{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/94122"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/94122","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"The role of support in student of color well being after 2020","abstract":"The socially and politically tumultuous year of 2020 has provided a unique mix of additional stressors on folks living in the United States, particularly for students of color. The current study employed qualitative methods to examine how this historic time affected undergraduate students of color at a large Predominantly White University and the extent to which they felt supported by faculty and administration on their campus. The study's findings revealed the mental toll that race-related experiences on campus take on students as well as the power of having professors who students perceive to be genuinely supportive. Ultimately, findings highlight the need for a stronger emphasis on multicultural competence in academia, and better training for faculty and administrators, so that the burden does not fall onto students of color to navigate and overcome further harm done within their educational institution.","abstract_html":"The socially and politically tumultuous year of 2020 has provided a unique mix of additional stressors on folks living in the United States, particularly for students of color. The current study employed qualitative methods to examine how this historic time affected undergraduate students of color at a large Predominantly White University and the extent to which they felt supported by faculty and administration on their campus. The study's findings revealed the mental toll that race-related experiences on campus take on students as well as the power of having professors who students perceive to be genuinely supportive. Ultimately, findings highlight the need for a stronger emphasis on multicultural competence in academia, and better training for faculty and administrators, so that the burden does not fall onto students of color to navigate and overcome further harm done within their educational institution.","abstract_has_math":false,"creators":["Troyka, Melinda"],"institution":"University of Missouri--Columbia","degree_name":"M.A.","degree_level":"Masters","degree_discipline":"Ed, School and Counseling Psychology (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["McClain, Shannon"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022","date_published":"2022","updated_at":"2026-07-24T03:07:35Z","subjects":[],"languages":["eng","English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/94122"],"render_values":[{"text":"https://doi.org/10.32469/10355/94122","href":"https://doi.org/10.32469/10355/94122","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/94122","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["McClain, Shannon"]},{"key":"dc:creator","label":"Author","values":["Troyka, Melinda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-02-03T18:58:48Z"]},{"key":"dc:date.issued","label":"Date","values":["2022"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Ed, School and Counseling Psychology (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Columbia"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/94122"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/94122"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The socially and politically tumultuous year of 2020 has provided a unique mix of additional stressors on folks living in the United States, particularly for students of color. The current study employed qualitative methods to examine how this historic time affected undergraduate students of color at a large Predominantly White University and the extent to which they felt supported by faculty and administration on their campus. The study's findings revealed the mental toll that race-related experiences on campus take on students as well as the power of having professors who students perceive to be genuinely supportive. Ultimately, findings highlight the need for a stronger emphasis on multicultural competence in academia, and better training for faculty and administrators, so that the burden does not fall onto students of color to navigate and overcome further harm done within their educational institution."]},{"key":"dc:title","label":"Title","values":["The role of support in student of color well being after 2020"]}]}],"canonical_facts":{"dc:contributor.advisor":["McClain, Shannon"],"dc:creator":["Troyka, Melinda"],"dc:date.accessioned":["2023-02-03T18:58:48Z"],"dc:date.issued":["2022"],"dc:description.abstract":["The socially and politically tumultuous year of 2020 has provided a unique mix of additional stressors on folks living in the United States, particularly for students of color. The current study employed qualitative methods to examine how this historic time affected undergraduate students of color at a large Predominantly White University and the extent to which they felt supported by faculty and administration on their campus. The study's findings revealed the mental toll that race-related experiences on campus take on students as well as the power of having professors who students perceive to be genuinely supportive. 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