# Mental Health Challenges at the Intersection of First-Year, First-Generation College Students and Second-Generation Immigrant Identities: A Qualitative Study

## TL;DR

This study explores mental health challenges faced by first-year, first-generation college students who are also second-generation immigrants.

## Contribution

The study introduces a socio-ecological model to frame mental health challenges arising from intersecting identities of first-generation and second-generation immigrant students.

## Key findings

- Two themes emerged: 'Finding self' and 'Balancing Competing Demands' among first-generation students.
- Second-generation immigrant students experienced stress related to 'Cultural Expectations'.

## Abstract

Background/Objectives: First-year, first-generation college students who are also second-generation immigrants often face significant mental health challenges as they navigate both higher education and early adulthood. This study explored how mental health challenges are shaped by their intersecting identities and framed their experiences using Bronfenbrenner’s socio-ecological model. Methods: This study was conducted in the office of first-generation success at a 4-year R1 university, adopting a qualitative research approach and a small stories research design. A purposive sampling technique was implemented to sample first-year, first-generation students and second-generation immigrants. Two focus group discussions were conducted, each with groups comprising 11 participants (n = 22). The participants were between 18 and 19 years old. The data were analyzed using a thematic approach, with trustworthiness ensured through the establishment of credibility, dependability, confirmability, and transferability. Results: Two themes emerged: “Finding self” and “Balancing Competing Demands” within the first-year, first-generation population. Additionally, stress was identified in the second-generation immigrant group under the theme of “Cultural Expectations”. Conclusions: Framing the stories within the socio-ecological model illustrates the multi-layered mental health burden of this population group, particularly within the socio-political climate shaped by heightened immigration policy, restrictive enforcement practices, and public discourse surrounding immigrant communities. Recognizing their mental health as integral to their overall health and academic success highlights the need to broaden scholarly and clinical understanding of individuals and compounding contextual variables that may be related to adverse emotional states.