Exploratory model of multicultural personality, bicultural competence, minority stress, and the impact on college persistence
Abstract
Research has shown that although college enrollment rates for racial and ethnic minority students is growing, these students are still at a significantly higher risk for dropping out than their White counterparts. The present research seeks to investigate the relationship between minority status stress and college persistence and the impact of two proposed moderators, multicultural personality dispositions and bicultural competence. Data was gathered from 121 African American, Caribbean American, and Latino/a college students to evaluate the impact of minority status stress on their persistence decisions and the role of multicultural personality dispositions and bicultural competence as moderators of this relationship. Results revealed that minority status stress was not related to students' likelihood to persist. Additionally, bicultural competence was found to have a moderate, negative relationship with minority status stress, and multicultural personality dispositions demonstrated a strong relationship with students' level of persistence.
Subject Area
Cultural anthropology|Multicultural Education|Personality psychology|Ethnic studies|Higher education
Recommended Citation
Murphy, Hilary, "Exploratory model of multicultural personality, bicultural competence, minority stress, and the impact on college persistence" (2014). ETD Collection for Fordham University. AAI3703262.
https://research.library.fordham.edu/dissertations/AAI3703262
