Minority college students’ mental health disparities have become more prevalent in recent years and have drawn greater scrutiny. This has profoundly impacted the people and society. Students of minority communities going to school, which incorporates Black, Latinx, Local American and Asian American groups, frequently face uplifted degrees of stress, uneasiness, and despondency in contrast with the majority of individual students (Kam, et al. pg. 492). In addition, addressing this discrepancy in mental health outcomes is vital. Long-term negative health outcomes, lower academic achievement and reduced quality of life could be caused by these disparities. Thus, this paper contends that there is a squeezing need to address mental health variations among minority college students by improving socially delicate mediations that take special care of their unique necessities and encounters. It also gives a counter-argument about the major issue in question.
However, these students frequently encounter distinctive barriers while seeking mental health care. The hurdles faced include insufficient culturally qualified medical experts, financial roadblocks, public dishonor, alongside systemic imbalances. Individuals from these educational institutes may encounter more pressure associated with their racial or ethnic identity, comprising bias, slight offences, and sentiments of loneliness. Besides, such stressors can significantly influence their mental health and well-being. All students must have equitable access to mental health care and support to succeed in college and beyond, making it crucial to address these disparities.
In addition, college students commonly experience mental health issues, with around 70% of such conditions arising before the age of 24. Academic pressures, financial difficulties, and social changes can stress the college environment. 63% of college students report experiencing overwhelming anxiety, as per the American College Health Association. Moreover, 41% feel so depressed that daily tasks become difficult (Kam, et al., pg. 500). The statistics are worrisome for students in college. Additionally, college students belonging to a minority group encounter increased incidents of mental health problems compared to their non-minority counterparts.
According to Km & Masada’s study, depression and anxiety rates are higher among indigenous college students. In comparison, white students experience fewer cases of depression and anxiety. Among students, black individuals are 25% more likely to express experiencing significant emotional strain. Reportedly, Hispanic/Latinx students are 30% more likely to express suicidal thoughts similarly. Stigma and insufficient resources are among the factors causing this inequality (Kam et al., pg. 502). The mental health stigma is a major obstacle for numerous minority college students. Cultural prejudices about mental health might result in additional stigma for these students. They might feel ashamed or embarrassed about seeking help, consequently. They could encounter biased treatment or microaggressions from mental health providers unfamiliar with their cultural heritage.
Moreover, an obstacle minority college students face when seeking mental health care is inadequate resources. Low-income backgrounds among minority students can serve as a hindrance to their access to healthcare services. They could lack access to culturally competent mental health providers who understand their unique experiences. Also, these providers can offer appropriate healthcare. The demand for services in school and college advising focuses frequently surpasses accessible staff, which brings about restricted admittance to mind.
Counter-argument
While minority college students experience mental health disparities, some argue that these issues are common among all college students. Research shows that minority students encounter added stressors, including prejudice, bias, and financial problems, which compound their mental health concerns (Lipson, et al., pg. 60).
Minority college students’ investment cost of mental health services may be another counter-argument. Academic institutions frequently distribute a significant proportion of their funds into infrastructure and academic programs. Institutions might not prioritize mental health services due to being considered an additional expense. Additionally, mental health services necessitate long-term funding, which might be perceived as a monetary responsibility.
Furthermore, some may assert that mental health services are provided on campuses already, and students must show initiative in finding those resources. Minority students may be unaware of the available resources, which this argument fails to acknowledge (Lipson et al. pg. 62). Additionally, they might confront more barriers to reaching those amenities. If minority college students’ unique challenges are not addressed, mental health services may not effectively meet their needs.
Despite opposing arguments, investing in mental health services for minority college students is necessary. Higher education institutions are responsible for ensuring that all students can avail resources essential for their academic success. Additionally, they ought to furnish support to enable learners to succeed personally. Assigning resources to mental health services can result in considerable long-term advantages. Also, it has advantages not only for individual students but also collectively for the whole institution. Culturally appropriate and accessible mental health services institutions provide can promote students’ retention, academic performance and overall well-being. Also, students are more prone to sensing the motivation and backing necessary for academic and personal triumphs.
Furthermore, several students feel apprehensive about being stigmatized as ‘mad’ or feeble by asking for help. This stigma may prevent seeking help, fostering feelings of isolation and hopelessness in students. Dealing with these concerns requires a multifaceted strategy incorporating enhancing accessible resources, encouraging cultural proficiency in mental health care, and confronting systemic barriers causing mental health disparities amongst minority college students (Ladany, pg. 1). Besides, it is necessary to comprehend that ongoing commitment is needed to achieve substantial improvement. Essential for addressing mental health disparities and inconsistencies are designated interventions that are culturally sensitive and tailored to the unique needs of minority college students and it’s also important. Mental health treatment might not be effective for all students using a single approach (Ladany, pg. 1). Providing appropriate and effective support involves considering the cultural differences of minority college students.
Therefore, addressing systemic barriers and educating students about mental health resources through outreach efforts are potential interventions for improving care access. Also, culturally responsive and competent mental health services can be provided to clients. Hosting mental health workshops in cultural organizations, incorporating culturally diverse staff in counselling centers, and including diverse perspectives when developing mental health policies are all feasible options. Such interventions can create greater mental health awareness and support amongst diverse communities.
Additionally, the intervention should tackle the fear of being stigmatized and the potential mistrust of mental health professionals. Students can receive non-judgmental, confidential and culturally sensitive help from trained mental health professionals. Additionally, designated intervention programs could include culturally specific peer support groups. Connecting with other individuals who may have gone through similar experiences is possible through peer support groups for students (Ladany, pg. 1). Also, they offer companionship and integration.
In summary, ensuring mental health parity for minority college students is paramount and needs immediate attention. Unique challenges can create difficulties accessing these students’ mental health resources and support. A comprehensive strategy is required to confront such disparities. Expanding access to mental health care, enhancing cultural competency in mental health treatment, and offering interventions focused on diverse students’ specific needs are all part of this approach. Recognizing the importance of addressing mental health disparities is crucial, although counter-arguments against investing in mental health services for minority college students may exist. Their unique challenges must be acknowledged. Advanced learning institutions should focus on mental health services so that all students approach the resources they expect for progress. Besides, these services are imperative for students to thrive in both their academic and individual lives.
Works Cited
Brancaccio, and Hughe. “How the Department of Education Is Recommending Higher Ed Spend Money on Mental Health Care.” Marketplace, 19 May 2022, www.marketplace.org/2022/05/19/how-the-department-of-education-is-recommending-higher-ed-spend-money-on-mental-health-care/.
Kam, Brandt, Hadrian Mendoza, and Akihiko Masuda. “Mental health help-seeking experience and attitudes in Latina/o American, Asian American, Black American, and White American college students.” International Journal for the Advancement of Counselling 41 (2019): 492-508. https://repository.yu.edu/bitstream/handle/20.500.12202/8378/Final%20Dissertation%20Mental%20Health%20Literacy%20R.Cenatus_OA.pdf?sequence=1&isAllowed=y
Ladany. “Colleges Must Invest More in Mental Health (Opinion) | inside Higher Ed.” Www.insidehighered.com, 2022, www.insidehighered.com/views/2022/09/28/colleges-must-invest-more-mental-health-opinion.
Lipson, Sarah Ketchen, Emily G. Lattie, and Daniel Eisenberg. “Increased rates of mental health service utilization by US college students: 10-year population-level trends (2007–2017).” Psychiatric services 70.1 (2019): 60-63. https://ps.psychiatryonline.org/doi/full/10.1176/appi.ps.201800332?journalCode=ps
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