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During recent decades, there has been a growth in research exploring the social experiences of African American students attending institutions of higher education. Research that examines minority stress suggests that students of color experience cognitive stressors specific to their racial identity or status as minorities on campus. Many studies have expanded on this knowledge in terms of academic achievement, retention, and adjustment to campus during the first year. The present studydoi:10.15763/issn.2642-2387.2018.4.1.66-95 fatcat:jmf7zur4czebbbenfzthumgemu