School-Family Conflict, Emotional Regulation, and Academic Help-Seeking Behavior Among Women of Color in College

• In Event: Women Student Success in Higher Education

Abstract

This study investigated how school-family conflict predicts academic help-seeking behavior and how emotional regulation moderates the relation between these two variables. The participants were 1,477 incoming first-year women of color from one large, ethnically diverse, urban public university. Although help-seeking plays an important role in college success, few studies address women of colors’ help-seeking within school-family conflict contexts. Results indicated that students who report they experience greater levels of family-school conflict also report they are less likely to engage in academic help-seeking behavior. Yet, emotional regulation lessened the negative impact of school-family conflict on help-seeking. This study highlights the importance of emotional regulation in the relation between school-family conflict and academic help-seeking behavior, particularly among women of color in college.

Authors

• Jinyoung Koh, University of Illinois at Chicago

• Sue P Farruggia, University of Illinois at Chicago

• Nicole Perez, University of Illinois at Chicago

• Lindsey Back, University of Illinois at Chicago

• Eric Schwarze, University of Illinois at Chicago

• Irma Ramirez, University of Illinois at Chicago