-concept (B = 0.53, p<.001) were associated with mental health, and each other (B = 0.25, p<.001). Significant indirect effects were observed such that mentoring support and academic self-concept, individually and collectively, contributed to the association between perceived discrimination and mental health.


CONCLUSIONS
Addressing discrimination, creating supportive relationships, and facilitating academic growth may reduce mental health concerns in undergraduate populations, thereby having implications for college transition and retention strategies.