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This qualitative study used a small stories design and Bronfenbrenner’s socio-ecological model to examine how intersecting identities shape mental health experiences. Purposive sampling supported focus groups (n = 22, ages 18–19) and thematic analysis identified “Finding self” and “Balancing Competing Demands,” with “Cultural Expectations” emerging for the second-generation immigrant group. Results emphasize layered mental health burdens and the role of socio-political context, immigration policy, enforcement practices, and public discourse. Recognizing mental health as integral to health and academic success underscores the need for expanded scholarly and clinical understanding and attention to compounding contextual variables linked to adverse emotional states.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mental-health-challenges-at-the-intersection-of-first-year-first-generation-college-students-and-second-generation-immigrant-identities-a-qualitative-study/462441/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mental-health-challenges-at-the-intersection-of-first-year-first-generation-college-students-and-second-generation-immigrant-identities-a-qualitative-study/462441.png","ImageObject",300,407,{"name":92,"@type":93},"Fahsai","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What identities are examined in this study’s mental health focus?","Question",{"text":112,"@type":113},"The study centers on first-year, first-generation college students who are also second-generation immigrants, examining how intersecting identities shape mental health challenges.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and data collection methods are used?",{"text":117,"@type":113},"A qualitative approach with a small stories research design was used. 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Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.  \nChristine E. Lynn College of Nursing, Florida Atlantic University, 777 Glades Rd., Boca Raton, FL 33431, USA * [Correspondence: hornec@health.fau.edu](Correspondence: hornec@health.fau.edu)  \nAbstract  \nBackground/Objectives: First-year, first-generation college students who are also secondgeneration immigrants often face significant mental health challenges as they navigate both higher education and early adulthood. This study explored how mental health challenges are shaped by their intersecting identities and framed their experiences using Bronfenbrenner’s socio-ecological model. Methods: This study was conducted in the office of first-generation success at a 4-year R1 university, adopting a qualitative research approach and a small stories research design. A purposive sampling technique was implemented to sample first-year, first-generation students and second-generation immigrants. Two focus group discussions were conducted, each with groups comprising 11 participants (n = 22) . The participants were between 18 and 19 years old. The data were analyzed using a thematic approach, with trustworthiness ensured through the establishment of credibility, dependability, confirmability, and transferability. Results: Two themes emerged:“Finding self” and “Balancing Competing Demands” within the first-year, first-generation population. Additionally, stress was identified in the second-generation immigrant group under the theme of “Cultural Expectations”. Conclusions: Framing the stories within the socio-ecological model illustrates the multi-layered mental health burden of this population group, particularly within the socio-political climate shaped by heightened immigration policy, restrictive enforcement practices, and public discourse surrounding immigrant communities. Recognizing their mental health as integral to their overall health and academic success highlights the need to broaden scholarly and clinical understanding of individuals and compounding contextual variables that may be related to adverse emotional states.  \nKeywords: first-generation college students; short-story research; second-generation immigrants; mental health; socio-ecological model  \n1. Background  \nThe transition to post-secondary education places first-year students at heightened risk for psychological challenges [1] . The onset of emerging adulthood, a life stage between adolescence and adulthood, can exhibit distinctive developmental characteristics. This includes transitions from living with to living apart from their parents, pursuing education or training, and entering the workforce, all while navigating identity exploration and feelings of instability. This is a critical time for the onset of several mental health problems, including anxiety and depression [2] . Anxiety and depression are the most frequently reported conditions among first-year college students [3] . Anxiety and depression are often  \nexperienced when college students face compounded stressful events without adequate support, with first-year students being especially vulnerable due to the transition into college [1] . Furthermore, this transition may also be particularly challenging for students identified as high-risk due to specific demographic factors (e.g., racial or sexual minority, first-generation, international, etc.) [1](p. 1) . These transitional experiences, navigating autonomy, identity exploration,","cbCaibK5uqQK7Znv","https://ap.wps.com/l/cbCaibK5uqQK7Znv","pdf",255164,18,"English","# Abstract\n## Background/Objectives\n## Methods\n## Results\n## Conclusions\n# 1. Background\n## Transition risks and developmental context\n## First-year, first-generation stressors and support gaps","[{\"question\":\"What identities are examined in this study’s mental health focus?\",\"answer\":\"The study centers on first-year, first-generation college students who are also second-generation immigrants, examining how intersecting identities shape mental health challenges.\"},{\"question\":\"What research approach and data collection methods are used?\",\"answer\":\"A qualitative approach with a small stories research design was used. Purposive sampling supported two focus group discussions with 22 participants aged 18–19.\"},{\"question\":\"What themes emerged from the thematic analysis?\",\"answer\":\"Two themes emerged within the first-year, first-generation population: “Finding self” and “Balancing Competing Demands.” For the second-generation immigrant group, stress appeared under the theme “Cultural Expectations”.\"}]","Mental Health Challenges at the Intersection of First-Year, First-Generation College Students and Second-Generation Immigrant Identities: A Qualitative Study | PDF",1790764081,45]