A cultural mismatch: Independent cultural norms produce greater increases in cortisol and more negative emotions among first-generation college students

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Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education (2015, background): “Rather, school-relevant selves are afforded by people’s ongoing experiences in particular sociocultural contexts—socially and historically constructed environments that contain a set of culture-specific ideas, practices, and institutions (Markus & Hamedani, 2007; Stephens et al., 2012).”
Stress, Coping, and Perceived Academic Goal Progress in First-Generation College Students: The Role of Institutional Supports (2017, methodology): “In an experimental study, individualistic university norms led to increases in first-generation students’ cortisol levels (i.e., biological markers of an individual’s stress response) and decreases in performance on an academic-related task (Stephens et al., 2012).”
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “…independence that emphasized self-direction to one of interdependence that emphasized communal working and community—decreased first-generation students’ stress (Stephens et al., 2012c), decreased how difficult they perceived the work to be, and increased their performance (Stephens et al., 2012a).”