Publication Date

Fall 2025

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Advisor

Juan Peña; Christina Tzeng; Gregory Feist

Abstract

Southwest Asian and North African (SWANA) college students navigate academic demands alongside immigration-salient stressors that may shape their mental health and academic performance. This study examined generational status (Gen 1 vs. Gen 2+), identity conflict, ethnic identity, and work–life balance (WLB) in overall GPA and major GPA, and mental health outcomes of depression (PHQ-9), and anxiety (GAD-7) among SWANA students (N = 35). Two one-way MANOVAs found no generational differences for academics (overall/major GPA) or mental health (PHQ-9/GAD-7). Identity conflict was unrelated to GPA or symptoms but was positively associated with ethnic identity, while WLB was negatively correlated with depression and anxiety. Hierarchical regressions controlling for generation showed that higher WLB scores predicted lower depressive and anxiety symptoms. Identity conflict and ethnic identity were not unique predictors of mental health or GPA. Overall, these results emphasize the centrality of work-life balance in influencing mental health outcomes among SWANA college students and underscore the need to examine structural and contextual factors that influence mental health and academic success among SWANA students beyond identity-based factors. Keywords: SWANA, immigrant students, work–life balance, bicultural identity, mental health, GPA

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