This qualitative research study aims to examine the experiences and perceptions of social isolation among 30 first-generation college students. Social isolation has been identified as a significant concern among this population, impacting their overall well-being and academic success. Through in-depth interviews, this study sheds light on the multifaceted nature of social isolation and its implications for first-generation college students. A purposive sampling technique was employed to recruit a diverse group of 30 first-generation college students from large urban universities. Semi-structured interviews were conducted, with each participant sharing their personal experiences, challenges, and coping strategies related to social isolation. Thematic analysis was employed to identify recurring patterns and emergent themes within the data. The findings reveal a complex interplay of factors contributing to social isolation among first-generation college students. Key themes that emerged include limited social capital, feelings of cultural disconnection, academic pressures, and financial constraints. Participants reported various consequences of social isolation, including decreased motivation, reduced academic performance, and heightened mental health issues. Additionally, the study highlights the significance of support systems and peer networks in mitigating social isolation. The study underscores the urgent need for targeted interventions and support mechanisms to address social isolation among first-generation college students. Recognizing the multifaceted nature of social isolation, universities should develop comprehensive strategies that encompass academic, social, and emotional support. Building culturally sensitive programming, fostering inclusive environments, and promoting mentorship opportunities are crucial in combating social isolation and enhancing the overall well-being of first-generation college students.

Sexual and gender minority (SGM) individuals are being targeted at an unprecedented level in modern US history. The past several years have seen an exponential increase in legislation and hostile public statements by right-wing politicians and others that target SGM individuals. Much of this specifically targets those who identify as transgender and gender diverse (TGD) individuals. This includes bills that restrict bathroom usage, participation in sports, access to medical care, the right to privacy, articles of clothing that may be worn, who one can marry and restrictions on medical care. Alongside this has been a rise in news covering the legislation as well as a rise in outlets that promote anti-LGBTQ+ rhetoric. This study will examine California SGM college students’ perceptions of safety in California, perceptions of safety on their campus, and whether or not they feel optimistic about the future regarding SGM rights. In addition, participants’ prospects for the future and if they have been influenced by anti-LGBTQ+ legislation will be investigated. Lastly, the effects of media relating to anti-LGBTQ+ rhetoric and legislation will be looked into. University administrators and others may use information gathered by this study to lessen the negative effects on SGM individuals of the current hostile environment.

College students completed a test battery with various tests and surveys. Analyses were run on those that identified as either Hispanic/Latino or White race/ethnicity (n = 45). The tests included in the analyses were Symbol Search (SS), Digit Symbol (DS), and Letter Number Sequencing (LNS). In the NP-NMBRS Study on Mexico-USA borderland populations, these tests were shown to be overestimating the scores of the Spanish speaking adults when applying the standard neuropsychological norms; these norms derive from research done on white participants. The analyses on data from the students did not show statistically significant difference between race/ethnicity’s (SS: p = .318; DS: p = .077; LNS: p = .513). However, graphs did show a trend of difference which suggests there could be another variable that affects scores, such as language and acculturation. Race/ethnicity is not the best variable to look at when looking at how norms should be adjusted for various groups. Future research will include data from the surveys Abbreviated Multidimensional Acculturation Scale and Language Experience and Proficiency Questionnaire. This data could provide a better insight into how the norms apply differently to students that attend an English-speaking college.