@article{0ab059aac45c4bcca416c28dd4e4efcf,
title = "Reducing cultural mismatch: Latino students' neuroendocrine and affective stress responses following cultural diversity and inclusion reminder",
abstract = "Cultural mismatch theory suggests that a poor fit between the cultural values endorsed by individuals and the institutions to which they belong results in emotional distress and activation of physiological stress processes, particularly for underrepresented groups. To test a novel paradigm for reducing perceptions of this cultural mismatch, the current experiment evaluated whether reminding first-year Latino university students (N = 84; Mage = 18.56; SD = 0.35; 63.1% female; 85.7% Mexican descent; 65.5% first-generation college students) about institutional support for cultural diversity and inclusion would reduce neuroendocrine and affective responses to psychosocial stress. Prior to completing a modified version of the Trier Social Stress Test, participants were randomly assigned to view either a video conveying university commitment to cultural diversity and inclusion (n = 45) or a control video (n = 39) depicting a campus tour. Five saliva samples assayed for cortisol and corresponding negative affect measures were collected to assess stress reactivity and recovery patterns (pre-task baseline, post-task +30 min, +45 min, +60 min, +75 min). Repeated measures data were analyzed using bilinear spline growth models. Viewing the culture video (compared to control) significantly reduced cortisol reactivity to the TSST and post-task negative affect levels, specifically for students endorsing higher Latino cultural values (e.g., familism, respect). Post-task cortisol levels were also reduced for students endorsing higher U.S. mainstream cultural values (e.g., self-reliance, competition). Results provide novel evidence for cultural diversity in stress responsivity and individual variation in approaches to reduce perceived cultural mismatch.",
keywords = "Adolescents, College, Cortisol, Cultural mismatch, Culture, Latino, Reactivity, Stress, Values",
author = "Sladek, {Michael R.} and Doane, {Leah D.} and Luecken, {Linda J.} and Gonzales, {Nancy A.} and Grimm, {Kevin J.}",
note = "Funding Information: We are grateful to the participants of the Transiciones project and to the following individuals for their contributions to the research: Rachel Alvarez, Reagan Breitenstein, Kayla Campbell, Saul Castro, Mary Cauley, Janice Dilgert, Jamie Josephs, Jennifer Kennedy, Kevin Kunitsky, Jenna Lee, Jonathan Manning, Kunal Mansukhani, Radu Moga, HyeJung Park, Stephanie Rincon, Jessica Sills, Trevor Smith, and Andrea Gierens and her team at the University of Trier for technical assistance with salivary assays. Portions of this work are from the lead author's dissertation completed at Arizona State University. The authors declare that they have no conflict of interest. This research was made possible by a Developmental Catalyst Research Grant from the Arizona State University Department of Psychology, the American Psychological Association Dissertation Research Award, the National Science Foundation Graduate Research Fellowship Program ( DGE-1311230 ), the National Science Foundation SBE Postdoctoral Research Fellowship under Grant No. 1911398 to MRS, the Dean's Impact Fund at the Harvard Graduate School of Education , and a William T. Grant Foundation Scholar Award to LDD. Any opinion, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the funding agencies. The funding agencies did not have a role in the study design; collection, analysis, and interpretation of data; the writing of the report; or the decision to submit for publication. Funding Information: We are grateful to the participants of the Transiciones project and to the following individuals for their contributions to the research: Rachel Alvarez, Reagan Breitenstein, Kayla Campbell, Saul Castro, Mary Cauley, Janice Dilgert, Jamie Josephs, Jennifer Kennedy, Kevin Kunitsky, Jenna Lee, Jonathan Manning, Kunal Mansukhani, Radu Moga, HyeJung Park, Stephanie Rincon, Jessica Sills, Trevor Smith, and Andrea Gierens and her team at the University of Trier for technical assistance with salivary assays. Portions of this work are from the lead author's dissertation completed at Arizona State University. The authors declare that they have no conflict of interest. This research was made possible by a Developmental Catalyst Research Grant from the Arizona State University Department of Psychology, the American Psychological Association Dissertation Research Award, the National Science Foundation Graduate Research Fellowship Program (DGE-1311230), the National Science Foundation SBE Postdoctoral Research Fellowship under Grant No. 1911398 to MRS, the Dean's Impact Fund at the Harvard Graduate School of Education, and a William T. Grant Foundation Scholar Award to LDD. Any opinion, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the funding agencies. The funding agencies did not have a role in the study design; collection, analysis, and interpretation of data; the writing of the report; or the decision to submit for publication. Publisher Copyright: {\textcopyright} 2020 Elsevier Inc.",
year = "2020",
month = apr,
doi = "10.1016/j.yhbeh.2020.104681",
language = "English (US)",
volume = "120",
journal = "Hormones and Behavior",
issn = "0018-506X",
publisher = "Academic Press Inc.",
}