Graduation Term

Spring 2025

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Psychology: School Psychology

Committee Chair

Brea Banks

Committee Member

Gregory Braswell

Committee Member

Karla Doepke

Committee Member

Rocio Rivadeneyra

Committee Member

Maura Toro Morn

Abstract

People holding racially minoritized identities are frequently subjected to racial-ethnic microaggressions, a form of everyday racism and discrimination. Acculturative stress and microaggressions have a direct impact on immigrants' mental health (Gee et al., 2007; Finch & Vega, 2003; Hovey, 2000). The increase in conservative immigration policies has led to increased anti-immigrant sentiments and microaggressions (Sissoko & Nadal, 2021). The impact of microaggressions can detrimentally affect psychological and physiological wellbeing, as well as academic performance and cognitive function (Solórzano & Pérez Huber, 2020). Because of their experiences with discrimination, Latino children may become more aware of biases in their social interactions (Ayón & Philbin, 2017). This awareness can contribute to the early development of an understanding that they may not be treated the same as their non-Latino counterparts because of their ethnicity and/or linguistic background (Ayón & Philbin, 2017). Latino adolescents may become hypervigilant about their encounters with microaggressions, which may impact their mental health and academic performance (Ayón & Philbin, 2017; Cervantes et al., 2018; Gándara & Ee, 2018). I will use the term Latiné unless gender is otherwise relevant, in which case the terms Latina/o will be used. When referencing or citing others work, I will use Hispanic/Latino/a/é/x terms accordingly as identified in each research. As part of the current study, I examined racial-ethnic microaggressions perpetuated against Latiné adolescents, while considering the role of mental health (i.e., negative mood, anxiety), academic success, and ethnic-racial centrality. I hypothesized that Latiné adolescents would indicate exposure to racial-ethnic microaggressions. Further, I hypothesized that exposure to racial-ethnic microaggressions would predict high ratings of negative mood and anxiety, and low ratings of academic success. Additionally, I hypothesized that exposure to racial-ethnic microaggressions would predict high ratings of mood and anxiety, and low ratings of academic success when moderated by ethnic-racial centrality. Latiné adolescents significantly endorsed exposure to racial-ethnic microaggressions, and exposure to racial-ethnic microaggressions significantly predicted participants’ mood and anxiety, and one aspect of academic success (i.e., external motivation). Ethnic-racial centrality did not surface as a significant moderator for any hypothesized relations.

Access Type

Dissertation-Open Access

DOI

https://doi.org/10.30707/ETD.1763755358.439961

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