Honors Program

 

Honors Program: Theses

First Advisor

Cynthia Willis-Esqueda

Second Advisor

Chelsea Witt

Date of this Version

Spring 3-31-2025

Document Type

Thesis

Citation

Tavira-Villegas, C. 2025. Bridging the Gap: Stress and Support Systems for Underrepresented Students Pursuing Graduate Education. Undergraduate Honors Thesis. University of Nebraska-Lincoln

Comments

Copyright Carlos Tavira-Villegas 2025

Abstract

Embedded within the United States educational system lies a history that is marked by centuries of exclusion, where students of color were denied the right to an equal education. Despite this legacy of injustice, a story of resilience and bravery also exists, as countless individuals fought for the right to access and succeed in an equal education. This literature review examines the historical exclusion of Mexican American, Asian, and Black students in the United States. Important legal cases will be explored to trace the progression of educational equity in America. Several theories will be reviewed, including social identity theory, ecological systems theory, cultural capital theory, resilience theory, and impostor syndrome, to gain a deeper understanding of the challenges faced by students of color and first-generation students. This review will also delve into contemporary issues, including the debate between assimilation and accommodation, as well as the impact of impostor syndrome, ethnic identity, and familial support on stress and perceptions of graduate education among students. Overall, this review will bridge past and present challenges; ultimately, I hope to shed light on the systemic barriers that persist in higher education and, in turn, share potential strategies for addressing these challenges and creating more equitable opportunities.

Key Words: Underrepresented Students, Educational Inequality, Support Systems, Stress and Mental Health, Graduate Education

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