The role of trajectories of stress and social support in underrepresented students’ educational outcomes

Abstract

The current study examined the potential impact of trajectories of perceived stress and social support from parents, friends, romantic partners, and natural mentors (i.e., supportive adults from youths’ everyday lives) throughout underrepresented students’ college careers on their subsequent educational outcomes. Participants were underrepresented college students (n = 340) who were surveyed five times across their 4 years of college. The outcomes of interest (i.e., on-time graduation, pursuit of career goals) were assessed during the final wave of data collection. Longitudinal latent profiles were estimated based on fluctuations in perceived stress and social support over time. Three latent profiles of social support and perceived stress emerged: Early Stress Spike, Late Support Increase, and Decreasing Social Support. Results suggested that participants in the Decreasing Social Support group contained the fewest on-time graduating students, and students in this profile were less likely to be pursuing career goals than the Late Support Increase group.