Values, acceptance, and belongingess in graduate school: Perspectives from underrepresented minority students

Background: Although the enrollment rate of students who come from racial and ethnic backgrounds traditionally underrepresented (URM) in higher education settings is steadily increasing in United States graduate programs, URM students are still considerably underrepresented. Systemic racial and ethnic discrimination, microaggressions, and low belongingness may negatively impact psychological functioning and interfere with academic success. Objective: This study explored the relationship between racial and ethnic stressors, belongingness, acceptance, and valued living on the psychological functioning of URM graduate students. Method: Participants (N = 436) were URM students pursuing their doctoral degree in the United States who completed the Schedule of Racist Events, Racial and Ethnic Microaggressions Scale, Campus Connectedness Scale, Valued Living Questionnaire, Philadelphia Mindfulness Scale, and the Depression, Anxiety, and Stress Scales. Results: Racial and ethnic microaggressions and stressors were positively associated with psychological distress and belongingness was negatively associated with psychological distress (r's = .21-0.33). However, three hierarchical regression analyses demonstrated that both acceptance of internal experiences and values-based living predicted psychological functioning (depression, anxiety, and stress) over and above the negative effects of racial and ethnic stressors and low perceived belongingness. Conclusions: Although systemic changes are needed to address the inequities that URM graduate students face, helping students to cultivate an accepting stance and live consistently with personal values could buffer against the effects of these stressors on psychological functioning.