The Intersection of Race, Mental Health, and Academic Performance: A Proposed Study of Ethnic Minority Students in UK Universities

This research aims to investigate the complex interplay between racial identity, mental health, and academic achievement among ethnic minority students in UK higher education institutions. Drawing on Perlin's stress process theory and Goffman's work on stigma, we will examine how race-related stressors and experiences of discrimination affect students' psychological well-being and, consequently, their academic performance.

We propose a mixed-methods study combining quantitative surveys (target n=500) and qualitative in-depth interviews (target n=30) with ethnic minority students across diverse UK universities. Data will be analyzed using structural equation modeling and thematic analysis to uncover the pathways linking racial experiences, mental health, and academic outcomes.

We hypothesize that perceived discrimination and racial microaggressions significantly contribute to increased stress levels and decreased mental well-being among ethnic minority students, potentially impacting academic engagement and performance. Additionally, we aim to identify protective factors, such as ethnic identity strength and social support networks, which may moderate these relationships.

This study will contribute to the growing body of research on racial experiences in higher education by providing a nuanced understanding of the psychosocial mechanisms underlying the relationship between race, mental health, and academic achievement. Our findings will have important implications for developing targeted interventions and policies to support the mental health and academic success of ethnic minority students in UK universities.