Collectivistic Motives and Physical Distress in a Sample of Underrepresented STEM and non-STEM University Freshmen

• In Event: Poster Session 11
  In Poster Session: PS 11 Topic - Education, Schooling

Abstract

Research has demonstrated that students from collectivistic households experience a mismatch with the individualistic culture of the university environment (Stephens, Fryberg et al., 2012). This mismatch plays a negative role in health and academic adjustment during the transition to college (Stephens, Fryberg et al.; Stephens, Townsend et al., 2012). However, relatively little is known about the nature of these relations among underrepresented minority students. Although science, technology, engineering, and math (STEM) fields are now actively incorporating collectivistic values, most of its foundation lies in individualistic approaches (Tsui, 2007; Wuhib and Dotger, 2014). Therefore, STEM students, in particular, may encounter more struggles with mismatch due to the nature of their discipline and, as a result, experience greater negative consequences. The present study aims to extend this body of work by examining whether there is a relation between collectivistic motives for attending college and self-reports of physical distress in a sample of underrepresented minority freshmen and whether this relation is moderated by STEM major. Our study proposes two hypotheses:

Hypothesis 1: Collectivistic motives for attending college will relate to higher levels of physical distress.

Hypothesis 2: The relation noted in Hypothesis 1 will be intensified or exacerbated among STEM majors.

One-hundred and eleven freshmen (Mage = 18.00, SD = .43; 64% female) from underrepresented minority backgrounds (e.g., Latinx, Black) completed an online survey during their first semester at a four-year university. They self-reported on collectivistic motives for attending college (12-items; e.g., “I decided to attend college so that I can be a role model for people in my community”; Stephens, Fryberg et al.), symptoms of physical distress (12-items; e.g., headaches, stomachaches, trouble breathing; Huynh, 2012), and college major. Participants were placed into STEM versus non-STEM groups depending on their major. The criteria for STEM major status was defined as majoring in life or physical sciences (e.g., Chemistry, Physics) or a discipline that requires a significant amount of mathematics and science courses (e.g., Radiological Sciences). There were 56 STEM and 55 non-STEM major participants. The data from this study is part of a larger, ongoing longitudinal study surrounding cultural mismatch, health and academic adjustment during the transition to college.

Hierarchical linear regressions were conducted to test our hypotheses. In accordance with Hypothesis 1, results revealed that collectivistic motives for attending college was a significant predictor of physical distress (b = .18, SE = .09, p = .047), even after controlling for socioeconomic status (i.e., first-generation status and parental income). However, contrary to our expectations noted in Hypothesis 2, STEM versus non-STEM status did not moderate this relation. A possible explanation may be that freshmen students do not enroll in as many major-related courses in their first semester. Nonetheless, our results illuminate that motives for attending college that are not aligned with university norms relate to higher levels of physical distress among underrepresented minority freshmen, a relation that may carry onto their entire college career. Implications for future research and interventions that may aid in the restructuring of higher education will be discussed.

Authors

• Dianna Alvarado, California State University - Northridge
  Presenting Author

• Carolina Cobian, California State University, Northridge
  Non-Presenting Author

• Joanna Ramirez, California State University, Northridge
  Non-Presenting Author

• Saul Ramirez, California State University, Northridge
  Non-Presenting Author

• Yolanda Vasquez-Salgado, California State University, Northridge
  Non-Presenting Author

• Shu-Sha Angie Guan, California State University - Northridge
  Non-Presenting Author