Date of Award

8-2025

Degree Name

Doctor of Philosophy

Department

Counselor Education and Counseling Psychology

First Advisor

Gary H. Bischof, Ph.D.

Second Advisor

Olivia Ngadjui, Ph.D.

Third Advisor

D.Eric Archer, Ph.D.

Keywords

Focus groups, help-seeking behaviors, minoritized, qualitative, well-being

Abstract

The rising prevalence of mental health concerns among college students, especially those from historically minoritized racial groups, underscores persistent disparities and substantial barriers encountered within Predominantly White Institutions (PWIs). This qualitative inquiry examined the mental health behaviors, attitudes, and beliefs of college students from five historically minoritized racial groups—Black/African American, Latino/Hispanic, Asian Pacific Islander Desi American, Middle Eastern/Middle Eastern American, and Indigenous/Native American—at a midwestern university. Utilizing a phenomenological methodology, the study employed five focus groups comprising 51 participants representing a wide range of academic levels, gender identities, and sociocultural backgrounds.

The findings from this study reveal deeply embedded and culturally nuanced conceptualizations of mental health and psychological well-being that are shaped by intergenerational values, community norms, spiritual beliefs, and systemic inequities. Participants’ narratives highlight how cultural frameworks inform attitudes toward mental health, frequently reinforcing stigmatization, skepticism, and resistance to formal mental health services. A number of consistent themes emerged across all groups, including limited access to culturally competent providers, financial and logistical constraints, and an overall lack of trust in the mental health systems embedded within PWIs. The barriers not only delayed engagement with mental health services but, in many cases, discouraged help-seeking altogether. These culturally embedded experiences were further compounded by widespread reports of microaggressions, discrimination, and racial stereotyping across campus settings, intensifying participants’ psychological burdens.

Despite these challenges, participants also described a variety of culturally affirming coping strategies, including reliance on community-based support networks, religious and spiritual guidance, peer mentorship, and engagement with trusted cultural spaces. These informal mechanisms were not only essential to emotional resilience but often functioned as the primary mode of managing mental health struggles in the absence of accessible and trustworthy formal care. Participants’ resilience, creativity, and communal reliance underscore the importance of developing mental health services that honor these culturally embedded practices rather than overlook them.

The implications of this study are wide-reaching, emphasizing the urgent need for higher education institutions to commit to the development and integration of culturally responsive, inclusive, and equitable mental health frameworks. Central recommendations include the intentional recruitment and retention of racially and ethnically diverse mental health professionals, the implementation of culturally specific outreach programs designed to reduce stigma and enhance awareness, and the institutionalization of comprehensive cultural competence education across counseling and academic staff. Addressing these identified systemic and cultural barriers is imperative for fostering equitable, inclusive academic environments that holistically support the mental health and academic achievement of all students. This research contributes to the broader discourse on racial equity in mental health by illuminating the voices of college students who have historically been marginalized and by offering actionable pathways toward more inclusive and affirming mental health services at colleges and universities.

Access Setting

Dissertation-Open Access

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