Black, Low-Income Undergraduates’ Perceptions of Course-Related Factors Associated With Reduced Academic Stress at a Predominantly White Institution

Abstract

Academic stress is a common struggle for learners of all ages. High levels of academic stress can sometimes relate to lower academic outcomes and higher attrition rates. Black college students at predominantly White institutions (PWIs) face unique stressors such as discrimination and imposter syndrome. Being low-income can carry added stressors associated with a lack of access to resources. Prior literature indicates that support and stronger relationships with faculty are associated with lower stress levels and higher academic success. The purpose of this study was to develop a better understanding of course-related factors that reduce academic stress among Black, low-income undergraduates at a PWI. Interviews with 19 Black undergraduates recruited from a department that servees low-income, first-generation students revealed a set of interrelated factors that produce greater feelings of support, relatedness, and competence, which aligns with a reduction in stressful experiences. A thematic analysis was used to create descriptive categories and produce a visual representation of these factors. Implications for university staff and faculty are discussed.