| Autor: |
Becerra MB; Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA., Gumasana RJ; Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA., Mitchell JA; Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA., Sami S; Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA., Truong JB; Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA., Becerra BJ; Center for Health Equity, Department of Health Science and Human Ecology, California State University-San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA. |
| Abstrakt: |
Objective: In this study, we evaluated the role of minority status, as well as pandemic-related social stressors and health disparities on short- and long-term academic performances of college students. Methods: Cross-sectional analysis using descriptive and bivariate statistics were used to identify participants of minority status as well as pandemic-related prevalence of social stressors and health disparities and their roles on academic performance. Results: Poor academic performance was significantly related to being food insecure, experiences of discrimination, serious psychological distress, and low daytime wakefulness during the pandemic but only significantly based on minority status. Grade point average was significantly associated with serious psychological problems among males, independent of race/ethnicity identity. Conclusions: Institutes of higher education, when tasked with developing post-pandemic policies to address equity gaps in academic success, may benefit their students by integrating system-wide holistic approach to support, including interventions on basic needs support and health and resilience building. |
