Kicks Hurt Less: Discrimination Predicts Distress Beyond Trauma among Undocumented Mexican Immigrants.

OBJECTIVE: This study aimed to assess for the prevalence of interpersonal discrimination among undocumented Mexican immigrants residing in high-risk neighborhoods near the CaliforniaMexico border, identify relevant vulnerabilities, and determine its association with clinically significant psychological distress after controlling for socio-demographics, immigration characteristics, and history of trauma. METHOD: Respondent Driven Sampling (RDS) was used in this cross-sectional study to collect and analyze data from clinical interviews with 246 undocumented Mexican immigrants. The Brief Symptom Inventory (BSI-53) was used as the primary outcome measure to assess for clinically significant psychological distress. For all analyses, inferential statistics accounted for design effects and sample weights to produce weighted estimates. Logistic regression was used in the multivariate analyses. RESULTS: 69% of participants reported interpersonal discrimination due to being undocumented with significant differences observed across sex, educational attainment, and income. Among participants with a history of interpersonal discrimination due to their undocumented status, 52% met criteria for clinically significant psychological distress with significant differences observed across age groups, years living in the U.S. and history of trauma. After controlling for relevant covariates, having experienced interpersonal discrimination due to being undocumented was the strongest significant predictor of clinically significant psychological distress, OR = 5.47, 95% CI [2.56, 11.7], p < .001, even beyond history of trauma. CONCLUSION: Overall, our findings emphasize the need for policies, advocacy, and the development and provision of contextually-sensitive interventions to address the high prevalence of interpersonal discrimination and its negative health effects among undocumented Mexican immigrants.

Managing and Mentoring: Experiences of Assistant Professors in Working with Research Assistants.

Support from research assistants (RAs) is often framed as a resource to facilitate faculty research productivity, yet most assistant professors have received minimal training on how to effectively make use of this resource. This study collected data from a national sample of assistant professors to examine tasks RAs are asked to perform, satisfaction with RA work, challenges in working with RAs, and lessons learned to be successful. Authors used a sequential mixed-methods design, first conducting a Web-based survey with 109 assistant professors in social work schools with doctoral programs, then qualitative interviews with a subset of 13 respondents who volunteered to talk more about their experiences. Evidence indicated low levels of satisfaction regarding the preparation of students for RA work, particularly among those assistant professors working with first-year doctoral students. Primary challenges included lack of student skills and commitment and sufficient time to supervise and train students. Recommendations include careful assessment of student skills at the start of the relationship and setting clear expectations. Social work programs can improve faculty-RA relationships by training new assistant professors on how to support and manage RAs and training incoming students on basic research skills for their work as RAs.