Self-esteem among college students: the intersectionality of psychological distress, discrimination and gender

Purpose The purpose of this study was to assess the prevalence of low self-esteem among college students and how exogenous and endogenous factors, such as experiences of discrimination and psychological distress, respectively, impact such an outcome. Design/methodology/approach General education courses were used to conduct a quantitative cross-sectional study among undergraduate college students. The primary outcome variable of interest in this study was self-esteem, which was measured using the Rosenburg’s self-esteem scale. Primary independent variable was psychological distress (measured using Kessler 6 scale). Discrimination experiences were measured using the Everyday Discrimination Scale (EDS). Descriptive, bivariate and multiple linear regressions were conducted to find associations among such variables. Findings Among 308 young adults in this study, psychological distress was significantly related to low self-esteem (s = −6.50, p < 0.001). In addition, increasing EDS score (s = −0.37, p = 0.019) and women gender (s = −1.29, p = 0.038) were also associated with low self-esteem. Research limitations/implications The study was cross-sectional and thus cannot provide causal relationship. The self-reported data is susceptible to recall bias. College students continue to face negative social experiences that impact their self-esteem, and discrimination plays a substantial role. Practical implications Gender-specific self-esteem coaching is needed among college students with psychological distress and among those with experiences of discrimination. Social implications The results of the current study provide information for understanding the role of discrimination and psychological well-being on self-esteem of college students, and thus further address the importance of social determinants of health and well-being. Originality/value This study provides a unique insight into the disparities faced by college students. Understanding self-esteem at the individualistic and collectivistic levels will allow for the planning and implementation of comprehensive interventions that address gender differences and psychological distress that will increase the positive health outcomes and decrease the negative health outcomes.