Sociology of Education, Inequality, Mental Health, At-Risk Youth
Colleges and universities are struggling to address their students’ mental health problems, which are highly prevalent, increasing, and often untreated. Amidst increasing enrollments, a large proportion of students exhibit significant mental health symptoms, but the majority of those students do not participate in mental health programing. Effectively addressing students’ mental health problems requires understanding not only student-specific factors, but also the institutional contexts of the schools in which these students are enrolled.
Extensive interdisciplinary mental health research has documented how social contexts (notably local communities) can impact an individual’s mental health in positive and negative ways and generate mental health inequalities. Compared to individual-level mental health research, far less is known about how post-secondary institutional contexts impact undergraduates’ mental health. Thus, my aim to move beyond an individual-centered approach and to adopt a multilevel analysis that effectively embeds students, and their associated mental health status, in more richly-described institutional contexts.
My dissertation research consists of a multilevel analysis of how post-secondary institutional context impacts individual student’s mental health. I evaluate 1) the extent to which undergraduate students’ mental health outcomes and service utilization are directly impacted by institutional contexts; and 2) how these institutional contexts buffer or exacerbate mental health inequalities across gender, race/ethnicity, and socioeconomic status (SES) background.
SOCI310A Canadian Society - CANADIAN SOCIETY Sections
Social organization of Canadian society: relationships between social institutions and social processes (e.g., economics, education, family, law, media, and politics); including issues of ancestry, ethnicity, gender, region, and social class.
One fine body…